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District Technology Plan

Current Location:  PHCS » Offices and Groups » District Technology Plan

Click here for a PDF version of the 2008-2011 Technology Plan

PARISHVILLE-HOPKINTON CENTRAL SCHOOL DISTRICT

 

P. O. Box 187

12 County Route 47

Parishville, NY   13672

(315) 265-4642

TABLE OF CONTENTS

 

 

Acknowledgements    2

 

Introduction    3

 

District Technology Vision and Mission Statement    4

 

Graduation Expectations and Indicators    4

 

Needs Assessment    5

 

Current Technology Environment    6

 

Status of District Technology Instruction    11

 

Matrix Table/Action Plan (Goals, Objectives, Major Tasks/Activities,

Support/Resources, Responsibility, Evaluation)    16

 

Strategies Used for Compliance    24

 

Technology Budget    25

 

PHCS Policies and Procedures    26

 

Appendices

 

1. Appendix A – Parent Permission Letter and Internet Permission Form for Independent Use    27

2. Appendix B – Childhood Internet Protection Act    32

3. Appendix C – Math, Science, and Technology Standards    33

4. Appendix D – Technology Interview Format    34

5. Appendix E – Needs Assessment    35

ACKNOWLEDGEMENTS

 

 

The Parishville-Hopkinton Central School District has been fortunate to have a number of dedicated individuals and groups to assist in the development of this plan.  Appreciation and thanks are extended to the people who contributed to this process.

 

 

Members of the PHCS Board of Education

 

Ward Remington, President

Timothy Zellweger, Vice President

Steven Wilson, Clerk

Christine Jacot

Stacie Jacot

Heidi Simmons

Fred Wilhelm

Willard Witherell

James Young

 

 

The Technology Committee

 

Thomas R. Burns, Superintendent of Schools

Pamela J. Claus, Elementary Principal

Darin P. Saiff, Junior-Senior High School Principal

Scott Lalonde, Computers

Cheryll Phippen, Computers

Carter Eldridge, Technology/Industrial Arts

Michael Walter, Science

Irene Sinclair, Librarian

Raymond Whalen, Art

Mary Taylor, Special Education

Robert Holland, Business

Melissa Scudder, Guidance

Don Cannamela, Instrumental Music

Dyan Pcolar, Elementary

Shannon Zehr, Elementary

Kim Reed, Junior High English

Brenda Hanson, Parent Rep

 

 

 

Also the students, staff, administration, and community members of the Parishville-Hopkinton Central School District for their input and support.

INTRODUCTION

 

 

The Parishville-Hopkinton Central School District recognizes that the effective use of technology as a tool to improve student motivation and learning is important to our students and will be essential to them as adults adapting to a rapidly changing society.  We acknowledge the value and role of classroom teachers as guides to direct students of all abilities in learning opportunities rather than as conveyors of facts and information.  Students, taking a greater control over their own learning, will be better able to create, access, analyze, and exchange information from electronic sources through the development, implementation, and assessment of the following three-year plan.

The Parishville-Hopkinton Central School District, in partnership with home and community, within a safe environment of understanding, compassion, and respect, commits to assisting every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student´s race, ethnicity, gender, family income, geographic location, and/or disability.

District Technology Vision and Mission Statement

    The Parishville-Hopkinton Central School District will promote and support students as they explore and develop the skills needed to participate successfully in an ever-changing and diverse society striving to promote life-long learning and a variety of post-secondary education or training opportunities.  Parishville-Hopkinton Central School challenges the students to seek and become involved in educational opportunities which address their unique needs, interests, and strengths as involved and contributing citizens.

 

    A graduate of Parishville-Hopkinton Central School District is expected to be an effective communicator, socially responsible community member, a creative problem-solver and a self-disciplined contributor.  To address these outcomes, Parishville-Hopkinton Central School has identified Computer Technology as a necessary partner and facilitator.  Our district plan is designed to facilitate the realization of this vision.

 

Parishville-Hopkinton Central School, with the intent to allow all students to meet or exceed standards, will:

 

1. Promote/create problem-solving opportunities

2. Facilitate experiences for students to develop collaborative communication skills

3. Prepare students for life long learning

4. Provide equal access to technology

5. Promote global, national, and local citizenship

 

 

 

PHCS Mission Statement

    The community, parents, students, and staff of the Parishville-Hopkinton Central School District will cooperate to create opportunities which will enable students of all ages and abilities to become responsible, independent members of a diverse society.

 

 

Graduation Expectations and Indicators

 

    A graduate of Parishville-Hopkinton Central School will be:

 

1. An Effective Communicator

1. 1. Understands written word and responds appropriately

   2. Listens effectively and responds appropriately

   3. Writes and speaks clearly and effectively

1. A Socially Responsible Community Member (Who)

1. A Cooperative Worker/Learner (Who)

1. A Self-Disciplined Person (Who)

1. A Creative Problem Solver (Who)

 

 

Needs Assessment

 

    The following instruments and data were compiled, reviewed, and utilized to identify our District´s technology needs:

 

1. Students:

18. 1. School Report Card Information

    2. Surveys and Self-assessments

    3. Individualized Computer Progress Reports

    4. Observations/Interviews

    5. N.E.T.S. Standards and NYS Learning Standards

    6. Current Technology Levels

    7. District Mission Statement

    8. Local Technology Proficiency Assessments at Grades 2, 5, 8, and 12

    9. Access to Technology

19. Staff:

20. 1. Observations/Interviews

    2. Self-Assessment Surveys based on N.E.T.S.

    3. Professional Development Plan Needs Analysis

    4. Individual Goals

    5. Equipment Needs and Training

1. Administration:

22. 1. Survey based on N.E.T.S. for Administrators

    2. Self-Assessments

    3. Individual Goals

 

 

Current Technology Environment

 

    Parishville-Hopkinton Central School´s technology resources currently consist of an Ethernet LAN with OC-192 service to the Internet and Gigabit fiber connections between two central wiring closets, providing 1 GB/s and 100 MB/s cabled connections to all classrooms and offices.  Through a combination of wired LAN, we also maintain an 802.11b/g wireless network which provides complete wireless coverage to all areas of the building.  The combination of these two overlapping networks facilitates the sharing of five central file servers, 14 Black and White networked laser printers, one networked color laser printer, and one networked color inkjet printer.  As of June, 2008, we will have a total of 222 computers in the building, all of which are connected to the network.  We also have a myriad of scanners, digital cameras, projection devices, C.O.W.s (Computers on Wheels consist of a laptop with wireless Internet access, one rolling cart, one set of external stereo speakers, and one projection device.   Some of the C.O.W.s have also been enhanced with document cameras and wireless smart board tablets), Alpha smart keyboards, and a single polycomm (Teleconferencing device).  This equipment is spread throughout the building and consists of a minimum of one machine per classroom.

 

    Computer equipment is distributed throughout the building as follows:

 

1. Labs:

 

    a.    High School:  Contains a total of seventeen P4 computers; sixteen are Dell P4 workstations for student use and one is a Gateway Tablet for teacher use.  All of these machines have Internet and laser printer access.  The lab also houses one scanner, one Xerox N3225 black and white networked laser printer, and one Epson projection device.

 

    b.    Elementary:  Contains a total of twenty-six Dell P4 computers; one is a Dell Latitude D630 laptop for teacher use, twenty-four are student workstations, and the last is a Dell Inspiron 1100 located on a C.O.W. complete with an Avermedia Document camera.  This room also houses one Dell 1100MP classroom projection device, one Dell M5200 Networked black and white laser printer, and one scanner.

 

    c.    Business:  Contains a total of fifteen Dell P4 computers; fourteen student workstations and one Dell Latitude D630 laptop for teacher use.  This lab also houses an HP Laser Jet 5MP Network Laser Printer, a scanner, and an NEC projection device complete with stereo speakers on a multimedia cart.

 

    d.    CAD:  Contains a total of seventeen P4 computers; fifteen Dell P4 Desktops, one HP 4000x Workstation, and one Dell Latitude D630 laptop for teacher use.  This lab also contains one scanner, one networked laser printer, two color inkjet printers, one Dell projection device, one scanner, and one pair of stereo speakers.

 

24. Classrooms:  

 

    a.    Elementary:  There are a total of twenty-six computers distributed throughout fourteen elementary classrooms.  These computers are distributed as follows:  

 

1. Kindergarten:  Four machines (one D630 laptop, one P4 desktop, one C.O.W. in one classroom and one D630 laptop in the other classroom).

1. First Grade:  Four machines (one D630 laptop and two P4 desktops in one classroom and one D630 laptop in the other classroom).

2. Second Grade:  Five machines (one D630 laptop and two P4 desktops in one classroom and one D630 laptop and one P4 desktop in the other classroom).

3. Third Grade:  Two machines (one D630 laptop in each classroom).

4. Fourth Grade:  Seven machines (both classrooms contain one D630 laptop.  In addition, one classroom has a C.O.W. configured with five additional laptops).

5. Fifth Grade:  Three machines (one D630 laptop and one P4 desktop in one classroom and one D630 laptop in the other classroom).

6. Sixth Grade:  Three machines (one D630 laptop and one C.O.W. in one classroom and one D630 laptop in the other classroom).

1. Middle School:  There are a total of eleven computers distributed throughout five middle school classrooms as follows:

1. English:  Seven machines (one D630 laptop, five P4 desktops, and one C.O.W.).

2. Math:  One D630 laptop.

3. Science:  One P4 desktop with projection device and one D630 laptop.

4. Social Studies:  Two machines (one D630 laptop and one P4 desktop).

5. Spanish:  One D630 laptop.

1. High School:  There are a total of twenty computers distributed throughout ten classrooms as follows:

1. English:  Eight machines (one D630 laptop, four P4 desktops, and one C.O.W. in one classroom and one D630 laptop and one P4 desktop in the other classroom).

2. Math:  Three machines (one D630 laptop and one P4 desktop in one classroom and one D630 laptop in the other classroom).

3. Science:  Three machines (one D630 laptop in one classroom and one D630 laptop and projection device in the other classroom).

4. Social Studies:  Four machines and one networked black and white laser (both classrooms have one D630 laptop and a C.O.W., one of which includes a document camera).

5. Spanish:  One D630 laptop and a C.O.W.

1. Shared Staff Classrooms:  There are a total of eight computers distributed throughout four classrooms as follows:

 

1. Art:  Six machines (both classrooms have a D630 laptop, a P4 desktop, and a C.O.W..  One classroom also houses a digital camera).

2. Physical Education:  One D630 laptop in each P.E. office.

3. Health:  One D630 laptop and one P4 desktop.

4. Music:  Four machines (a D630 laptop and a C.O.W. in each classroom and an additional P4 desktop with projection device in one classroom).

 

1. Special Education/Title I/Speech Classrooms:  There are a total of thirty-three machines distributed amongst six settings as follows:

 

1. Elementary Resource Room:  Eight machines (two Dell P4 desktops, one Powermac desktop, five Dell P4 laptops, one of which is for teacher use.  In addition, this classroom contains a multimedia cart with stereo speakers, an NEC projection device, and a smart board airliner.

2. Intermediate Resource Room:  Six machines (one Dell P4 desktop and five Dell P4 laptops, one of which is for teacher use.  In addition, this classroom contains a multimedia cart with stereo speakers, an NEC projection device, and a smart board airliner).

3. High School Resource Room:  Eight machines (one Dell desktop and seven Gateway laptops, one of which is for teacher use.  In addition, this classroom contains a multimedia cart with stereo speakers, a projection device, and a smart board airliner).

4. Elementary Title I Math and Reading:  Four machines (two Dell D630 laptops for teacher use and two Dell P4 desktops for student workstations.

5. High School Title I Reading:  Two machines (one Dell D630 laptop for teacher use and one P4 desktop for student use).

6. Speech Pathologist:  Two BOCES Dell P4 workstations.

 

1. Libraries:

 

1. Elementary:  Contains a total of four Dell P4 workstations, all with Internet and laser printer access.  One of the four Dell´s is used as a teacher workstation.  The library also houses one scanner and one networked laser printer.

 

58. High School Media Center/Library:  Contains a total of twenty-six Dell P4 computers.  Twenty of these machines serve as student workstations, one serves as the teacher workstation, one is a media repository/yearbook server, and the remaining four are part of a multi-laptop C.O.W. with projection device.  The library also houses one digital camera and nine Alpha smart keyboards.

 

59. Administrative and Support Staff Offices:  There are a total of 21 machines distributed amongst 10 offices as follows:

 

60. 1. School Psychologist´s Office:  One Macintosh G-3, one Dell P4 desktop, and one P4 laptop.  This office also contains an Apple personal laser printer.

61. 1. Superintendent´s/Tax Collector´s Offices:  One P4 laptop for the Superintendent, one P4 laptop for the confidential secretary, and one Dell P4 desktop for the tax collector.  This office also contains a C.O.W., a scanner, three digital cameras, a networked HP LaserJet 2430dtn printer, and video surveillance equipment.  The tax collector´s office also contains one black and white HP LaserJet 2015dn printer and one networked Konica Minolta 5430DL color LaserJet printer.

 

62. 1. High School Office:  One P4 laptop for the principal, one P4 laptop for the secretary, and one P4 desktop which runs door security and video surveillance software.  These machines al have Internet and laser printer access.  This office also contains a networked HP LaserJet 4200, an HP Color Deskjet printer, and a net-workable copy machine.

 

63. 1. Elementary School Office:  One P4 laptop for the principal and one P4 desktop for the secretary, both of which have Internet and laser printer access.  This office also contains a networked HP LaserJet 4200 and a networked HP LaserJet 5.

 

64. 1. Guidance Office:  One P4 laptop for the guidance counselor, and one Dell desktop for the secretary.   This office also contains a networked laser printer, a networked Epson DFX5000, and a ScanTron.

 

65. 1. Business Office:  One IBM 300LP, one Dell Optiplex, and one HP Vectra.  These machines are owned by BOCES and have Internet and laser printer access.  This office also contains a Lexmark Laser printer and an Epson DFX-5000 Dot Matrix printer.

 

66. 1. Superintendent of Buildings and Grounds:  One Dell P4 desktop to run the new Cleaver Brooks Boilers and heating system.  This machine has a direct connect dot matrix printer as well as network and laser printer access.

 

67. 1. Nurse:  Uses a Dell P4 desktop to access and maintain attendance records from one of the central file services.  This machine also has a direct connect dot matrix as well as Internet and laser printer access.

 

68. 1. Head Bus Mechanic:  Uses a Dell P4 desktop to maintain bus records, perform parts inventory, and review security camera footage.  This machine has Internet and laser printer access.

 

69. 1. Cafeteria Manager:  Uses a Dell P4 desktop to order supplies, create menus, recipes, and to perform various word processing tasks.  This machine also has laser printer and Internet access.

Status of District Computer Technology Instruction

 

Elementary School

 

    Elementary computer instruction is scheduled for all students in grades K-6.  This instruction is performed by the Elementary Computer Teacher in our Elementary Computer Lab.  Students will receive 40 minutes of formal instruction per 6-day cycle.  Children will be introduced to computer technology by a series of grade level specific assignments designed to reinforce classroom instruction while also meeting the technology goals of the district and those set forth by the N.E.T.S.  Students initially become familiar with the keyboard and mouse using developmentally appropriate content software to independently navigate through activities, advancing on to use the network and learn about files and folders.  Keyboarding is formally introduced at the third grade where they also complete guided Internet search activities and begin word processing.  Spreadsheets, various software programs, presentations, teleconferencing, vocabulary development, Accelerated Reader, Renaissance Math, on-line tutorials, digital camera, projector, and scanner use are also incorporated as students apply their computer skills to classroom projects.  Students have the opportunity to incorporate more intense applications using Microsoft Office Suite, Publisher, and PowerPoint presentations.  The elementary computer curriculum is driven by classroom teachers working in collaboration with our computer technology staff who integrate the students´ developing skills to support content area learning objectives.

 

    The elementary computer lab and the elementary library mini-lab are available for research and remediation of technology skills, classroom assignments, and projects.  Elementary teachers incorporate content specific software and C.O.W.s to support their classroom instruction.

 

Middle School

 

    Middle School instruction reinforces and builds on skills acquired at the elementary level.  Direct instruction in keyboarding and the use of Microsoft Office takes place as an integrated part of the curriculum.  Teachers utilize computer equipment for direct instruction, classroom demonstrations, and research support.  Our library website provides classroom teachers with links to current research projects and our library media specialist helps students begin to identify, select, and evaluate appropriate information sources.  Integrating library and classroom instruction, students utilize and evaluate on-line electronic databases and Internet search engines.  Students have access to digital cameras, scanners, projectors, video and photo editing software for class assignments.  Several of our middle school classrooms are equipped with mini computer labs (C.O.W.s), providing increased access to technology and the ability to use a variety of software (publishing, word processing and presentation programs) to independently apply technology resources in their assignments.

 

High School – General Classroom Education

 

    High School instruction in the core subject areas is performed by the teacher in each individual classroom.  High school students continue to work independently and build upon previously learned skills.  Computer instruction in the high school takes place as an integrated part of the curriculum.  Teachers utilize computer equipment for lecture purposes, visual /audio integration, and as a tool for research support.  Using the classroom and library, the students utilize and evaluate on-line resources, electronic databases, and internet search engines.  Students continue to use technology while doing independent and collaborative work in classrooms, study halls, library, and computer labs, to create projects using a variety of software including, but not limited to, publishing programs, word processing, and presentation programs.  Students also have access to digital cameras, scanners, projectors, video, and photo editing software for class assignments.  High school students and staff will evaluate on-line resources for effectiveness, synthesize information, and apply technology to assignments.

 

High School – Art Education

 

    High school Art courses are elective classes for students in grades 9-12.  Instruction is performed by one of our two K-12 art teachers and our high school computer teacher in one of our high school computer labs.  High school art instruction relating directly to technology comes in two different classes, digital photography and yearbook design.  Digital photography is team taught by both the Art department and the Computer Science department.  During the first ten weeks of the course the students learn to use Photoshop to manipulate digital images, during the second ten weeks they students learn to edit video.

 

High School – Business Education

 

    High school Business courses are elective classes for students in grade 9-12.  Instruction is performed by our high school Business teacher in the high school Business Lab.  Business Education instruction requires students to develop keyboarding competency by mastering the "touch typing? method of keyboard control.  Students will also master document processing by using Microsoft Word, create and use spreadsheets in Excel, and perform Internet research to solve common problems encountered when operating a business.

 

High School – Computer Education

 

    High school Computer courses are elective classes for students in grades 9-12.  Instruction is performed by the high school Computer teacher in the high school Computer Lab.  High School Computer Education comes in the form of five courses taught by our high school Computer teacher; i.e. Computer Applications, Network Essentials 1 & 2, Microsoft A+ and Student Internships, as well as courses in our Art, Music, and Technology departments.  This instruction is meant to familiarize students with three basic components of today´s technology; software, hardware, and customer service.  Computer Applications is heavily software-based and gives students hands-on experience with most application software they are apt to come in contact with including, but not limited to, word processing, desktop publishing, graphics, spreadsheet, database, and networking software.  Students are also introduced to basic hardware and simple troubleshooting techniques.  Network Essentials delves more deeply into the specific area of computer network design.  Microsoft A+ deals exclusively with the technical aspects of computer hardware.  These courses and their objectives are taught through a variety of instructional techniques and a series of hands-on projects all intended to encourage self-directed learning and good client provider interpersonal skills while giving students a strong foundation to either further their education or immediately begin providing technical support.  These courses and their subsequent projects change to address current technology while attending to NYS Standards and those set forth by the N.E.T.S.

 

High School – Music Education

 

    High school Music courses are elective classes for students in grades 7-12.  Instruction is performed by our Band Director in our Technology and Music Lab.  High school Music instruction relating directly to technology comes in the form of a class named Technology in Music Instruction (TIMI).  The District Band Director also serves as "Web Master? as he maintains and continues to develop our own web site as a tool to simplify and automate tasks, securely sharing information and strengthening our school/community partnerships.

 

High School – Technology Education

 

    High school Technology courses are elective classes for students in grades 9-12.  Technology Education instruction is performed by our high school Technology teacher in our high school shop and computer-aided drafting classroom.  High school Technology courses are designed to encourage student computer use through research, programming, data collection, analysis, design, and estimation.  This instruction familiarizes students with Internet browsers for research, spreadsheet software to analyze and chart data, and Computer-aided drafting software as a design tool and as an introduction to modeling and engineering.  These objectives are taught through a series of hands-on projects that are designed to address current issues while meeting NYS Standards as well as those set forth by N.E.T.S.

 

Special Education

 

    District Special Education classrooms and the CSE offices have utilized technology for the daily maintenance of programming using the IEP Direct Management System.  The District has also added three new C.O.W.s (computers on wheels) complete with lap tops and multi-media devices and eleven PALM Pilots to manage intervention efforts K-2 with Wireless Generation as the management system.  Each Resource Room received a new lap top as part of our District upgrade and is equipped with a small bank of PCs available for research, keyboarding, word processing and IEP management.  Special Education staff has facilitated IEP workshops focusing on an awareness of individual programs, related services, management and physical needs, testing accommodations, et cetera.

 

    Students utilize a variety of assistive devices in their classrooms including Alpha Smarts, lap tops, phonic ear, et cetera.  The goal of our Special Education staff is to continue to develop an on-going awareness of new assistive devices and technology, intervention strategies such as the Read Naturally Program and the integration of technology to support the varied learning styles of our special needs students.  

 

Administration

 

    The Administrative Staff at PHCS frequently updates computers to access a variety of management data.  This information includes, but is not limited to, internal student data, staff and financial data (through the Shared Business Office at BOCES), athletic scheduling, and special education management (IEP Direct).  Information gathered from these sources is submitted online to a variety of sites.  Administrators access students´ records on a continual basis using Web-2-School and IEP Direct.  Teachers also utilize Web-2-School for attendance, scheduling, and the maintenance and reporting of grades and to obtain parent information.  The use of e-mail by teachers and parents continues to be an effective means of home-school communication.

 

    The State Education Department has extended its use of the Internet to acquire data to complete and file forms, testing requests, student management data, and State Aid and financial data.  The Business Office uses electronic banking (BOCES programs and equipment) to manage payroll and accounting.  District assets are recorded using a database inventory and all equipment is slated to be tagged by the end of the 2008-09 school year.

 

    Our Cafeteria Manager relies on computer technology in the development of daily, weekly, and monthly menus, using the Nutri-Kids software program.  All recipes, ingredients, and portion sizes are entered into the program database which enables the Cafeteria Manager to complete nutrient analysis and ensure that meal offerings meet RDA guidelines.  The Cafeteria Manager also routinely inventories her supplies, prepares hourly payroll data that is e-mailed to the Payroll Clerk on a weekly basis, and completes her Daily Sales Reports for e-mailing to the Business Office using the Excel software program.  All Government Surplus Food orders are done on-line and the Cafeteria Manager also utilizes the on-line method for ordering from local distributors wherever possible

 

    Our Director of Maintenance, Operations, and Transportation records and retrieves Material Safety Data Sheets (MSDS) on-line.  The District´s HVAC system is controlled by a computer located in the Director´s office and can be accessed from his home, should the need arise.  This software program manages temperature and controls cooling, ventilation, and heating requirements for 28 separate zones within the building.  The Director of MOT also prepares hourly payroll data and attendance information for the Payroll Clerk, keeps track of fuel deliveries, and schedules extra transportation runs in a weekly basis using Excel and Microsoft Word software programs.  The DMOT also uses the computer to review/retrieve current Abstracts of Driving Record for his bus drivers and to obtain/complete a variety of DMV forms to ensure compliance with Article 19A requirements.

 

Community

 

    Technology continues to positively impact our school/home communication with parents, guardians, and shareholders in our community.  On-going renovations to our website provide lists of current events, important news items, required notices, the school calendar, menus, and forms promoting timely access and awareness to programs, scheduled events, and job opportunities.  As noted previously, e-mailing to parents and community shareholders is increasing as comfort with this communication style increases.  The District´s library currently utilizes Mandarin and will be moving to the OPALS Program in the 2008-2009 year.  Parents and shareholders currently serve on district-wide committees and contribute to district plans, Shared Decision-Making, CSE/CPSE, and Professional Development meetings.

 

    The following goals and strategies are proposed to support the educational goals of the Parishville-Hopkinton Central School District while providing effective administrative support, staff development, and use of resources.  The central focus of the plan is to improve instructional, communication, and management technologies to meet the objectives of the New York State Learning Standards.

Action Plan

 

Need:  To enhance student learning through the effective integration of technology

 

Goal 1:  Students will be technologically literate by the end of 8th grade as defined by the District.

 

When (Year)	Objectives	How (Major Tasks, Activities)	Support/Resources	Responsibility	Evaluation
2008-2009	Technology standards will be adopted for students and teachers K-12 based on the 1STE NETS. (2008-2009)	Identify and articulate the seven areas of computer competency outlining district expectations for computer literacy.   Systems/Fundamentals Social and Ethical Word Processing Spreadsheets Presentations and Multi-media Communications Research   Update K-12 Technology curriculum including a linear progression of technology skills, knowledge, and applications.	Substitute funding 2:30-3:10 Planning Times Model Schools	Administration Tech Committee	Areas for Computer Literacy Identified and Articulated with examples
2008-2009	Curriculum Supports Technology (2008-2011)	Curriculum alignment developed to ensure students reach the desired mastery/proficiencies by age and ability levels Development of grade 8 multi-year computer literacy evaluation. Implementation of the 5-8 literacy evaluation to grade 5-8 students.	Professional Development Model Schools School Improvement Teachers´ Learning Center SED updates	Administrators Staff Tech Committee	Updated schedules Computers and regular education term planning Teacher Survey Results Observations

 

 

Action Plan

 

Need:  To enhance student learning through the effective integration of technology (Continued)

 

Goal 1:  Students will be technologically literate by the end of 8th grade as defined by the District.

 

When (Year)	Objectives	How (Major Tasks, Activities)	Support/Resources	Responsibility	Evaluation
2008-2011	Technology standards will be adopted for students and teachers K-12 (2008)	Identify and articulate the seven areas of computer competency outlining district expectations for computer literacy. Update K-12 technology curriculum including a linear progression of technology knowledge, skills, applica-tions, and incremental assessments. Local development of a Grade 5-8 multi-year computer literacy evaluation.   Implementation of the 5-8 literacy evaluation.	SETRC Model Schools Technology Network of Teachers Teachers´ Learning Center Technology Committee 611 Funding Title II Funds District Financial Support Substitutes	The Technology Committee Administration	Benchmark Document Locally developed Assessment Documents
	Curriculum Supports Technology Standards (2008-2011)	Curriculum alignment/assessments developed to ensure students reach desired mastery/proficiencies by age and ability levels. Integrated computer instruction K-12.	Staff surveys completed to direct the professional development required to facilitate the alignment of the curriculum with tech standards.	Administration and Faculty The Technology Committee	Planbook Reviews Technology Committee Meetings Teacher Survey Results
2008-2011	Computer-related technology is increasingly integrated into instruction and student efforts (2008-2011)	Students have access to conferences, communications, and presentations using the Polycom. Students K-7 receive mandatory computer instruction through scheduled classes, open lab times, and after school access. C.O.W., Elmos, CPS units, laptop, network access from home, and wireless networking Peripherals such as Elmos, digital cameras, scanners, multi-media projectors, smart boards, and interwrite pads are used to support and integrate instruction	Computer Staff Regular Education Staff Library	Tech Staff District Committee Administration	Master Scheduling Planbook Reviews Observations Demonstrations, Projects
		Teachers model and facilitate the use of technology to support research, writing, publishing, and presentations (multi-media).	Professional Development	Tech Staff District Committee Administration	Teacher Survey Results Staff Development Attendance Sheets
		Formal and informal instruction is offered to staff and students to support the informed, safe, and effective use of software applications. Instruction is provided to staff facilitating the use of digital video filming and editing.	Professional Development Turn-key Training Model Schools Teachers´ Learning Center Work- shops and Visitations	Tech Staff Classroom Staff Monitoring Administration 2:30-3:10 Preparation Times for in-house demonstrations	Staff Observations Administrative Observations
		School website is expanded including individual web pages for grade levels, homework assignments, community/ share-holder involvement opportun-ities, et cetera.	District Staff K-12
2008-2011	Shareholders will be provided a safe technology environment inside our facility and when accessing our system from outside environments	Update and revise the Internet policy as needed. Classroom presentations focusing on Internet safety and appropriate use. Inclusion of Internet Safety Policy provisions included in student, staff handbooks, Code of Conduct documents, staff and student opening of the year presentations. Community library/technology lend-ing (Encyclopedias, et cetera, on line).	District Computer Use Policy School Resource Personnel Code of Conduct and Handbook Updates PTSA – Open House Presentations	Policy Updates Technology Committee Teaching Staff Administration Tech/Library Staff	Scheduled Internet Policy presentations/updates Parent permission slips Attendance at Staff/ Student presentations
2008-2011	Technology addresses the learning styles and academic needs of all students (Regular and Special Ed.)	Incorporation of specialized software and hardware programs and equipment. Technology supports varied instructional modalities and learning styles as well as instructional levels. Students will receive instruction using appropriate assistive technology devices (adaptive keyboards, phonic ears, tracking devices, and communication boards, Interwrite pads, multi-media projectors, Alpha Smarts, audio devices, et cetera.	611 funds Staff Development through SETRC, RTI, Model Schools, and Teachers´ Learning Center IDEA IEP Direct/Wireless Genera-tion	Administration Committee on Special Education Title I Staff Related Service Providers Special Ed/Regular Ed Staff	Student Assessment Data IEP´s Classroom Observations IEP and Planbook Reviews
2008-2011	The Special Education Department will utilize technology to maintain records (individually and for state reporting purposes)	Web-based IEP Direct and other NERIC software is used to access and manage information about students with disabilities Data Warehouse requirements will integrate Web-2-School, IEP Direct, VADIR, BEDS, PD forms, STAC, SAMS, et cetera Wireless Generation will track AIS/RTI progress.	611 Funds STAC Forms IEP CSE/CPSE IEP Direct SETRC	CIO (Title I/Guidance) Administration CSE/CSE Chair	Verified and Accurate Reports
2008-2011	The School Library System will support the technology standards	Continued use of automated library collection, digital media, on-line reference products, electronic books and data bases.   Provide access to Polycom virtual fieldtrips, video streaming, on-line materials Students will use computers to search for materials, search on-line, public access catalog, and initiate interlibrary loans Update and maintain computer stations in both elementary and high school libraries and promote access to electronic sources and the Internet for research and multi-media projects Organization and maintenance of various technology support equipment (C.O.W.S, Elmos, Smartboards, multi-media projectors) for borrowing. Students and faculty are able to borrow various technology equipment from the technology department or library, promoting the use of multi-media peripherals in the classroom	Mandarin OPALS Library System (NNLA) (LRC) Librarians Tech Staff Scheduled library instruct-tion at the elementary, coordinated with computer instruction     Regular Ed., Special Ed., and Library/Media Staff       BOCES Model Schools	Administration and Staff LRC Administration Tech Committee Librarians                   BOCES       Library Staff Technology Teachers	NERIC Reports Data Warehouse Lesson Planning/     Technology Integration Master Schedule                   Tech Staff, BOCES       Equipment Use Forms/ Teacher Requests

 

 

Implementation Action Plan

 

Need:  To enhance student learning through the effective integration of technology

 

Goal 2:  Teachers will be technologically literate as defined by district shareholders

 

When (Year)	Objectives	How (Major Tasks, Activities)	Support/Resources	Responsibility	Evaluation
Year 1 2008-2009	Technology proficiencies will be identified for district employees and educational support will be provided to facilitate staff and administration mastery levels	Technology proficiencies will be identified and incorporated into an annually administered teacher/staff survey.  The results will drive staff development including, but not limited to, in-service workshops, turn-key training, staff presentations, conferences, visitations, and college classes.     Access and awareness of program offerings advertised in the teachers´ lounge and distributed by teacher representatives     Workshop notices correspond to individual goals   Internet access to TLC, RTI, School Improvement, Model Schools, and STAC web pages   Training for faculty to assist with technology and facilitate integration On-line assessments (wireless generation, DIBELS, testing using PALM pilots)	Attendance at workshops Model Schools SETRC TLC School Improvement Local Universities In-house Tech Staff Staff Best Practices Consultants Educational Salespeople   Title I/AIS Staff for PALM training Model Schools coordinated with results of individual surveys                 Model Schools 611 Funds Title IIB BOCES Title I coordination Substitutes	Administration Staff Technology Committee                 Administration and Staff                         Administration/CSE Chair Robert Stillin-Dowman Patty Fisher Jen French Tammy Travis	Survey Results Attendance at Workshops Performance, discussions Inclusion and integration of proficiencies into classroom presentations                             Student output results
2008-2011	Support will be provided to enable faculty, staff, and administration to reach and maintain professional technology standards	Administrative support and encouragement for staff attendance at in-service/staff development oppor-tunities, conferences, updates, staff turn-key training sessions, and Best Practice demonstrations Access to Polycom workshops IEP, Wireless Generation, Web-2-School updates Annual alignment and update of core curriculum integrating technology Bi-annual review and evaluation of Tech Plan	Model Schools TLC School Improvement Title IIB Substitutes Data Warehouse	Administration	Curriculum Maps

 

 

Implementation Action Plan

 

Need:  The effective administrative application of technology to increase and document student achievement

 

Goal 1:  The district will purchase and allocate administrative/district software and hardware

 

When (Year)	Objectives	How (Major Tasks, Activities)	Support/Resources	Responsibility	Evaluation
2008-2011	Electronic recordkeeping of staff attendance, leadership at staff development workshops, presentations, and demonstra-tions	Train and use on-line registration system for BOCES, Model Schools, and TLC workshops	C. Phippen S. Lalonde Administration		Survey results, discussions, tech meeting sub-committee minutes
2009-2010	Electronic administration of school media efforts (Mandarin to OPALS)	Purchase, installation, and monitoring of OPALS software to catalog and manage circulation of elementary and high school library collections Provide web access to library collection	Library Media Specialists BOCES LRC	Administration Library/Media Staff LRC BOCES PHCS Staff	Actual teaching experience In-service results
2009-2010	Wireless communications	District will investigate the purchase of cell phones for emergency use	Library Media Specialists BOCES	Administration
2008-2011	Digital monitoring for student security and to record data related to student performance	Purchase and expand use of PALMS and wireless generation software DIBELS support and RTI intervention	611 Funds Model Schools Title I/AIS Coordinator Vendors SETRC	Administration	No. of CSE referrals School Wide Reports Report Cards
2008-2011	Computerized databases will continue to maintain district record-keeping and reporting	Expand the use of Web-2-School, IEP Direct NERIC updates Inventory equipment	Tech Staff NERIC Substitutes Guidance/AIS Staff Business Office	Administration Staff Business Office	Meeting discussions Data Verification School Report Card Administrative Reports to staff and Board
2008-2011	Research and pilot emerging technology	District support for attendance at emerging technology workshops	State, local, and federal funding Vendors State aided software dollars	Administration Staff Technology Committee	Project Proposals Budget Requests Periodic Plan/Budget Reviews

 

Implementation Action Plan

 

Need:  Maintain and update district infrastructure to maximize access for staff, students, and community shareholders

 

Goal 1:  The district will provide and periodically update an infrastructure that supports current and on-going program needs, access, and involvement.

 

When (Year)	Objectives	How (Major Tasks, Activities)	Support/Resources	Responsibility	Evaluation
2008-2011	On-going professional development for tech staff	Attendance at Tech conferences, workshops, and demonstrations Develop and periodically update district website for community awareness, information, and access	District Funding Title II Funds State and Federal Funding Model Schools District Newsletter Editors </