TECHNOLOGY PLAN · 2019-01-24 · listening, reading, and speaking skills. use word processing to...

NORTH TONAWANDA CITY SCHOOL DISTRICT

TECHNOLOGY PLAN

Three Year Action Plan 2007 - 2009

District Contact:

Jane DiVirgilio Technology Coordinator

(716)807-3629 [email protected]

Technology Plan

TABLE OF CONTENTS:

Technology Committee 3

Mission 4

Vision 4

Goals 5

Goal 1: Student Outcomes 6

Goal 2: Integration 8

Goal 3: Information Management 12

Goal 4: Access 13

Goal 5: Staff Development 17

Goal 6: Staffing 19

Goal 7: Software 20

Goal 8: Program Implementation 21

Action Plan 22

Hardware Schedule 30

Cost Summary 31

Appendices:

Appendix A: Inventory of Equipment and Services 32

Appendix B: Acceptable Use Policy (AUP) 36

Appendix C: Internet Content Filtering Policy 39

Appendix D: Technology Survey 41

Appendix E: NETS for Students 46

Appendix F: Excerpts from the Professional Development Plan 47

Appendix G: District Letter of Support 49

Appendix H: Technology Evaluation Rubric 50

Technology Plan

TECHNOLOGY COMMITTEE

Jack Agugliaro

High School, Remedial Reading Teacher

Carol Brenner

Elementary & Middle Schools,

Computer Skills Teaching Assistant

Linda Buchholtz

Elementary & High Schools,


Shannon Carr

High School, English Teacher

Cheryl Davignon

Spruce, Gifted & Talented Teacher

Irene Desminis

Meadow, Elementary Teacher

Debbie DiBernardo

Spruce, Elementary Teacher

Jane DiVirgilio

District Technology Coordinator

Jim Fisher

High School, Principal

Cyd Green

Elementary & Middle Schools,


Bonnie Hathaway

Gilmore, Special Education Teacher

Mike Iodice

High School, Business Teacher

Teresa Lamparelli

High School, Foreign Language Teacher

Peg Maroney

Elementary Schools


Bill Markarian

Middle School, Gifted & Talented Teacher

Marian Maziarz

Elementary & High Schools,


Artie McAuliffe

Instructional Technology Manager

Cindy Patrum

Middle School, Science Teacher

Loray Sorto

High School, Business Teacher

Consultant:

Ronald Nowak

WNYRIC, Technical Support

Technology Plan

MISSION

To fully implement and integrate the use of current and future technologies with the intent

of increasing student learning, enhancing the teaching process, and improving the

operations of the school district.

VISION

� provide all with an equal opportunity to achieve success

� develop technological skills that are necessary to succeed

Student � promote higher levels of critical and creative thinking

Dimensions � cultivate problem solving skills

� provide access to electronic educational resources

� use technology in an ethical way

� improve communications with peers, experts, and others in the community

� encourage and support joint curriculum development and sharing

� improve the delivery of lessons

Teacher � provide access to electronic educational resources

Dimensions � provide an early intervention tool for monitoring and improving student achievement

� automate the administrative aspects of the job

� facilitate greater interaction between parents, teachers, and administrators

� use technology to further professional growth and collaboration

� improve access to accurate and timely student data and reports

� enhance communications among teachers, administrators, parents, and

Administrative community members

Dimensions � strengthen the efficiency and accuracy of management operations by converting

paperwork to automated processes

� provide access to electronic educational resources

Technology Plan

GOALS

1. Empower all students to acquire technological knowledge, skills, and attitudes that are necessary to

become independent, life-long learners and to participate fully as informed, productive members of

society.

2. Enhance teaching and learning across all grade levels and content areas and support the New York

State Learning Standards.

3. Increase productivity and improve communications for the instructional and administrative

management of data.

4. Improve access to technological resources in classrooms, libraries, labs, and offices.

5. Provide extensive staff development in technology to support curricular, instructional, and

administrative functions.

6. Provide adequate support for technology users and for timely repair and maintenance of equipment.

7. Promote the use of effective educational software and on-line resources.

8. Evaluate and report the progress of the Technology Plan to ensure its successful implementation.

Technology Plan

GOAL 1: STUDENT OUTCOMES

Empower all students to acquire technological knowledge, skills, and

attitudes that are necessary to become independent, life-long learners and

to participate fully as informed, productive members of society.

The following is a guide for developing technological skills from kindergarten through grade twelve. The

skills developed at each level will serve as a building block for the next level. Mastery of these skills

ensures that graduates of the North Tonawanda City School District will adapt to, understand, and utilize the

technology they will encounter as adult citizens and employees.

By the end of grade five, students will be able to:

• properly handle computer hardware and software.

• develop keyboarding skills appropriate to their ages and abilities.

• complete written assignments using word processing software and simple editing capabilities.

• search and retrieve information using a variety of research tools (CD-ROM disks, software

databases, Internet).

• develop graphs and maps to illustrate concepts in math, science, and social studies.

• use selected software to practice concepts being learned in math, science, social studies, and

language arts.

• complete written research reports, which will include a cover page and works cited.

By the end of grade eight, students will be able to:

• complete a written interdisciplinary project that will include a cover page, table of contents, and

works cited.

• develop a flat-field database to manage information.

• create a multimedia presentation that incorporates pictures, audio, graphics, and text.

• use spreadsheets and charts to analyze the effects of changing factors in a formula for problem

solving.

• search and retrieve information on the Internet.

• demonstrate mastery of keyboarding skills and techniques.

• develop the skills necessary to determine the validity of internet resources.

By the end of grade twelve, students will be able to:

• develop a relational database for the purposes of organizing data.

• complete written research reports which include a cover page, table of contents, footnotes or

endnotes, and works cited.

Technology Plan

GOAL 1: STUDENT OUTCOMES, Continued

• develop class presentations or web pages on important current issues using a combination of media:

video, text, illustrations, voice, sound effects, music, etc.

• search and retrieve information from a variety of research tools (including the Internet) and employ

the best technology to communicate this information to others.

• use technology to share information with others.

Recommendations:

1. Expand the computer skills program to include grades seven and eight.

2. Review and revise the computer skills curriculum at each level.

3. Evaluate computer skills electives and consider offering topics on web authoring or career-specific

technical skills necessary to progress toward gainful employment.

4. Evaluate software employed in various computer courses to ensure appropriateness and to avoid

duplication.

Technology Plan

GOAL 2: INTEGRATION

Enhance teaching and learning across all grade levels and content

areas and support the New York State Learning Standards.

The following matrix illustrates how technology can be used to support student learning throughout the

K-12 curriculum:

Standard

How Technology Integrates

Social Studies � identify, locate, and evaluate information from online databases, information-

retrieval systems, and library and museum resources throughout the world.

� use multimedia resources to view historic events through the eyes of those

who were there through their art, pictures, writings, music and artifacts.

� develop computer-generated charts, maps, tables, and graphs to compare,

contrast, or clarify data and ideas about people, places, values, and policies.

� develop computer-generated timelines by placing important events and

developments in their correct chronological order.

� prepare multimedia presentations of research projects.

� produce written research projects.

� share information and ideas using computer links with other students

studying similar topics, issues, and problems.

� appreciate how technological change affects people, places, and regions.

Languages Other � locate a variety of online materials such as dictionaries and other reference

Than English works and authentic materials such as newspapers and magazines.

� take a virtual field trip to cities, libraries, museums, and other cultural places

throughout the world.

� connect with other classrooms to provide authentic language experiences via

e-mail.

� employ a wide range of instructional materials that may include audiovisual

and multimedia materials and computer software to improve vocabulary,

listening, reading, and speaking skills.

� experience the people, places, culture and history of other countries through a

wide range of audiovisual and multimedia materials.

� produce written research and multimedia projects.

� strengthen language skills and cultural awareness by using an interactive multi-

media language laboratory that ties music, language, literature, and art together.

Technology Plan

GOAL 2: INTEGRATION, Continued

Standard


� use software to analyze students’ diets and support the curriculum in the

areas of fitness, nutrition, and disease prevention.

� keep electronic records of sporting events and analysis of students’ athletic

performances.

� utilize a CPR mannequin to give students instant feedback when performing

CPR.

� simulate the care of an infant by using Baby Think It Over.

� monitor students’ heart rates to coordinate with exercise and promote

physical activity.

� use multimedia resources to identify and study parts of the body.

� use a spreadsheet to develop and maintain an individual/family budget.

� locate a variety of online databases to reference information about health,

sports, careers, and other curriculum related areas.

� use technology and the media to promote positive health messages.

� employ a wide range of instructional materials that may include audiovisual

and multimedia materials and computer software to improve vocabulary,

listening, reading, and speaking skills.

� use word processing to support the writing process (pre-writing, drafting,

revising, proof-reading, publishing).

� compile a personal reading list by generating a database to reflect reading

goals and accomplishments.

� share information and ideas using computer links with other students.

� maintain an electronic portfolio that includes exemplars of students’ work for

appropriate assessment of the learners’ growth.

� research, read, analyze, and synthesize information from various online

resources.

� use charts, graphs, and diagrams to support and illustrate informational text.

� compare the video, film, or stage version of a literary work with written work

using audiovisual or multimedia resources.

� produce multimedia presentations by employing audiovisual and multimedia

resources.

Health, Physical

Education, Family

And Consumer

Sciences

English Language

Arts

Technology Plan


Standard


� identify, locate, and evaluate career information from on-line databases,

information retrieval systems, and libraries throughout the world.

� produce a research project that contains a detailed description of specific jobs

within a career option, the necessary qualifications, and the education and/or

training level necessary for employment.

� produce a resume and letters of application.

� prepare computer-generated tables and graphs comparing career-related

information (educational costs and occupational statistics).

� produce a multimedia presentation on an occupation.

� use electronic media (e-mail, Internet, fax) to communicate information.

� select, apply, and troubleshoot hardware devices and software programs in

preparation for a technical career.

� use computer hardware and design software (CAD) to create engineering

drawings.

� use a variety of technologies to learn how societal, economical, and

governmental changes effect career options.

� use multimedia resources, the Internet, on-line databases, and information

retrieval systems for mathematical analysis, scientific inquiry, and design.

� share lab data, mathematical information and technical designs via the sources

listed above using text, tables, pictures and sounds to evaluate the data and

discover positive and negative effects technology has on society.

� produce computer generated timelines to help understand and apply scientific

concepts, principles, and theories pertaining to the historical development of

ideas in science.

� produce charts and graphs for spreadsheet "what-if" applications.

� prepare multimedia presentations showing the application of technical

knowledge and skill to design, construct, use and evaluate products and

systems to satisfy human and environmental needs.

� use computer based programs to apply math, science, and technology to

other areas of learning.

� analyze and report laboratory data using word processing and spreadsheet

applications.

� simulate real-life problems related to math, science, and technology for critical

thinking and problem solving.

Career

Development &

Occupational

Studies

Mathematics,

Science &

Technology

Technology Plan


Standard


� use technologies (live, print, video, computer, etc.) to research, create,

perform or communicate about dance.

� research a broad range of career opportunities in the fields of dance, music,

theater and visual arts and how to prepare for possible entrance into those fields.

� compose, record, produce and record/playback music using current technologies.

� develop an electronic commencement portfolio showing proficiency in dance,

music, theater, or visual arts.

� see and hear world-famous performances using current technologies.

� produce multimedia presentations of projects.

� identify current technologies, published scripted materials, and print and

electronic resources available for theatrical productions.

� use theater technology (lighting, staging, sound, etc.) to create a theatrical

experience.

� create art works using draw/paint computer software.

� use a scanner, video camera, or digital camera with computer software to create

original artwork.

Recommendations:

1. Form an interdisciplinary group at each level (elementary, intermediate, commencement)

composed of representatives from all subject areas to promote technology and curriculum

integration.

2. Improve student and staff access to the Internet and telecommunications.

3. Require a technology component in all curriculum guides.

4. Provide a variety of resources that correlate with the curriculum and promote technology use.

5. Provide information about current, networked, and centralized materials through automated

libraries.

6. Identify critical needs areas where technology would contribute significantly to the achievement of

objectives and effective learning.

7. Assist instructional staff with developing classroom web pages that link to resources, worksheets,

and quizzes.

The Arts

Technology Plan

GOAL 3: INFORMATION MANAGEMENT

Increase productivity and improve communications for the

instructional and administrative management of data.

Just as technology is seen as a tool to improve the learning process, it also is seen as a way to improve the

administrative functions of our schools. Technology will be used to improve the efficiency and timeliness of

administrative operations, including information management, data transfer, fiscal accountability, resource

allocation, and communications.

Recommendations:

1. Automate all libraries throughout the district.

2. Standardize on the following management applications:

• Student Scheduling

• Grade Reporting

• Attendance

• Demographic Data

• Library Automation - Mandarin

• Productivity - Microsoft Office - Word, Excel, Access, PowerPoint

• NYS Standardized Test Scores Reporting - PCLEAP

3. Explore ways to improve the operating and reporting processes in the following areas:

transportation, discipline, athletic/activity eligibility, electronic portfolios, and health information.

Technology Plan

GOAL 4: ACCESS

Improve access to technological resources in classrooms,

libraries, labs, and offices.

An inventory was conducted to determine the current and future status of telecom services, hardware,

software, and local area and wide area networks. (See Appendix A)

Based on this analysis, the following defines the hardware configuration needs that must be met to improve

student and staff access to technological resources.

Elementary Level

1. Classrooms:

• maintain state-of-the-art equipment for networked teacher workstations.

• four networked student workstations that will be used to remediate, reinforce, and extend learning

objectives.

2. Libraries:

• an electronic catalog that is connected to all networked workstations at the school site and to all

libraries in the Western New York area through the union catalog.

• a networked circulation workstation and a librarian workstation that will be used for management

of the library’s resources.

• four networked student workstations that will be used as research tools (access to electronic

catalog, Internet, CD-ROMs).

3. Offices:

• maintain state-of-the-art equipment for the principals and clerical staff.

4. Labs:

• maintain a networked classroom lab of workstations that will be used for implementation of the

computer skills curriculum and for use by classroom teachers for large group instruction.

Middle School Level

1. Classrooms:


• two to four networked student workstations that will be used to remediate, reinforce, and extend

learning objectives.

Technology Plan

GOAL 4: ACCESS, Continued

2. Library:

• maintain state-of-the-art student workstations that will be used as research tools (access to

electronic catalog, Internet, CD-ROMs).

3. Offices:

• maintain state-of-the-art equipment for the principals, clerical staff, and guidance counselors.

4. Lab:

• maintain state-of-the-art workstations that will be used for developing computer skills and for use

by classroom teachers for large group instruction.

High School Level

1. Classrooms:


• two to four networked student workstations that will be used to remediate, reinforce, and extend

learning objectives.

2. Library:

• maintain state-of-the-art student workstations that will be used as research tools (access to

electronic catalog, Internet, CD-ROMs).

3. Offices:

• maintain state-of-the-art equipment for the principals, clerical staff, and guidance counselors.

4. Labs:

• maintain six state-of-the-art classroom labs: four that will be used for developing computer skills

and two for use by classroom teachers for large group instruction.

Administration Building

• maintain state-of-the-art networked workstations for administrators and clerks.

Technology Plan


Networking Environment

Current:

The following is a general description of the current networking environment:

• all buildings within the district are connected with optical fiber to the High School-Meadow

Complex, thus creating the equivalent of a large campus-wide network.

• the High School-Meadow Complex is the central hub with a direct connect via a gigabit

broadband line to Erie I BOCES.

• the elementary and middle schools each have a local area network operating at 100 mbps. This

LAN is accessible to all office staff, school library staff, computer labs, and classrooms.

• the High School has a local area network operating at 1000 mbps with 8 remote closets. This

LAN is accessible to all office staff, school library staff, computer labs, and classrooms.

Future Needs:

The district has the following networking goals:

• install additional electronics in all schools that will provide gigabyte connections to all

equipment.

Technology Plan


Maintenance/Replacement/Technical Support

Maintenance:

• Current contracts: Our district contracts with the WNYRIC for maintenance on all file servers,

switches, and routers. Additionally, repair coupons are purchased for administrative online

computer units and printers. A local contractor repairs all other equipment.

• Future contracts: As the needs of our District increase, appropriate maintenance agreements will

be put in place.

Replacement:

• The district’s computers and peripherals are replaced on a rotating basis at least every five years.

The equipment in the data closets is evaluated periodically by a staff member of Erie I BOCES

and replaced/upgraded as needed.

Technical Support:

• Appropriate staffing ensures timely repair and support for all technology users. See Goal 6:

Staffing, page 20, for a more detailed explanation of needs.

• AUP and Filtering Policies: (See Appendix B and C)

Recommendations:

1. Provide state-of-the-art equipment to students, teachers, administrators, and office staff to

maximize student learning and staff productivity.

2. Upgrade the electronics at each school site.

3. Provide appropriate funds for maintenance, repair, and technical support.

4. Explore before and after school opportunities to increase student access.

5. Provide a networked server for storage of password protected student data.

6. Provide a networked server for storage of password protected teacher data.

Technology Plan

GOAL 5: STAFF DEVELOPMENT

Provide extensive staff development in technology to support

curricular, instructional, and administrative functions.

Staff development is widely recognized as one of the most important elements contributing to the success of

technology implementations. It is a continuous process that will include awareness activities, training for

novice through experienced users, and monitoring/mentoring.

Current:

During the 2006-2007 school year, all staff completed a survey that included a self-evaluation of skills and

usage. (See Appendix D) As a result of this survey, the district has hired a part-time Professional Staff

Developer focusing on technology integration into the curriculum. The following is a list of the current

Technology Staff Development Workshops:

� general computer operations—hardware components, file saving and retrieval, network logon

procedures, and use of mouse

� word processing

� telecommunications training—Internet basics and e-mail

� teacher utility applications—grade reporting, PDP Timekeeper, IEP Direct and accessing student

databases

� experts within the district are identified and provided with in-depth training to prepare them to become

turnkey trainers.

Future Needs:

Based on the survey, the following staff development needs will be addressed:

� the integration of spreadsheets, graphics, programs, presentation tools, databases, and web page

authoring into the curriculum.

� telecommunications training - browsing and search strategies, book marking web sites, Internet

security issues, ethics, netiquette, bulletin boards, discussion groups, educational blogs, wikis, and

podcasts

� using electronic portfolios.

� training on a variety of educational software packages covering the full range of grades and skill

levels in all subjects.

� turnkey trainers will provide in-district workshops and facilitate technology integration.

� feedback from previous workshops will be used to modify instruction for staff.

� technology integration - how to use technology to meet the New York State Learning Standards of

Higher Achievement, how to reach students with diverse learning styles, and address the ISTE

National Educational Technology Standards for Students (See Appendix E)

Technology Plan

GOAL 5: STAFF DEVELOPMENT, Continued

Over the course of Implementation Years 1-3, the Technology Coordinator, the Assistant Superintendent for

Curriculum, and the Professional Development Planning Team will determine staff development priorities

based on curricular goals and staff needs. (See Appendices F and G for Excerpts from the Professional

Development Plan, and District Letter of Support, respectively)

Our professional development model will provide multiple opportunities for teachers to get involved with

technology, including:

� attendance at professional seminars and conferences - offered by the Western NY Regional

Information Center, Orleans-Niagara BOCES, and the Teacher Center

� attendance at district sponsored workshops - instructed by turnkey trainers and other in-house staff

� access to technology books, videos, software, online resources, and other instructional materials.

� on-site assistance offered by trained technology mentors, teaching assistants, and Technology

Integrator.

� observations of exemplary examples of technology teaching/learning in other schools during release

time.

� collaboration time where teachers can team to design, implement, and complete a project.

� participation in support groups at individual school sites.

Recommendations:

1. Recognize the desirability of technology skills in effective job performance when considering job

candidates and when evaluating staff.

2. Establish guidelines and specifications for teacher training.

3. Develop a site-based network of peer support to ensure that professional development is readily

available and ongoing.

4. Acquire quality training videos, software, and manuals for use by staff.

5. Form user groups and join online listservs as sources of continuing support.

Technology Plan

GOAL 6: STAFFING

Provide adequate support for technology users and for timely repair and

maintenance of equipment.

Recommendations:

1. Provide the following staff to ensure daily building-level support for technology users:

Level

Required Staff

Primary Job Focus

Elementary Five teaching assistants, one per site Instructing students; assisting

Additional staff needed: the classroom teacher in the

1 teaching assistant computer lab; technical support.

Middle School One teaching assistant Collaborating with subject area

Additional staff needed: teachers to integrate technology

.6 teaching assistant into the curriculum; technical

support.

High School One teaching assistant Collaborating with subject area

Additional staff needed: teachers to integrate technology

.4 teaching assistant into the curriculum; technical

support.

District Technology Coordinator, Providing program coordination;

Technology Integrator staff training; technical support

Additional staff needed: throughout the district.

.6 Technology Integrator

Three network support staff Provide hardware, software and

Additional staff needed: network support.

2 network support staff

Hardware repair: Providing hardware repairs

Continue to contract with outside throughout the district.

vendors and the WNYRIC for services

2. Continually train technology staff to provide technical support and maintenance on equipment.

Technology Plan

GOAL 7: SOFTWARE

Promote the use of effective educational software and on-line resources.

Recommendations:

1. Establish district-adopted criteria and standards of excellence for software selection. Software that

will be extensively used should be previewed or researched against these criteria.

2. Involve more instructional staff in researching, evaluating, and piloting software to ensure that

selections are aligned with curricular needs.

3. Catalog software, manuals, and related materials through automated library media centers and

make them easily available to teachers and students.

4. Formulate a policy regarding adherence to software copyright laws and distribute this information

to all staff.

Technology Plan

GOAL 8: PROGRAM IMPLEMENTATION

Evaluate and report the progress of the Technology Plan to

ensure its successful implementation.

Recommendations:

1. Maintain an ongoing Technology Committee consisting of teachers, administrators, support staff,

parents, students, and community members.

2. Monitor and evaluate student progress and the effectiveness of the technology program:

� the status of the Technology Plan will be evaluated each year.

� rubrics will be adopted that evaluate the status of the District’s technology implementation

status. (See Appendix H as an example of a rubric)

� at the beginning of each school year, the Technology Committee will meet and subcommittees

will be formed to monitor certain aspects of the plan. These subcommittees will collect

information during the course of the year relative to their assigned areas. This information will

be gathered through observations, qualitative interviews of teachers, surveys of teachers and

students, and quantitative data. From this information, recommendations for what to change,

continue, and discontinue will be reported to the Technology Committee each June.

� at the end of each school year, the Technology Committee will develop a formative analysis to

determine how to correct the course of action. This analysis will be made available to the

Board of Education and they will determine how to adjust for changes or address unmet goals.

3. Take the following steps to report the progress of the Technology Plan:

� the Technology Plan will be published on the website.

� the minutes of the Technology Committee meetings will be posted in each building and on the

website.

� a yearly evaluation by the Technology Committee will be made available to principals, faculty,

parent groups, and the Board of Education.

Technology Plan

ACTION PLAN

Empower all students to acquire technological knowledge, skills, and attitudes that are necessary to become independent, life-long learners

and to participate fully as informed, productive members of society.

Goal 1: Student Outcomes

Actions needed to achieve goal

Staff

Development

Person(s)

Responsible

Date each

action will be

completed

Indication of Success

Expand the computer skills program to

include grade seven and grade eight

Technology Coordinator and

Technology Committee

June 2010 Completed curriculum guides

Review and revise the computer skills

curriculum at each level



June 2009 Completed curriculum guides for

each level

Evaluate computer skills electives and

consider offering topics on web authoring

or career-specific technical skills

Business Department June 2009 Completed program review with

stated needs and

recommendations

Evaluate software employed in various

computer courses to ensure

appropriateness and to avoid duplication

Teachers will

be instructed in

key evaluation

criteria

Business Department June 2010

Software recommendations for

various computer courses

Technology Plan

ACTION PLAN

Enhance teaching and learning across all grade levels and content areas and support the New York State Learning Standards.

Goal 2: Integration


Staff

Development

Person(s)

Responsible

Date each

action will be

completed


Form an interdisciplinary group at each

level to promote technology and

curriculum integration

Assistant Superintendent for

Curriculum and Technology

Coordinator

June 2008 Groups created and meetings

held on a monthly basis

Improve student and staff access to the

Internet and telecommunications

Provide in-

district

workshops on

Internet basics

and e-mail

Technology Coordinator June 2010 All labs, libraries, and classrooms

equipped with at least six

networked workstation

Require a technology component in all

curriculum guides


Curriculum

June 2010 Revised curriculum guides

Provide a variety of resources that

correlate with the curriculum and promote

technology use

Reviewers will

be instructed on

NYS Standards



Coordinator

June 2010 Resources readily available to

staff

Provide information about current,

networked, and centralized materials

through automated libraries

Library Media Specialists June 2010 Resources readily available to

staff

Identify critical needs areas where

technology would contribute significantly

to the achievement of objectives and

effective learning


Curriculum

June 2010 An evaluation of District learning

priorities

Assist instructional staff with developing

classroom web pages that link to

resources, worksheets, and quizzes

Provide in-

district

workshops on

the creation of

web pages

Technology Committee June 2010 Published web pages

Technology Plan

ACTION PLAN

Increase productivity and improve communications for the instructional and administrative management of data.

Goal 3: Information Management


Staff

Development

Person(s)

Responsible

Date each

action will be

completed


Automate all libraries throughout the

district

Mandarin

training for

elementary

library media

specialists


Library Media Specialists

June 2010 All libraries are automated

Standardize on management applications Provide in-

district

workshops

Technology Coordinator June 2009 Trained staff utilizing

applications

Explore ways to improve the operating

and reporting processes in the following

areas: transportation, discipline,

athletic/activity eligibility, electronic

portfolios, and health information

Technology Coordinator June 2010 Completed recommendation sent

to central office administration

Technology Plan

ACTION PLAN

Improve access to technological resources in classrooms, libraries, labs, and offices.

Goal 4: Access


Staff

Development

Person(s)

Responsible

Date each

action will be

completed


Provide state-of-the-art equipment to

students, teachers, administrators, and

office staff to maximize student learning

and staff productivity

Board of Education and

Technology Coordinator

June 2010 Installed workstations and

software in each lab, library,

classroom, and office

Update the electronics at each school site WNYRIC and

Technology Coordinator

June 2010 Gigabyte backbone installed at

each site

Provide appropriate funds for

maintenance, repair, and technical support

Board of Education Ongoing Appropriate funds available

Explore before and after school

opportunities to increase student access



June 2008 Developed a plan for increased

student access

Provide a networked server for storage of

password protected student data



June 2009 Server was installed for student

use

Provide a networked server for storage of

password protected teacher data



June 2009 Server was installed for teacher

use

Technology Plan

ACTION PLAN

Provide extensive staff development in technology to support curricular, instructional, and administrative functions.

Goal 5: Staff Development


Staff

Development

Person(s)

Responsible

Date each

action will be

completed


Recognize the desirability of technology

skills in effective job performance when

considering job candidates and when

evaluating staff



Coordinator

June 2008 Evaluation of job candidates

includes technology skills as a

factor

Establish guidelines and specifications for

teacher training

Staff needs

evaluated,

workshops on

core

competencies

provided



June 2008 Training in place

Develop a site-based network of peer

support to ensure that professional

development is readily available and

ongoing



June 2009 Turnkey trainers and technology

mentors in place

Acquire quality training videos, software,

and manuals for use by staff



June 2008 Materials readily accessible to

staff

Form user groups and join online listservs

as sources of continuing support

Provide in-

district

workshops on

telecommunicat

ion topics

Technology Coordinator June 2008 User groups formed and

accessible to all staff

Technology Plan

ACTION PLAN

Provide adequate support for technology users and for timely repair and maintenance of equipment.

Goal 6: Staffing


Staff

Development

Person(s)

Responsible

Date each

action will be

completed


Provide adequate staff to ensure daily

building-level support for technology

users

Board of Education and


Curriculum

June 2010 Additional staff hired and trained

Continually train technology staff to

provide technical support and

maintenance on equipment

Provide in-

district

workshops on

support to

technology staff

Technology Coordinator June 2010 Reduced computer down time

Technology Plan

ACTION PLAN

Promote the use of effective educational software and on-line resources.

Goal 7: Software


Staff

Development

Person(s)

Responsible

Date each

action will be

completed


Establish district-adopted criteria and

standards of excellence for software

selection. Software that will be

extensively used should be previewed or

researched against these criteria



June 2008 Software standards developed

Involve more instructional staff in

researching, evaluating, and piloting

software to ensure that selections are

aligned with curricular needs

Teachers will

be instructed on

key evaluation

criteria



Curriculum

June 2010 More staff involved in the

planning process

Catalog software, manuals, and related

materials through automated library media

centers and make them easily available to

teachers and students

Library Media Specialists June 2010 Materials readily accessible to

staff

Formulate a policy regarding adherence to

software copyright laws and distribute this

information to all staff

Technology Committee June 2008 Policy adopted by Board

Technology Plan

ACTION PLAN

Evaluate and report the progress of the Technology Plan to ensure its successful implementation.

Goal 8: Program Implementation


Staff

Development

Person(s)

Responsible

Date each

action will be

completed


Maintain an ongoing Technology

Committee consisting of teachers,

administrators, support staff, parents,

students, and community members



June 2008 Technology Committee meetings

held quarterly

Monitor and evaluate student progress and

the effectiveness of the technology

program



June 2010 Adopted rubrics that measure

program effectiveness

Report the progress of the Technology

Plan



June 2009 Students, district staff, parents,

and Board members are informed

of the progress of the plan

Technology Plan

HARDWARE SCHEDULE

(3 Year Plan)

AREA

2007-2008

2008-2009

2009-2010

Elementary Classrooms

Drake

Ohio

Gilmore and Spruce

Middle School Classrooms

Middle School Teachers

High School Classrooms

High School Teachers

Library Media Centers

Middle School

Gilmore, Ohio and Spruce

Meadow and Drake

Computer Labs

HS Room 121

and Spruce Lab

HS Room 122 and 123

Business Labs

Middle School

General Lab

Administration

Offices—10 units

Offices—10 units

Offices—10 units

Technology Plan

COST SUMMARY

(3 Year Plan)

COST

2007-2008

2008-2009

2009-2010

Infrastructure

96,500

60,700

35,000

Hardware

Classrooms

Library Media Centers

Computer Labs

Administration

35,000

30,000

85,000

10,000

105,000

15,000

50,000

10,000

130,000

10,000

30,000

10,000

Staffing

2 Teaching Assistants

1 Keyboarding Teacher

.6 Technology Integrator

2 Network Support Staff

46,000

64,000

46,000

26,000

80,000

80,000

Curriculum

7,500

7,500

7,500

Software

36,208

39,830

43,811

Professional Development

29,000

29,000

29,000

Furniture

40,000

25,000

20,000

District Supplies

15,000

15,000

15,000

Repair

5,000

5,000

5,000

TOTAL

499,208

514,030

415,311

Technology Plan

INVENTORY OF EQUIPMENT AND SERVICES

Administration Building

Equipment, Software and

Services

Computer

Labs

Classrooms

Library

Media

Centers

Admin

Offices

Other

Locations

Planned Acquisitions

2007 -

2008

2008 -

2009

2009 -

2010

Computers

Desktops

Laptops

Number of computers listed

above that are internet ready

31

7

38

5

1

6

5

2

7

5

2

7

Peripheral Devices

Printers

Scanners

Projectors

Telephone Lines

21

2

2

60

3

0

0

0

0

0

1

0

2

0

0

0

Software

Microsoft Office XP

PerCom

On-line Applications

X

X

X

X

X

X

X

X

X

X

X

X

Network Equipment

Hubs

Switches

Servers

Rooms Wired for Internet

5

1

1

28

0

0

0

0

0

0

0

0

0

0

0

0

Appendix A

Technology Plan


High School


Services

Computer

Labs

Classrooms

Library

Media

Centers

Admin

Offices

Other

Locations


2007 -

2008

2008 -

2009

2009 -

2010

Computers

Desktops

Laptops



142

1

143

153

0

153

30

0

30

61

5

66

80

2

82

30

0

30

120

2

122

5

2

7

Peripheral Devices

Printers

Scanners

Projectors

Telephone Lines

10

2

6

8

79

15

10

176

4

2

2

5

15

2

1

50

8

2

0

20

3

0

2

0

2

0

2

0

2

0

2

0

Software

Microsoft Office XP

PerCom

English Content Area

Foreign Language Content Area

Math and Science Content Area

Health, PE, and FACS Content Area

Social Studies Content Area

Career Development Content Area

Art Content Area

AutoCAD

Java


X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Network Equipment

Hubs

Switches

Servers


0

11

3

100

0

2

0

0

0

3

1

0

0

5

1

0

Technology Plan


Middle School


Services

Computer

Labs

Classrooms

Library

Media

Centers

Admin

Offices

Other

Locations


2007 -

2008

2008 -

2009

2009 -

2010

Computers

Desktops

Laptops



32

0

32

134

0

94

30

0

30

17

0

17

20

2

22

30

1

31

5

1

6

100

2

102

Peripheral Devices

Printers

Scanners

Projectors

Telephone Lines

2

1

2

1

20

2

0

71

2

1

2

4

15

2

1

25

8

2

1

10

3

0

2

0

2

0

2

0

2

0

2

0

Software

Microsoft Office XP

PerCom

English Content Area

Foreign Language Content Area




Career Development Content Area

Art Content Area


X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Network Equipment

Hubs

Switches

Servers


0

7

0

75

0

2

0

0

0

2

0

0

0

0

0

0

Technology Plan


Elementary Schools


Services

Computer

Labs

Classrooms

Library

Media

Centers

Admin

Offices

Other

Locations


2007 -

2008

2008 -

2009

2009 -

2010

Computers

Desktops

Laptops



142

1

143

466

0

322

30

0

30

61

5

66

80

7

82

67

5

72

52

3

55

82

2

84

Peripheral Devices

Printers

Scanners

Projectors

Telephone Lines

10

3

5

5

201

15

0

262

10

2

10

10

15

2

1

50

10

7

2

50

5

0

2

0

5

0

2

0

5

0

2

0

Software

Microsoft Office XP

PerCom

Student Writing Center

Reading Content Area




Art Content Area


X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Network Equipment

Hubs

Switches

Servers


0

11

0

172

0

5

0

0

0

3

1

0

0

2

1

0

Technology Plan

Appendix B

Technology Plan

Technology Plan

Appendix C

Technology Plan

Technology Plan

Technology Survey Administered September 2006

1. Position Total Percent

Teacher, Teaching Assistant,

Classroom Assistant 358 83%

Administrator 11 3%

Library Media Specialist 5 1%

Guidance 10 2%

Support Staff and Other 46 11%

Total Respondents 430

2. Building Total Percent

High School 157 37%

Middle School 72 17%

Drake Elementary 47 11%

Gilmore Elementary 48 11%

Meadow Elementary 47 11%

Ohio Elementary 49 11%

Spruce Elementary 56 13%

Grant School 5 1%

District Office 11 3%


3. If you are a teacher, teacher assistant, or classroom assistant, Total Percent

please select the primary grade levels taught.

PreK - 2 63 17%

3 - 5 96 26%

6 - 8 69 19%

9 - 12 136 37%


4. How would you classify yourself? Total Percent

One who is using technology

and is able to help others

apply it. 194 45%

Appendix D

Technology Plan

One who would like to use

technology more but haven't

been able to. 209 49%

One who is still not convinced

that technology is of great

value. 14 3%

One who would prefer to

retire before having to use

technology. 13 3%


5. If you are a teacher, teacher assistant, or classroom assistant, Total Percent

please select the department (subject area) taught.

All subjects (e. g. primary,

elementary, etc.) 101 27%

Art 10 3%

Business, Computers 9 2%

English 32 9%

Foreign Language 17 5%

Gifted Program 5 1%

Health 2 1%

Home and Careers 5 1%

Mathematics 29 8%

Music 14 4%

Physical Education 15 4%

Remedial Reading/Math 19 5%

Science 31 8%

Social Studies 31 8%

Special Education 59 16%

Speech 9 2%

Technology 5 1%

Other, please specify 15 4%


(skipped this question) 62

6. Please select all the ways you use a computer. Total Percent

Word Processing 399 93%

Grade Book 156 37%

Technology Plan

Preparing instructional

materials (activity sheets,

puzzles, etc.) 316 74%

Preparing a presentation 186 44%

Navigating the Internet 348 81%

E-mail 389 91%

Instant Messaging 108 25%

Database/Spreadsheets for

records (addresses, phone

numbers, etc.) 190 44%

Blogs, wikis, and/or podcasts 18 4%

Webpage design 33 8%

Other, please specify 27 6%



7. Are you familiar with the New York State Technology Standards? Total Percent

Yes 156 36%

No 274 64%


8. Are you familiar with various teaching techniques that utilize technology? Total Percent

Yes 236 55%

No 194 45%


9. What type of computer do you own? Total Percent

PC compatible 378 88%

Mac or Apple 56 13%

Game System (Nintendo,

Xbox, etc.) 53 12%

None 20 5%


10. At school do you have access to all the technology hardware you need? Total Percent

Yes 193 45%

Technology Plan

I do not know what I need. 143 33%

If no, please elaborate 94 22%


11. At school, do you have access to all the instructional software Total Percent

(including Internet sites) you need?

Yes 213 50%

I do not know what I need. 144 33%

If no, please elaborate 73 17%


12. How would you describe the results of prior technology training Total Percent

sponsored by the district?

Beneficial - I would like it to

continue as it has been done

in the past. 161 37%

Mixed - some sessions have

helped and others have been a

waste of time. 147 34%

Of little value - the process

needs to be changed. 32 7%

I have not participated in

district-sponsored training. 90 21%


13. Please select your preference from low to high on how you would be willing to receive computer training.

0 1 2 3 Response

Total

Response

Average

Staff development day 4% (16) 5% (22) 20% (83) 71% (294) 415 2.6

Release time half day 7% (27) 11% (43) 23% (90) 60% (236) 396 2.4

Release time full day 15% (57) 15% (57) 19% (70) 51% (192) 376 2.1

During an after-school faculty meeting 44% (158) 19% (68) 18% (66) 20% (71) 363 1.1

Before school sessions 66% (236) 19% (67) 8% (28) 8% (29) 360 0.6

Saturday sessions 78% (281) 8% (30) 7% (24) 7% (24) 359 0.4

Evening sessions 58% (214) 17% (61) 13% (48) 12% (44) 367 0.8

During department meetings 28% (103) 17% (61) 24% (89) 31% (112) 365 1.6

Summer sessions 39% (146) 14% (50) 24% (90) 23% (84) 370 1.3

During breaks (February or April) 77% (265) 12% (43) 6% (22) 5% (16) 346 0.4

Technology Plan

Mentoring by other staff who are

informed 16% (61) 17% (64) 33% (126) 34% (127) 378 1.8

Online training 34% (123) 21% (75) 23% (85) 22% (82) 365 1.3

Not at all 88% (245) 7% (19) 3% (9) 2% (7) 280 0.2


14. Do you feel there is adequate technology support staff in your building to handle technical problems

and to cover the computer lab(s)? Total Percent

Yes 282 66%

If no, how can we do better? 148 34%


15.

***Optional*** If you would like us to contact you concerning any technology issues, please feel free to

leave your name and building information. Also, any further comments or suggestions for technology

workshops would be greatly appreciated.

View responses to this question



Technology Plan

NETS for Students

Technology Foundation Standards for All Students

The technology foundation standards for students are divided into six broad categories. Standards within each

category are to be introduced, reinforced, and mastered by students. These categories provide a framework for

linking performance indicators within the Profiles for Technology Literate Students to the standards. Teachers can

use these standards and profiles as guidelines for planning technology-based activities in which students achieve

success in learning, communication, and life skills.

Technology Foundation Standards for Students

1. Basic operations and concepts

• Students demonstrate a sound understanding of the nature and operation of technology systems.

• Students are proficient in the use of technology.

2. Social, ethical, and human issues

• Students understand the ethical, cultural, and societal issues related to technology.

• Students practice responsible use of technology systems, information, and software.

• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration,

personal pursuits, and productivity.

3. Technology productivity tools

• Students use technology tools to enhance learning, increase productivity, and promote creativity.

• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare

publications, and produce other creative works.

4. Technology communications tools

• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other

audiences.

• Students use a variety of media and formats to communicate information and ideas effectively to multiple

audiences.

5. Technology research tools

• Students use technology to locate, evaluate, and collect information from a variety of sources.

• Students use technology tools to process data and report results.

• Students evaluate and select new information resources and technological innovations based on the

appropriateness for specific tasks.

6. Technology problem-solving and decision-making tools

• Students use technology resources for solving problems and making informed decisions.

• Students employ technology in the development of strategies for solving problems in the real world.

Appendix E

Technology Plan

Appendix F

Technology Plan

Technology Plan

Appendix G

Technology Plan

Technology Evaluation Rubric

Indicators 1 2 3 4

Vision

Development

Awareness

No technology plan exists. A technology plan is being

developed with staff and

community input.

A technology plan exists and

efforts are being made to

build staff, student, and

broader community

awareness.

Staff, community, and

students help inform and

implement components of

the technology plan.

Technology Needs Assessment

Students

Parents and Community

Staff

No needs assessment

methods are conducted at

the school site.

Staff is surveyed to

determine hardware needs in

their classrooms.

Needs for all technology user

groups are assessed, but

reporting and planning is not

broadly shared with staff and

community.

A district-wide technology

needs assessment is

completed yearly and

aligned with school-wide

improvement criteria,

plans, and progress reports.

Technology Literacy

Systemic Instruction

Varied Resources

Equitable Access

Technology literacy skills

are not taught. Technology

resources are scarce with

limited access.

Some teachers teach

technology literacy skills.

Technology resources lack

depth and are not available to

all students.

The school or district has

adopted a technology literacy

skills curriculum and many

teachers use it. Technology

resources are varied and

comprehensive with access

available to most students.

All staff systematically

integrates technology

literacy skills into

instruction. Technology

resources are

comprehensive, providing

all students with depth,

diversity and regular

access.

Parental and Community Involvement

Hands-on training

Partnerships

Access to Technology

Infrastructure

Parents and community

members are not involved

in the school.

Sporadic and infrequent

parent-community

involvement exists in the

school.

A parent-community

involvement program exists,

but does not provide regular

support for and information

about technology.

The parent-community

integrates technology

regularly through hands-on

training, information

services, and access to the

school's technology

infrastructure.

Appendix H

Technology Plan

Indicators 1 2 3 4

Curriculum Integration

Lesson Integration

Levels of Use

Frequency of Use

One or more of the

following are in evidence:

• Technology is used

as a reward for

finished work

• Students use

technology to

practice things they

already know

Technology use is rare.

One or more of the following

are in evidence:

• Technology is

sometimes used to

support a lesson

• Students use

technology for

supplemental learning

Technology is used an

average of once a month.

Two or more of the

following are in evidence:

• Teachers often

consider some

technology tools

when planning

lessons

• Student technology

use includes

information

gathering, organizing,

and publishing in a

variety of media

Technology is used weekly.

All of the following are in

evidence:

• Teachers consider a

variety of

technology tools

when planning

• Students use

technology for

information

gathering,

organizing, and

multimedia

publishing

Technology use is part of

daily classroom routines.

Funding

Multiyear budget

Partnerships

Grants

Technology funding is

sporadic and mostly from

one-time money.

Funds for integrating

technology into the school

are limited on a year-to-year

basis. No partnerships exist.

Technology funding is

supported by regular,

categorical and special

program budgets.

Partnerships are being

developed. Funding from

outside sources has been

considered.

Permanent line items exist

in regular, categorical

and/or special program

budgets. Ongoing

partnerships exist. Funding

from outside sources exists.

Innovative Practices There are few opportunities

for staff to pilot new

hardware or software

applications. No budget is

available to promote pilots.

Some opportunities are

available for staff to pilot

new hardware and software

applications. Minimal funds

are available to support

pilots.

Many opportunities are

available to pilot new

hardware and software

applications. Some funds are

regularly allocated to support

pilots.

There is a systematic plan

to pilot new hardware and

software applications.

Budget is routinely

provided to support pilots.

Technology Plan

Indicators 1 2 3 4

Professional Development

Training Technology training rarely

occurs.

Some technology training is

provided. No needs

assessment was completed.

Technology training is

provided. Needs are

determined informally, and

professional development is

based on assessment findings.

Technology training occurs

on an ongoing basis and

follow-up support exists.

All staff and partners are

routinely asked to

determine areas of need.

Paperless information system Administrative systems are

available for administrators

only.

Administrative systems are


and some staff. Staff has not

integrated them into regular

practice.

Administrative systems are


and all staff. Some paperless

systems are in place.

The daily use of the

administrative systems is

required for all staff and

student guardians. Many

paper reports are available

electronically through a

wide-area network.

Technical support No technology support is

available.

Volunteers or part-time staff

provides sporadic technical

support.

Technology support is

provided by two or more of

the following:

• School-level technical

staff

• District-level

technology

coordinator

• Technical consultants

A user group that meets

occasionally to provide onsite

technical assistance.

Technology support is

provided in a timely

manner by:

• School-level

technical staff

• District-level

technology

coordinator

A technology user group

composed of teachers,

students, parents, and

community members who

regularly provide

leadership and hands-on

assistance.

Technology Plan

Indicators 1 2 3 4

Infrastructure

Policies and Procedures No technology policies and

procedures exist.

Technology policies and

procedures are in the process

of being developed.

Technology policies and

procedures exist. Efforts are

being made to implement and

educate staff and students

about them.

Staff and students are

informed about and are

implementing technology

policies and procedures.

Software audits are

conducted annually to

ensure copyright

compliance.

Networking No network or Internet

access exists. No network

support exists.

Some networking or Internet

access is provided.

Volunteers or part-time

employees provide network

support and maintenance.

Networking and Internet

access exists in some

classrooms and libraries.

Designated school staff

support and maintain

networks.

Networking and Internet

access exist in all

classrooms and other

instructional spaces. The

district supports and

maintains networks.

Security No hardware or desktop

security is in place. No

backup procedure exists.

Desktop or hardware security

is provided sporadically.

Backup procedures are lax.

The school or district has

policies and standards for

hardware and desktop

security.

Hardware and desktop

security standards are

adopted and implemented

throughout the building(s).

Backup procedures are

strictly adhered to and

regularly monitored.

Standards for Hardware and

Software

There are no standards for

software or hardware in the

school.

Software and hardware

standards are being

developed for use in the

school.

Some standards for hardware

and/or software have been

adopted in the school.

Standards for hardware and

software are used in the

school and are reviewed

regularly for continuity

with curricular goals.

Technology Plan

Indicators 1 2 3 4

Evaluation

Meeting Needs and Goals No assessment or

evaluation strategies are in

place in the school or

district.

Some teachers assess their

students' and their own use of

technology quantitatively.

Quantitative school-wide

assessment of student and

staff use of technology is

conducted, and results are

used to refine the school-

wide technology plan.

An annual report

quantitatively and

qualitatively outlines results

from school-wide use of

technology to refine the

school improvement and

technology plans.

Learning Outcomes Outcomes from technology

uses are unidentified.

Outcomes are not directly

attributable to technology

usage.

Some indication of

technology-enhanced

learning outcomes is reported

in teacher records.

A clear correlation between

learning outcomes and

technology usage is well

documented throughout the

school or district.

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