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-571500-57150000Technology PlanJuly 1, 2012 – June 30, 2015Pine Valley Central School-457200933457755 Route 83South Dayton, NY 14138Phone: (716) 988–3291 Fax: (716) 988-3864Peter Morgante, Superintendent and CoordinatorKelley Ivett, Technology Integration Contact Person: Kelley Ivett (kivett@)URL: Technology / Technology Plan 2012 - 2015007755 Route 83South Dayton, NY 14138Phone: (716) 988–3291 Fax: (716) 988-3864Peter Morgante, Superintendent and CoordinatorKelley Ivett, Technology Integration Contact Person: Kelley Ivett (kivett@)URL: Technology / Technology Plan 2012 - 2015Table of ContentsThis plan is broken into five sections with several appendixes to support the text. Each section addresses a major area of responsibility of the technology department.Introduction4The Planning Process7Mission, Vision and Goals8Section I: CurriculumA. Curriculum Integration10B. Student Achievement12 Pre-K - 12 Comprehensive Multi-Disciplinary Standards13 Internet Resources That Support Writing Skills38 C. Technology Delivery44D. Parental Communications & Community Relations45Section II: Professional DevelopmentA. Professional Development47B. Supporting Resources49Section III: Technical InfrastructureA. Infrastructure Needs/Technical Specification, and Design51 Technology Integration Timeline40B. Inventory54C. Increase Access61Section IV: Funding and BudgetA. Budget and Timetable63C. Coordination and Resources64Section V: Monitoring and EvaluationA. Evaluation65B. Acceptable Use Policy69Appendix A: Student Learning Standards76Appendix B: Teacher Learning Standards87Appendix C: Surveys89IntroductionTable of ContentsThe District The Pine Valley Central School District has maintained a very positive image as a high quality school system. It is a rural district dedicated to the belief that the personal and academic growth of each student flourishes in a caring and nurturing environment.? The school district serves approximately 695 students in two buildings, an elementary building for grades UPK-6 (340 students) and a 7-12 (355 students) Jr.-Sr. high school. The district’s population is 96% white, 1% American Indian/Alaskan Native, 1% African American and Asian/Pacific Islander, and 2% Hispanic/Latino. The schools are centrally located in the district on adjacent sites totaling 70 acres.? Students are transported to school on the district’s bus fleet. ??? The Pine Valley Central School has a professional staff consisting of a superintendent, Peter Morgante; Jr.-Sr. high school principal, Cathy Fabiatos; elementary principal, Scott Burdick; and business official, Marlene Przybycien.? Full-time faculty members number 79, with a support staff totaling 77.? ?? The central elementary school opened in January, 197l.? The Jr.-Sr. high school was built in 1954, an addition of classrooms and pool was completed in 1958, a technology wing in 1987 and band room in 1993.? In 1994-95 two projects totaling 5.2 million dollars were completed that included: a new gymnasium, locker room, library, computer room, art room, home economics suite and three science labs.? In 2004, an 8.9 million dollar project was completed with major renovations made to the elementary school with additional renovations to the 7-12 building and extensive upgrading of athletic fields and grounds.? A 10.5 million dollar project began in July 2008, for additional improvements including extensive, state-of-the art technology updates. An 11.4 million dollar facilities improvement project is scheduled to begin in 2012, if approved.?? The instructional program is well articulated and utilizes up-to-date teaching techniques.? Every effort is made to provide a varied and appropriate educational program.? The Board and staff are actively involved in the Compact for Learning and shared decision-making.? ?? Pine Valley Central is a component district of the Erie 2-Chautauqua-Cattaraugus Board of Cooperative Educational Services (BOCES).? The BOCES organization provides the district with a variety of educational services as well as business and staff development assistance.?The Community ?? The Pine Valley Central School District is a rural district, which covers an area of approximately 120 square miles in the northeast section of Chautauqua County and the northwest section of Cattaraugus County. ??? The Pine Valley Central School is approximately fourteen miles from the Village of Fredonia and twenty–five miles from the city of Jamestown. The area connects easily to metropolitan Buffalo and Erie by using the nearby Southern Tier Expressway (Interstate 86/Rt.17) and the New York State Thruway (I-90). Thus numerous two and four year educational institutions are quite accessible.? ??? The two largest villages in the district are Cherry Creek and South Dayton.? Both villages have populations of approximately 750 persons.? The area is largely residential and heavily agricultural although numerous small businesses and industries add to the economic base.? The beautiful and vast countryside with nearby Allegany State Park, the largest in New York State, offers numerous year-round outdoor activities: hunting, fishing, hiking and camping.? The area is especially noted for its fine recreational facilities with many excellent golf courses, ski resorts, state parks, and boating opportunities.??? In addition to the cultural and enrichment activities associated with Buffalo and Erie, there are similar opportunities nearby.? Chautauqua Institute,?Roger Tory Peterson Institute, Reg Lenna Civic Center in Jamestown, the Buffalo Philharmonic and Shea Theater in Buffalo offer programs, speakers, and entertainment of wide appeal.?The Community also has a large population?of Amish within the district's boundaries. The Amish offer not only a cultural aspect to the community but they provide services from woodworking and cabinetry-making to baked goods and quilts at reasonable prices.? All of this combines to provide the Pine Valley Central School District residents with an excellent quality of life at a moderate cost of living.District Technology Team Pine Valley Central School has, and will continue to embrace technology resources with the determined intent of providing the tools necessary that will prepare students to participate and succeed in a technologically advancing world. We also recognize this cannot be accomplished without teachers’ ability to exploit technology to deliver rich curriculum, proper staffing to provide integration and support services, and a solid infrastructure to provide capable technology resources. Professional Development is viewed as a key component in reaching and surpassing our technology goals.We have a very active technology committee which meets on a regular basis to act as a steering mechanism for the technology program. Our committee members are:Peter MorganteSuperintendentCathy Fabiatos Jr. /Sr. High School PrincipalScott BurdickElementary School PrincipalJanie WaagBoard of Education (subject to change annually)Matt BrombergDirector of Technology Kelsey BraunMicrocomputer Technical Support Specialist Kelley IvettTechnology IntegrationJacob CuthbertHigh School Math TeacherSonja VanSlambrouck Elementary School Teacher – 5th GradeMary Ann SealesHigh School TeacherSpencer SticekStudent (subject to change annually)Pat ConnorsElementary School Computer Lab TeacherShawn HowardHigh School Technology Department ChairTerry MansfieldElementary School Teacher – Kindergarten Christina LyndsleyElementary School Teacher – 3rd GradeAlyce FancherMiddle School ELA TeacherLisa KelleyReading TeacherSarah RichElementary Special EducationDanielle LincolnMiddle School Social StudiesElisabeth BeaverHigh School Special EducationDan BittingerHigh School ScienceKaryl Bergy-GlenMusic TeacherMark ChaseLibrary Media SpecialistLynn KutchkeHigh School Special EducationThe Planning ProcessTable of ContentsTechnology planning is the process of combining together group and individual ideas, to create goals, objectives and policies into one cohesive product that will give Pine Valley a tool to direct technology over a three year period. Our process to bring this plan to publication is as follows:The present plan will be brought to the Technology Team for review.District needs will be discussed using assessment sources from:student/parent technology surveystechnology benchmark checklistsformal technology literacy assessmentobservations from the technology staffGoals and objectives will be evaluated from the previous plan.To be highly attuned to the most state-of-the-art technology, team members may tour local districts and other institutes that use advanced technology.The focus of this plan will be on what is important for each contingency group to know and be able to do and the intermediate steps necessary to ensure the plan’s goals are met to the set standard.The vision, goals and objectives will be updated.The budget will be reassessed and updated to meet the revised goals and objectives.The steps to implement the goals and objectives will be created for the new plan along with a timeline and an action plan.Strategies for professional development will be formed and stated in the plan along with a timeline and action plan.A plan for evaluation and assessment will be established to address the effectiveness of technology in meeting the stated goals, objectives and strategies.Mission, Vision, and Goals HYPERLINK \l "TOC" Table of ContentsPine Valley Central School Mission StatementThe entire Pine Valley Central School recognizes its mission is to provide a comprehensive and academically challenging education for all students in an atmosphere that will stimulate and nurture the students’ intellectual, moral, social, and physical development in order to prepare each student for responsible participation in the American democratic society. The entire school community will have a sense of responsibility, self-motivation, and cooperation. This will result in a more effective school.Technology VisionThe entire Pine Valley Central School community recognizes its mission is to provide students with technology integrated curriculum and instruction rich in academic content in order to compete, communicate, and operate in our information driven society. The components of our technology program will prepare our students to be creative, adaptive, lifelong learners and productive citizens in the global society.Technology GoalsThe following goals support our overall mission and vision by articulating our intentions on the “how” aspect of preparing our students to become global productive citizens. Each goal plays an important role for effective and efficient integration practices influencing student achievement. Goal 1: Master technology skills at each grade level as outline in our district plan, and as recommended by national and state standards.We have revised our district’s technology standards and benchmarks to reflect National Education Technology Standards (NETS) for students while at the same time supporting our New York State MST standards. These technology skills are addressed in various ways. Formal technology classes are offered in both buildings beginning at grade five where skills are assessed and recorded on students’ report cards. Skills are also taught and assessed within technology integration projects which take place either in the labs or classroom. Assessment can be in the form of rubrics, checklists and/or observations. Goal 2: Heighten the effectiveness of technology integration as it relates to student achievement. Studies indicate that when technology is integrated across the curriculum, it enhances and deepens student learning. It is most effective when it is transparent, routine, and supports curriculum goals. As a district, we want to increase integration best practices in the classroom incorporating active engagement, collaboration, interaction and a connection to real-world issues. It is our goal to promote this with in-house and outside professional development and support, and awareness and use of current technologies and integration practices.Goal 3: Provide ongoing professional development to teachers, staff, and administrators to elevate competency in management, instruction and integration. An important piece in the effectiveness of technology integration is the resourcefulness of the teacher. We believe a teacher who is well informed and inspired on content and current technologies will have the greatest effect on student achievement. Therefore, we feel the ongoing professional development that we provide to our employees is important. We provide in-house support through a trained team of technology specialists, THAT Team, who after 30 hours of rigorous training, act as examples, consultants and mentors for others. Employees also attend CSLO workshops and conferences to train and update technology integration practices. Goal 4: Use technology to promote community and parental involvement. Technology is a useful resource and tool to promote information, support and a connectedness with the community. Goal 5: Use a variety of financial resources to continue to increase computer access to all students, district personnel and members of the community. The district also recognizes that mastery of skills, integration and management depends on increased computer access and updated equipment and software. Through the guidance of our district, technology and curriculum goals, we will ascertain various avenues such as grants and state-aided projects to obtain the funding necessary to purchase the necessary equipment and software to support our technology program. Goal 6: Maintain a secure networking infrastructure and instruct students in information literacy to ensure competency and safety in an online environment.To ensure our students work with competency and awareness in a safe environment, it is important to maintain a secure and safe infrastructure. We realize the great potential of the Internet, as it relates to communication, collaboration, and research; but we also recognize its’ potential for abuse and danger. Therefore, we feel it is important to formally teach our students how to ethically and safely use the Internet by developing or using curriculum resources such as I-Safe or NetSmartz.CurriculumA. Curriculum Integration Table of ContentsTechnology Goals, Objectives and Strategies The success of curriculum integration depends on meeting the goals set forth in this technology plan. Below, the goals are restated with specific objectives and strategies, which are based on the International Society of Technology in Education (ISTE) National Standards and the New York Math Science and Technology (MST) standards.Master technology skills at each grade level as outlined in our district plan and recommended by national and state standards.Objective1: By the year 2015, students in the 8th grade will score at a proficiency of 80% or better on technology skills as outlined in the district’s technology benchmarks which are based on national and state standards.Objective 2: By the year 2015, students in the 12th grade will score at a proficiency of 80% or better on the application of technology skills as outlined in the district’s technology benchmarks which are based on national and state standards.Strategies: Student Achievement is supported by:creativity and constructive thinkingcommunication and collaborationinformation literacycritical thinking and problem solvingeffective use and understanding of technology applications, systems, and conceptsRationale: District CDEP plan calls for increase in student achievementHeighten the effectiveness of technology integration as it relates to student achievement.Objective: By the year 2015, 80% or more of the Pine Valley faculty will incorporate best practices with appropriate and innovative technology to advance student learning.Strategies: Student achievement is supported by:differentiation and engagementconstructivism and inquiry collaboration and communicationdata driven instructiondigital learning resources Rationale: District CDEP plan calls for increase in student achievementProvide ongoing professional development to teachers, staff and administrators to elevate competency in management, instruction and integration.Objective: By the year 2015, teachers and administrators will score a proficiency of 80% or better on technology integration skills as outlined by the district’s technology benchmarks and the ISTE 2008 National Standards for Teachers and Administrators. Strategies: Student achievement is supported by:facilitating and inspiring student learning and creativitydesigning and developing digital-age learning experiences and assessmentsmodeling digital–age work and learningpromoting and modeling digital citizenship and responsibilityUse technology to promote community and parental involvement.Objective: The district will use technology to inform and increase a relationship of involvement between the district and community by collecting data from sources such sign in sheets, counters on web sites, and surveys.Strategies: Student achievement is supported by:community and parental involvement community and parental awareness of district’s goals, policies, and student progressUsing a variety of financial resources, continue to increase computer access to all students, district personnel, and members of the community.Objective: The district will increase the access of relevant technology hardware, peripherals, and/or software by a minimum of 3% each year.Strategies: Student achievement is supported by:equal accessavailability of appropriate digital learning tools Maintain a secure network infrastructure, and instruct students to ensure competency and safety in an online environment.Objective: By the year 2015 all students will be taught safe, legal, and responsible use of information and technology through formal Internet Safety lessons.Strategies: Student achievement is supported by:safe, legal, and responsible use of technologysocial responsibility How the district will identify and promote curricula and teaching strategies that integrate technology effectively into curricula and instruction.Below is a sampling of the strategies that are presently implemented to promote technology integrated practices. These are fully supported by the Board and the Administration, which our district is fortunate to have. Provide ongoing opportunities through grade level and/or faculty meetings for teachers to showcase and discuss technology and technology related instructional strategies.Display curriculum projects where technology has played a role.Publish articles in the District’s newsletter of outstanding technology integrated projects or lessons that teachers have completed.Post Best Practice technology integrated units on the District’s website and ToolboxPro for other teachers to access, adapt, and use in the classroom.Ask teachers to present a specialized area of technology and how they have integrated it into their curriculum at a district’s in-service day.Curriculum Student AchievementTable of ContentsOur second district technology goal is to heighten the effectiveness of technology integration as it relates to student achievement. By the year 2015, 80% or of the faculty at Pine Valley will incorporate best practices with appropriate and innovative technology to advance student learning. We feel that student achievement is supported by differentiation and engagement, constructivism and inquiry, collaboration and communication using data driven instruction, and digital learning resources. Although Technology Integration is increasingly becoming an integral part of classroom curriculum in our district, it is important to continue designing, implementing, and assessing technology and curriculum activities to meet students’ learning and instructional needs. To accomplish this, we need to consistently incorporate these instructional strategies using research-based approaches that effectively and appropriately incorporate technology with standard-based curriculum. We feel it is important that instructional activities support information literacy, inquiry, problem solving, creativity, communication, and collaboration in an environment that maximizes student learning and prepares students for the 21st century. Such activities would involve the following:Creating a district-wide research model that moves students from being just gatherers of information to those who manage, evaluate, analyze, and synthesize information.Providing opportunities for communication and/or collaboration with experts on real world issues or fields of study.Establishing online resources such as lessons, tutorials, online/blended courses, and distance learning.Participating in collaborative projects that use Internet tools such as emails, blogs, wikis, and discussion threads.Using multimedia on the Internet incorporating images, sound and video into podcasts, video casts, and web pages. Incorporating multimedia with problem or project-based learning.Providing Information Technology (IT) instruction to prepare students with the technological skills they will need for the future.Providing activities of inquiry that utilizes probes, simulations, and data analysis applications.Using assistive technology to address unique and specific needs of students with disabilities in order to meet individualized student goals and benefit from the general education curriculum.In our district we formally teach basic and advanced computer applications, media and technology, as well as design and drawing courses. Formal keyboarding is addressed at all grade levels with a program called Type to Learn 4. We are also beginning to implement ethical and safe technology practices expecting students to respect copyright and cite sources. Therefore, many of the basic skills and concepts are covered formally. Although the following examples incorporate basic computer skills, the primary focus is the seamless integration of technology in meeting curriculum objectives which also address many of the remaining ISTE and MST standards. Many of these examples can be adapted to other subject areas and adjusted to other grade levels. PINE VALLEY CENTRAL SCHOOLPre-K - 12 Comprehensive Multidisciplinary StandardsExpectations:?To increase the level of verbal and written communication skills by adopting a uniform format, expanding the breadth of cumulative assessments with increasing rigor expectations, increasing the use of multi-disciplinary projects, utilizing ever-changing technology tools and incorporating presentation skills at each grade level.? Ultimately, the goal is to produce well-read, well-spoken, well-written students who are proficient in all forms of communication, who are technology literate and who comprehend the relevance of their learning.Revised August 1, 2011M= Manual PSR =Primary Steps Reproductions PT= Primary ToolIT =Intermediate ToolST =Secondary Tool CR =Classroom ReproducibleTable of ContentsGradeHandwriting Without Tears/ Type to Learn Step Up To Writing Resources/Strategies Skills Portfolio Development Pre K &KindergartenPre K &Kindergarten(continued)HandwritingWrite recognizable upper and lower case letters and numbers Follow left-to-right and top-to-bottom direction when writingUse spacing between letters and words when writing on a lineWrite in journals to combine letters into words and words into sentences Word ProcessingType to Learn 4ResourcesTraffic Signal – PT4-6AParts of Speech IT 3-13AVocabularyBreak down definitions PSR 3-8The Word Worm PSR 9SentencesThree part sentences PSR14-16Organizing InformationOrganizing game PSR60-62Writing ParagraphsPSR 69-74StoriesBeginning, middle, endPSR161-163, P168-170Summary & RetellSummary sentence PSR199 Oral summary PSR202Retelling a story PSR210Note-takingTwo column notes PSR 227-229Assessing WritingPT 10-1a to 10-23aHandwritingMaster the four goals listed under the Handwriting Without Tears curriculumVocabularyGoal: Nurture a love and appreciation of words and their use. Good vocabulary teaching makes students excited about words and leads them to attend more closely to them (Stahl & Shiel, 1999).StrategiesUse both context and definitions Teach word meanings by using examples, synonyms, and definitions Provide students with the opportunity to process the words "deeply" Discuss the words multiple times Grammar/PunctuationCapitalization - the first words of sentences, the letter “I” and proper nouns such as names, days of the week and monthsThe use of periods and question marks Parts of SpeechNouns and verbsSentence WritingWrite sentences with nouns and verbsParagraph WritingA simple paragraphNote-takingTwo column notesPresentation Skills Use of smart sound systemStudent narrators for plays, concerts, etc.UPK – Grade 6 musicalMLA (Modern Language Association) FormatWrite first and last name as a heading Technology Implementation Benchmarks:ResearchUse age-appropriate teacher- directed resources to plan, locate, gather and organize informationUtilize:Library databasesGrolier OnlineTeaching BooksInternet age-appropriate sites (i.e. National Geographic for Kids)Word processing/Desktop Publishing (i.e. Microsoft Word, Notebook 10, Kidspiration, Tux Paint)Begin to create lists, captions, notes, simple stories, reports, invitations, etc. Demonstrate ability to insert graphic and resizeEnter and edit text (position cursor, insert and delete, change font color and size)Problem Solving/Enhancing Writing SkillsUse graphic organizers to brainstorm, categorize, organize, outline, map ideas and/or information as a pre-writing exerciseUse graphic organizer templates (i.e. Kidspiration) – SUTW formatPortfolio Projects:Pre K: self-portrait with nameKindergarten: “All About Me”Create a podcast of each student’s presentationEmbed in the projectGrade 1Grade 1(continued)HandwritingWrite recognizable upper and lower case letters and numbers using proper formation of lettersFollow left-to-right and top-to-bottom direction when writingUse spacing between letters and words when writing on a lineExpand writing in journals to combine letters into words, words into sentences and sentences into paragraphsWord Processing Type to Learn 4ResourcesTraffic Signal – PT4-6AParts of Speech IT 3-13AWriting process P2-12 Editing P7-8 Kinds of topic sentences P124 -125Sample topic sentences P126Turn It InVocabularyAmazing WordsDefinition SentencesSentencesSentences and Fragments SFA Sentence Shares a Complete Thought SFThree Part Sentences PSR 14-16The 5 W’s PSR 17-18Organizing/Writing ParagraphsTeaching expository text PSR30 -32Star, dash, dot outlines PSR32 One word outlines PSR40Framed paragraphs PSR73Closing your paragraph SFForms of WritingFirst, Second, Third PSR 71Expository Short Story Friendly Letter PT 9-10a- 9=10b, PT9-10-1Addressing an Envelope PT 9-10fNote-takingTwo column notes PSR 40Four Block Notes Assessing WritingRubric SF T33-35PT 10-1a to 10-23aHandwritingMaster the four goals listed under the Handwriting Without Tears curriculumVocabularyGoal: Good vocabulary teaching makes students excited about words and leads them to attend more closely to them (Stahl & Shiel, 1999).StrategiesUse both context and definitions Teach word meanings by using examples, synonyms, antonyms, visual concrete objects and definitions Provide students with the opportunity to understand and properly use words Discuss the words multiple times Grammar/PunctuationCapitalization - the first words of sentences, the letter “I” and proper nouns such as names, days of the week and monthsThe use of periods and question marks Introduction of the use of commas in a seriesUse of verbs to convey past, present and futureParts of speech Nouns, verbs and adjectivesSentence WritingWrite simple sentences with nouns, verbs and adjectives Paragraph WritingWrite one eight-sentence paragraph following this pattern: topic sentence (green), one transition (yellow), two elaborations (red), one transition (yellow), two elaborations (red) and conclusion (green)Note-takingTwo column notesFour Box NotesPresentation skills Use of smart sound systemPower Point presentationStudent narrators for plays, concerts, etc.UPK – Grade 6 musicalMLA FormatWrite first and last name as a headingInclude date in headingCite one source (book title/author, encyclopedia, internet)Technology Implementation BenchmarksResearchUse age-appropriate teacher- directed resources to plan, locate, gather and organize informationEvaluate with teacher assistance how planned Internet resources may have been useful or not usefulUtilize:Library databasesGrolier OnlineTeaching BooksInternetNational Geographic for KidsQuintura KidsWord processing (i.e. Microsoft Word, Notebook 10, Kidspiration, Tux Paint)Begin to create lists, captions, notes, simple stories, reports, invitations, etc. Demonstrate ability to insert graphic and resizeEnter and edit text (position cursor, insert and delete, change font color and size)Problem Solving/Enhancing Writing SkillsUse graphic organizers to brainstorm, categorize, organize, outline, map and communicate ideas and/or information as a pre-writing exerciseUse graphic organizer templates (i.e. Kidspiration) – SUTW formatInformal outlinesTwo column notesMultimediaIllustrate a thought, idea or story with computer generated drawings or graphics in painting and/or drawing programs (i.e. Tux Paint)Create one slide ( i.e. PowerPoint)on an assigned topicType or record informationAdd appropriate pictures, graphics or drawingsContribute to class slideshowPortfolio ProjectsSelf-portrait/pictureDinosaur Power Point/research project Grade 2Grade 2(continued)HandwritingStudents use Handwriting Without Tears WorkbookStudents use specially designed Orton Gillingham paper that is formatted to fit programStudents use writing notebook, Handwriting Without Tears, to respond to weekly reading lessonsWord Processing Type to LearnResourcesTraffic Signal PT 4-6AWriting Process PT 4-5a & bEditing M 7-8Topic Sentences PSR 124-126Practice GuideAccordion Paragraphs PSR 69Two Column Notes M 9-1 to 9-39, T 1-18a-1-24aTwo Kinds of Writing T4-1a -4-4-2Parts of Speech IT13a Turn It InVocabularyOrton GillinghamStudents use a modified word definition page SentencesTopic, transitions, elaborations, conclusions7 word meaningful sentencesOrganizing/Writing ParagraphsFramed paragraphs8 sentence paragraphsMultiple paragraphsForms Of WritingResponding to Literature PT9-5a-h Writing Informal/Formal Business Letters IT9-10a- d Addressing an Envelope IT9-10f-e Poems IT9-14a- iDescriptiveCompare/contrastNarrativeObservationsSequentialExpositoryFact/opinionBeginning/middle/endNote takingTwo column notes PSR230-240 outliningAssessing WritingPT 10-1a to 10-23aHandwritingMaster the four goals listed under the Handwriting Without Tears curriculum. Vocabulary Goal- Nurture a love and appreciation of words and their use. Good vocabulary teaching makes students excited about words and leads them to attend more closely to them (Stahl & Shiel, 1999). Synonyms, antonyms, definitions, multiple meanings, prefix, suffixStrategies:Use both context and definitions Teach word meanings by using examples, synonyms, and definitions Provide students with the opportunity to process the words "deeply" Discuss the words multiple times Grammar/PunctuationCapitalization - the first words of sentences, the letter “I,” and proper nouns such as names, days of the week and monthsThe use of periods, exclamation points and question marks The use of singular and plural nounsIntroduction of the use of commas in a series and datesUse of verbs to convey past, present and future Use apostrophes to form contractionsParts of SpeechThe identification and use of nouns, pronouns, verbs and adjectives Sentence WritingWrite a seven word simple and compound sentences with nouns, pronouns, verbs and adjectives Paragraph WritingWrite two eight-sentence paragraphs following this pattern: topic sentence (green), one transition(yellow), two elaborations (red), one transition (yellow), two elaborations (red) and conclusion (green) EditingCapitalization, punctuation, sentence structure, spelling, paragraphingNote-taking Use of two column notes in all curriculum areasPresentation SkillsUse of Smart Sound System Power Point PresentationUse airlinersStudent narrators for plays, concerts, etc.UPK – Grade 6 musicalMLA FormatWrite first and last name as a headingInclude date in headingCite one source (book title/author, encyclopedia, internet)Technology Implementation Benchmarks:ResearchUse age appropriate teacher directed resources to plan, locate, gather and organize informationEvaluate with teacher assistance how planned Internet resources may have been useful or not usefulUtilize:Library databasesGrolier OnlineTeaching BooksInternetNational Geographic for KidsKidsClick!Quintura KidsWord processing/Desktop Publishing (i.e. Microsoft Word, Notebook 10, Kidspiration, Tux Paint)Begin to create lists, captions, notes, simple stories, reports, invitations, etc. Demonstrate ability to insert graphic and resizeEnter and edit text (position cursor, insert and delete, change font color and size)Problem Solving/Enhancing Writing SkillsUse graphic organizers to brainstorm, categorize, organize, outline, map and communicate ideas and/or informationGraphic organizer templates (i.e. Kidspiration) – SUTW formatInformal outlinesTwo column notesMultimediaIllustrate a thought, idea or story with computer generated drawings or graphics in painting and/or drawing programs (i.e. Tux Paint)Create one slide ( i.e. PowerPoint)on an assigned topicType or record informationAdd appropriate pictures, graphics or drawingsContribute to class slideshowPortfolio ProjectsSelf-portrait/pictureCreate-a-NationM&M GraphingPresidential ReportFlat Stanley CareersGrade 3Grade 3 (continued)Grade 3 (continued)Grade 4 Grade 4 (continued)Grade 4 (continued)Grade 5Grade 5(continued)Grade 5(continued)Grade 6Grade 6(continued)Grade 6(continued)HandwritingWrite upper and lower case letters and numbers in cursive Follow left-to-right and top-to-bottom direction when writing in cursive Use spacing between letters and words when writing on a line in cursive Write in cursive in journals to practice the Step Up To Writing strategies and skills to be masteredWord ProcessingThe use of Type to Learn softwareHandwritingWrite upper and lower case letters and numbers in cursive Follow left-to-right and top-to-bottom direction when writing in cursive Use spacing between letters and words when writing on a line in cursive Write in cursive in journals to practice the Step Up To Writing strategies and skills to be masteredCursive written paragraph that addresses one of the forms of writingWord ProcessingType to Learn 4HandwritingWrite upper and lower case letters and numbers in cursive Follow left-to-right and top-to-bottom direction when writing in cursive Use spacing between letters and words when writing on a line in cursive Write in cursive in journals to practice the Step Up To Writing strategies and skills to be masteredCursive written paragraph that addresses one of the forms of writing Word ProcessingType to Learn 4HandwritingWrite upper and lower case letters and numbers in cursive Follow left-to-right and top-to-bottom direction when writing in cursive Use spacing between letters and words when writing on a line in cursive Write in cursive in journals to practice the Step Up To Writing strategies and skills to be masteredCursive written paragraph that addresses one of the forms of writing Word ProcessingThe use of Type to Learn software ResourcesTraffic Signal PT 4-6AWriting Process PT 4-5a&bEditing M7-8Organizational Mobile PSR 58Topic Sentences PSR 124-126Accordion Paragraphs PSR 69Sample Paragraphs PSR 111Two Column Notes M 9-1 to 9-39, T 1-18a-1-24aTwo Kinds of Writing T4-1a -4-4-2Parts of Speech It 3-13aTurn It In1752608572500VocabularyBreak down definitions - noun IT2-3a & bBreaking down definitions- verbs and adjectives IT 2-3 a & bWrite a meaningful sentence IT2-5a & bUsing a vocabulary map IT2-6 a & bHomonyms, homophones, & homographs IT2-13 a, b , & cPoetry pieces IT2-12aParts of Speech IT 3-13a – T3-13jIdentify Grade Level BenchmarksSentencesThe three sentence structure IT3-7 a & bFour kinds of sentences IT3-8 aPractice sentence - ticket out IT3-1aTopic sentences M2-20 – 2-34Organizing/Writing ParagraphsParagraph plan CR11-15 Star, dash, dot, outlines CR16 Paragraph planning IT4-14-1 -4-14-4Accordion race IT4-16a – 4-16-7Two kinds of writing T4-1a- 4-2aDifferent transitions 4-2bPractice guide for a 14-sentence accordion paragraph CR121Paragraphs PSR86-87Transitions IT4-2bE’s: explain examples CR21Writing conclusions 2-49 -2-51Forms of Writing Summary paragraphs M3-3 -3-14 Process paragraphs M3-15 -3-17List paragraphs M 3-18- 20Compare and contrast M 3-21 – 3-29Responding to Literature IT9-5a- fWriting Informal/Formal Business Letters IT9-10a- d Addressing an Envelope IT9-10f-e Poems IT9-14a- iWriting from a Different Point of View IT 9-7a-gWriting a Science Experiment IT 9-12a- d & 9-12-1-2Writing in Math IT9-11a –lWriting Numbers IT9-11-1Note-takingTwo column notes PSR230-240 Assessing WritingPT 10-1a to 10-23aResourcesTraffic Signal PT 4-6AWriting Process PT 4-5a&bEditing M7-8Organizational mobile PSR 58Topic Sentences PSR 124-126Accordion Paragraphs PSR 69Sample Paragraphs PSR 111Two Column Notes M 9-1 to 9-39, T 1-18a-1-24aTwo Kinds of Writing T4-1a -4-4-2Parts of Speech It 3-13aTurn It InVocabularyBreak down definitions - noun T 2-3a & bBreaking down definitions - verbs and adjectives T 2-3C & bWrite a meaningful sentence T2-5a &bUsing a vocabulary map T2-6 a & bHomonyms, homophones & homographs T2-13 a, b & cPoetry pieces 2-12aParts of Speech T 3-13a – T3-13jIdentify grade level benchmarksSentencesThe three sentence structure IT3-7 a & bFour kinds of sentences IT3-8 aPractice sentence - ticket out IT3-1aSentence variety IT 3-11a &3-11b IT3-11-1 &3-11-2Topic sentences M2-20 – 2-34Topic sentences CR32--39Using quotations in sentences IT3-16-1Organizing/Writing ParagraphsStep Up To Writing using the writing process CR112- 133Organizing ideas first CR 10Paragraph plan cr11-15 Star, dash, dot, outlines CR16 Paragraph planning cr14, IT4-14-1 – 4-14-4Two kinds of writing IT4-1a- 4-2aDifferent transitions 4-2bPractice guide for a 14 sentence Accordion paragraph CR121Transitions IT4-2bE’s: explain examples CR21Writing conclusions 2-49 -2-51Forms of Writing Summary paragraphs M3-3 -3-14 Process paragraphs M3-15 -3-17List paragraphs M 3-18- 20Compare and contrast M 3-21 – 3-29Responding to Literature IT9-5a- fWriting from a Different Point of View IT 9-7a-gWriting Informal/Formal Business Letters IT9-10a- d Addressing an Envelope IT9-10f-e Poems IT9-14a- i Writing a Science Experiment IT 9-12a- d & 9-12-1-2Writing in Math IT9-11a –lWriting Numbers IT9-11-1Note-takingTwo column notes PSR230-240 Assessing Writing IT 10-1a to 10-23aResourcesTraffic Signal IT 4-6bWriting Process IT 4-5a-4-6bEditing M7-8Topic Sentences IT 4-18a-4-19gAccordion Paragraphs PSR 69Sample Paragraphs It 4-8-1 -4-8-2Two Column Notes M 9-1 to 9-39, IT 1-17a-1-24aTwo Kinds of Writing IT4-1a -4-2aDifferent Transitions /Prompts 4-2b – 4-3a, 4-29a- 4-30aParts of Speech It 3-13a to 3-13lUsing Transitions 4-29aTurn It InVocabularyUsing a vocabulary map IT2-6 a& bSentencesThe three sentence structure IT3-7 a & bFour kinds of sentences IT3-8 aPractice sentence-ticket out IT3-12bSentence variety It3-11a -b IT 3-11-1 &3-11-2Topic sentences CR134 -150Transitions IT4-24a – 4-30aConclusions It4-34a – 4- 36-1Organizing/Writing ParagraphsOrganizing ideas first CR 13Organizational mobile P58Paragraph plan CR 11-15 Paragraph planning IT4-14-1 -4-14-4Practice guide for a 14 sentence accordion paragraph CR121Forms of Writing Summary paragraphs M3-3 -3-14 Process paragraphs M3-15 -3-17Compare and contrast M 3-21 – 3-29Responding to Literature IT9-5a- fWriting Informal/ Business Letters IT9-10a- d Addressing an Envelope IT9-10f-e Poems IT9-14a- iWriting a Science Experiment IT 9-12a- d & 9-12-1-2Writing in Math IT9-11a –lWriting Numbers IT9-11-1Two column notes IT 1-17a-c Assessing Writing IT 10-1a to 10-23aResourcesTraffic Signal IT 4-6bWriting Process IT 4-5a-4-6bEditing M7-8Topic Sentences IT 4-18a-4-19gAccordion Paragraphs PSR 69Sample Paragraphs It 4-8-1 -4-8-2Two Column Notes M 9-1 to 9-39, IT 1-17a-1-24aTwo Kinds of Writing IT4-1a -4-2aDifferent Transitions /Prompts 4-2b – 4-3a, 4-29a- 4-30aParts of Speech It 3-13a to 3-13lUsing Transitions 4-29aTurn It InVocabularyUsing a vocabulary map IT2-6 a& bSentencesThe three sentence structure IT3-7 a & bFour kinds of sentences IT3-8 aPractice sentence-ticket out IT3-12bSentence variety It3-11a -b IT 3-11-1 &3-11-2Topic sentences CR134 -150Transitions IT4-24a – 4-30aConclusions It4-34a – 4- 36-1Organizing/Writing ParagraphsOrganizing ideas first CR 13Organizational mobile P58Paragraph plan CR 11-15 Paragraph planning IT4-14-1 -4-14-4Practice guide for a 14 sentence accordion paragraph CR121Forms of Writing Summary paragraphs M3-3 -3-14 Process paragraphs M3-15 -3-17List paragraphs M 3-18- 20Compare and contrast M 3-21 – 3-29Responding to Literature IT9-5a- fWriting Informal/ Business Letters IT9-10a- d Addressing an Envelope IT9-10f-e Poems IT9-14a- iWriting a Science Experiment IT 9-12a- d & 9-12-1-2Writing in Math IT9-11a –lWriting Numbers IT9-11-1Two column notes IT 1-17a-cAssessing Writing IT 10-1a to 10-23aHandwritingMaster the four goals listed under the Handwriting Without Tears curriculumVocabularyGoal: Nurture a love and appreciation of words and their use. Good vocabulary teaching makes students excited about words and leads them to attend more closely to them (Stahl & Shiel, 1999). StrategiesUse both context and definitions Teach word meanings by using examples, synonyms, and definitions Provide students with the opportunity to process the words "deeply" Discuss the words multiple times Grammar/PunctuationCapitalization - the first words of sentences, the letter “I” and proper nouns such as names, days of the week and monthsThe use of periods, exclamation points and question marks Form and use singular and plural nounsUse commas in a series, dates, greetings and closings of letters Use verbs to convey past, present and futureIntroduction of irregular verbs such as see, saw, have, seen Use apostrophes to form contractions and possessive nounsUse quotation marks and commas to mark direct speech and quotes from a textUse quotation marks or italics in titlesUse of hyphens in compound numbers (forty-six)Parts of SpeechThe identification and use of nouns, pronouns, verbs, adjectives and adverbsFigurative Language Use of similes in sentences Sentence Writing Write simple, compound, and complex sentences with nouns, pronouns, verbs, adjectives and adverbs Paragraph WritingWrite three eight-sentence paragraphs following this pattern: topic sentence (green), one transition (yellow), two elaborations (red), one transition (yellow), two elaborations (red) and conclusion (green) Note-taking Use of two column notes in all curriculum areasPresentation SkillsUse of smart sound systemUse airlinersStudent narrators for plays, concerts, etc.Speeches IT8-1a- 8-16aUPK - Grade 6 musical HandwritingMaster the four goals listed under the Handwriting Without Tears curriculum. Vocabulary Goal: Nurture a love and appreciation of words and their use. Good vocabulary teaching makes students excited about words and leads them to attend more closely to them (Stahl & Shiel, 1999).StrategiesUse both context and definitions Teach word meanings by using examples, synonyms, and definitions Provide students with the opportunity to process the words "deeply" Discuss the words multiple times Grammar/PunctuationCapitalize the first words of sentences, the letter “I,” and proper nouns such as names, days of the week and monthsThe use of periods, exclamation points and question marks Form and use singular and plural nounsUse commas in a series, dates, greetings and closings of lettersUse verbs to convey past, present and futureIntroduction of irregular verbs such as see, saw, have, seen Use apostrophes to form contractions and possessive nounsUse quotation marks and commas to mark direct speech and quotes from a textUse quotation marks or italics in titlesUse of hyphens in compound numbers (forty-six) and in one or more words serving as a single adjective (one-way or well-known)Parts of SpeechThe identification and use of nouns, pronouns, verbs, adjectives and adverbs Figurative Language Use of similes, alliteration and personification in sentences and writing Sentence Writing Write simple, compound and complex sentences with nouns, pronouns, verbs and adjectivesParagraph WritingWrite three eight sentence paragraphs following this pattern: topic sentence (green), one transition (yellow), two elaborations (red), one transition (yellow), two elaborations (red) and conclusion (green) Note-taking Use of two column notes in all curriculum areas Presentation SkillsUse of smart sound systemUse Soft Notebook 10 SoftwareUse airlinersStudent narrators for plays, concerts, etc.Speeches IT8-1a- 8-16aUPK - Grade 6 musical HandwritingMaster the four goals listed under the Handwriting Without Tears curriculum. Vocabulary Goal: Nurture a love and appreciation of words and their use. Good vocabulary teaching makes students excited about words and leads them to attend more closely to them (Stahl & Shiel, 1999).StrategiesUse both context and definitions Teach word meanings by using examples, synonyms and definitions Provide students with the opportunity to process the words "deeply" Discuss the words multiple times Grammar/PunctuationCapitalize the first words of sentences, the letter “I” and proper nouns such as names, days of the week and monthsThe use of periods, exclamation points and question marks Form and use singular and plural nounsUse commas in a series, dates, greetings, closings of letters and to set off the words yes and no, direct quotationsUse verbs to convey past, present and futureIntroduction of irregular verbs such as see, saw, have, seen Use apostrophes to form contractions and possessive nounsUse quotation marks and commas to mark direct speech and quotes from a textUse quotation marks or italics in titlesUse of hyphens in compound numbers (forty-six), in one or more words serving as a single adjective (one-way or well-known) and with the prefixes ex, self, all, pre, mid and anti (ex-wife, self-assured)Parts of SpeechThe identification and use of nouns, pronouns, verbs, adjectives, adverbs, conjunctions, interjections and prepositions Figurative Language Use of similes, metaphors, hyperboles, alliteration, personification, idioms and onomatopoeia in sentences and writing Homophones, homonyms, homographsSentence Writing Write simple, compound and complex sentences with nouns, pronouns, verbs and adjectivesEssay WritingWrite three eight sentence paragraphs following this pattern: topic sentence (green), one transition (yellow), two elaborations (red), one transition (yellow), two elaborations (red) and conclusion (green) Note-taking Use of two column notes in all curriculum areas Presentation SkillsUse of smart sound systemUse Smart Notebook 10 SoftwareUse airliners Student narrators for plays, concerts, etc.Speeches IT8-1a- 8-16aUPK - Grade 6 musical podcastsHandwritingMaster the four goals listed under the Handwriting Without Tears curriculum. Vocabulary Goal- Nurture a love and appreciation of words and their use. Good vocabulary teaching makes students excited about words and leads them to attend more closely to them (Stahl & Shiel, 1999).Strategies:Use both context and definitions Teach word meanings by using examples, synonyms, and definitions Provide students with the opportunity to process the words "deeply" Discuss the words multiple times Grammar/PunctuationCapitalize the first words of sentences, the letter “I,” and proper nouns such as names, days of the week and monthsThe use of periods, exclamation points, and question marks Form and use singular and plural nounsUse commas in a series, dates, greetings, closings of letters and to set off the words yes and noUse verbs to convey past, present and futureIntroduction of irregular verbs such as see, saw, have, seen Use apostrophes to form contractions and possessive nounsUse quotation marks and commas to mark direct speech and quotes from a textUse quotation marks or italics in titlesUse of hyphens in compound numbers (forty-six), in one or more words serving as a single adjective (one-way or well-known) and with the prefixes ex, self, all, pre, mid and anti, with the suffix elect, between a prefix and a capitalized word and with letters (ex-wife, mid-September, mayor-elect, T-shirt)Parts of SpeechThe identification and use of nouns, pronouns, verbs, adjectives, adverbs, conjunctions, interjections and prepositions Figurative Language Use of similes, metaphors, hyperbole, alliteration, personification, idioms and onomatopoeia in sentences and writing Homophones, homonyms, homographsSentence Writing Write sentences with nouns, pronouns, verbs, adjectives, adverbs, conjunctions, interjections and prepositions and expand sentences to simple, compound and complex Essay WritingWrite four eight sentence paragraphs following this pattern: topic sentence (green), one transition (yellow), two elaborations (red), one transition (yellow), two elaborations (red) and conclusion (green) Note-taking Use of two column notes in all curriculum areas Presentation SkillsUse of smart sound systemUse Smart Notebook 10 Software Use airliners Student narrators for plays, concerts, etc.Speeches IT8-1a- 8-16aUPK - Grade 6 musical podcastsMLA FormatWrite first and last name assignment and date as a heading. Cite two sources (book title/author, encyclopedia, Internet). Technology Implementation BenchmarksResearchLocate, collect and organize digital media resourcesPractice evaluating online resources for usefulness, credibility and currencyUse note-taking techniques to gather information by topics and details Utilize:Library DatabasesGrolier OnlineTeaching BooksSearchasaurus (under EBSCO)Internet Search EnginesKidsClick!Ask Jeeves for KidsQuintura KidsKeyword searchDirectoriesGraphic Organizers (i.e. Kidspiration/Inspiration )– SUTW formatinformal/formal outliningconcept mappingWord ProcessingUse toolbars and menu bars to format and edit text (i.e. use highlighter tool to find main idea, transitions and details)Perform cut, copy and paste techniques within a document and from other documents and resourcesEdit text using spell-check, grammar check, Thesaurus and dictionary Incorporate:Two column notes template created from tablesMLA format (i.e. centering title, double spacing lines, standard font and size)Multimedia and Presentation tools (i.e. PowerPoint, Notebook 10 or Photostory)Create, edit and format text on a slideCreate a series of slides organized to present information or an ideaInsert graphics and/or sound appropriate to the topicCommunication: Use text, graphics, video and/or audio to communicate information or ideasPortfolio Projects Research report -a typed research report based on a class or grade-level field trip and a how-to report based on an experience that the class or grade level shares during the particular yearHow-To Report – a typed report or multimedia presentation that describes or shows the process of “How To Make or Design” somethingPoetry Sample (Haiku) – hand written in cursive MLA FormatWrite first and last name as a heading Write assignment in heading Include date in headingCite two sources (book title/author, encyclopedia, internet)Technology Implementation BenchmarksResearchLocate, collect and organize digital media resourcesPractice evaluating online resources for usefulness, credibility and currencyUse note-taking techniques to gather information by topics and details Utilize:Library DatabasesGrolier OnlineTeaching BooksSearchasaurus (under EBSCO)Internet Search EnginesKidsClick!Ask Jeeves for KidsQuintura KidsKeyword searchDirectoriesGraphic Organizers (i.e. Kidspiration/Inspiration )– SUTW formatinformal/formal outliningconcept mappingWord ProcessingUse toolbars and menu bars to format and edit text (i.e. use highlighter tool to find main idea, transitions and details)Perform cut, copy and paste techniques within a document and from other documents and resourcesEdit text using spell-check, grammar check, Thesaurus and dictionary Incorporate:Two column notes template created from tablesMLA format (i.e. centering title, double spacing lines, standard font and size)Suggested Activities:Create a DBQ questionResearch report based on compare/ contrast Multimedia and Presentation tools (i.e. PowerPoint, Notebook 10 or Photostory)Create, edit and format text on a slideCreate a series of slides organized to present information or an ideaInsert graphics and/or sound appropriate to the topicCommunication: Use text, graphics, video and/or audio to communicate information or ideasPortfolio Projects:Cause and Effect ReportPoetry sample (what type?) MLA FormatWrite first and last name as a heading Teacher’s NameWrite assignment in heading Include date in headingCite two sources (book title/author, encyclopedia, internet)Technology Implementation BenchmarksResearchLocate, collect and organize digital media resourcesPractice evaluating online resources for usefulness, credibility and currencyUse note-taking techniques to gather information by topics and details Utilize:Library DatabasesGrolier OnlineTeaching BooksSearchasaurus (under EBSCO)Internet Search EnginesKidsClick!Ask Jeeves for KidsQuintura KidsKeyword searchDirectoriesGraphic Organizers (i.e. Kidspiration/Inspiration )– SUTW formatinformal/formal outliningconcept mappingWord ProcessingUse toolbars and menu bars to format and edit text (i.e. use highlighter tool to find main idea, transitions and details)Perform cut, copy and paste techniques within a document and from other documents and resourcesEdit text using spell-check, grammar check, Thesaurus and dictionary Incorporate:Two column notes template created from tablesMLA format (i.e. centering title, double spacing lines, standard font and size)Multimedia and Presentation tools (i.e. PowerPoint, Notebook 10 or Photostory)Create, edit and format text on a slideCreate a series of slides organized to present information or an ideaInsert graphics and/or sound appropriate to the topicCommunication: Use text, graphics, video and/or audio to communicate information or ideasPortfolio Project:Letter of Inquiry - typed (research project on counties within New York State. Letters to Chambers of Commerce requesting information for counties being researched requesting information)MLA FormatWrite first and last name as a heading Teacher’s NameWrite assignment in heading Include date in headingCite two sources (book title/author, encyclopedia, internet)Technology Implementation BenchmarksResearchLocate, collect and organize digital media resourcesPractice evaluating online resources for usefulness, credibility, and currencyUse note-taking techniques to gather information by topics and detailsDemonstrate effective searching strategies when searching and browsing on the Internet Utilize:Internet Search Engines HYPERLINK "" GoogleAsk Jeeves for KidsQuintura KidsKeyword searchDirectoriesGraphic Organizers (i.e. Kidspiration/Inspiration )– SUTW formatinformal/formal outliningconcept mappingWord ProcessingUse more advanced features such as tabs, indents, margin sets, bullets, numbers, tables, columns, etc.Access and use templatesEdit text using spell-check, grammar check, Thesaurus and dictionary and comment features Incorporate:Two column notes template created from tablesGraphics, hyper-links and bordersMLA format (i.e. centering title, double spacing lines, standard font and size)Multimedia and Presentation tools (i.e. PowerPoint, Notebook 10 or Photostory)Create a multimedia project using various media appropriate to the purposeUse precise vocabulary and presentational strategies to influence the audienceUse presentation software to communicate ideas/information to specific audiencesCommunication: Plan, design, and develop a multimedia product to present research findings suggesting ideas, solutions, or point of viewUse a variety of telecommunication tools to communicate and collaborate with peers, experts and other audiences Utilize:Blogs (i.e Schoolwires)Wikis (i.e. PBWorks)Discussion Threads (i.e.Toolbox Pro)Podcasts/ScreencastsPortfolio ProjectsResponse to Literature on a favorite bookSequential essayPodcastPublish on web pagePersuasive Personal Business Letter to teachers regarding biography subjectWhy you chose subjectWhat you hope to learnBiography Research ProjectResearch Report on biography subject using proper MLA format and works cited GradeStep Up To WritingResources/StrategiesSkillsPortfolio DevelopmentGrade 7Grade 7(continued)Grade 7(continued)ResourcesTraffic Signal IT 4-6bWriting Process IT 4-5a-4-6bEditing M7-8Topic Sentences IT 4-18a-4-19gAccordion Paragraphs PSR 69Sample Paragraphs It 4-8-1 -4-8-2Two Column Notes M 9-1 to 9-39, IT 1-17a-1-24aTwo Kinds of Writing IT4-1a -4-2aDifferent Transitions /Prompts 4-2b – 4-3a, 4-29a- 4-30aParts of Speech It 3-13a to 3-13lUsing Transitions 4-29aTurn It In3175190500VocabularyUsing a vocabulary map IT2-6 a& bNote Cards IT2-9a-cParts of Speech IT 3-13a – 3-13jSentencesThe three sentence structure IT3-7 a & bFour kinds of sentences IT3-8 aPractice sentence-ticket out IT3-12aSentence variety IT3-11-b IT3-11-1 &3-11-2Topic sentences IT4-18a – 4-23-2Transitions IT4-24a – 4-30aConclusions IT4-34a – 4- 36-1Write a meaningful sentence IT2-5a &bOrganizing/ Writing ParagraphsParagraph plan CR 11-15 Star, dash, dot, outlines CR16 Paragraph planning IT4-14-1 -4-14-4Two kinds of writing IT4-1a- 4-2aDifferent transitions IT4-2bPractice guide for a 14 sentence accordion paragraph CR121Transitions IT4-2bE’s: explain examples CR21Writing conclusions IT2-49 -2-51Forms of Writing Summary paragraphs M3-3 -3-14 Process paragraphs M3-15 -3-17Compare and contrast M 3-21 – 3-29Responding to Literature IT9-5a- fWriting from a Different Point of View IT 9-7a-gWriting Informal/Formal Business Letters IT9-10a- d Addressing an Envelope IT9-10f-e Poems IT9-14a- iWriting a Science Experiment IT 9-12a- d & 9-12-1-2Writing in Math IT9-11a –lWriting Numbers IT9-11-1Two column notes IT 1-17a-c Persuasive Writing Assessing Writing IT 10-1a to 10-23aVocabularyGoal: Nurture a love and appreciation of words and their use. Good vocabulary teaching makes students excited about words and leads them to attend more closely to them (Stahl & Shiel, 1999). StrategiesUse both context and definitions Teach word meanings by using examples, synonyms and definitions Provide students with the opportunity to process the words "deeply" Discuss the words multiple times Grammar/PunctuationMaster the rules of capitalizationThe use of periods, exclamation points and question marks Proper and common nouns Form and use singular and plural nouns correctlyUse commas in a series, dates, greetings, closings of letters, to set off the words yes and no, adjectives preceding a noun, interrupters, separating speaker from a direct quote (See 10 Comma Mandates)Use verbs to convey past, present, present perfect and futureIntroduction of irregular verbs such as see, saw, have, seen Use apostrophes to form contractions and possessive nounsUse quotation marks and commas to mark direct speech and quotes from a textUse quotation marks or underline/italics in titlesUse of hyphens in compound numbers (forty-six), in one or more words serving as a single adjective (one-way or well-known) and with the prefixes ex, self, all, pre, mid and anti, with the suffix elect, between a prefix and a capitalized word, with letters (ex-wife, mid-September, mayor-elect, T-shirt) and to avoid confusion of awkward combinations of letters (re-sign)Parts of SpeechThe identification and use of nouns, pronouns, verbs, adjectives, adverbs, conjunctions, interjections, prepositions, articlesSentence Writing Write sentences with nouns, pronouns, verbs, adjectives, adverbs, conjunctions, interjections and prepositions and expand sentences to simple, compound and complex Demonstrate a solid use of sentence varietyParagraph WritingWrite a four paragraph essay that fully addresses the topic that includes: topic sentence (green), transition (yellow), elaborations (red), transition (yellow), elaborations (red) and conclusion (green) Note-taking Use of two column notes in all curriculum areas Literary Devices/Figurative LanguageUse and identify similes, alliteration, personification, idioms, metaphors, hyperboles, imagery and onomatopoeia in sentences and writing. Literary ElementsCharacterizationPlotIronySummaryMoodTone Point of ViewSettingAuthor’s PurposeSymbolismFigurative LanguageConnotationDenotationThemeAllusionInferenceForeshadowAntagonistProtagonistConflictPresentation SkillsUse of smart sound systemSmart Notebook 10 Software Use airlinersStudent narrators for plays, concerts, etc.Speeches IT8-1a- 8-16aHigh School Musical PodcastsVodcastsMLA FormatWrite first and last name as a heading Teacher’s NameWrite assignment in heading Include date in headingCreate a Works Cited page that includes at least two sources (book title/author, encyclopedia, internet and database)Technology Implementation BenchmarksResearchLocate, collect and organize digital media resourcesPractice evaluating online resources for usefulness, credibility and currencyUse note-taking techniques to gather information by topics and detailsDemonstrate effective searching strategies when searching and browsing on the Internet Utilize:Library DatabasesEBSCOInfotrac HYPERLINK "" Country Watch Internet Search EnginesGoogleAsk Jeeves for KidsQuintura KidsKeyword searchDirectoriesGraphic Organizers (i.e. Kidspiration/Inspiration )– SUTW formatinformal/formal outliningconcept mappingWord ProcessingUse more advanced features such as tabs, indents, margin sets, bullets, numbers, tables, columns, etc.Access and use templatesEdit text using spell-check, grammar check, Thesaurus and dictionary and comment features Incorporate:Two column notes template created from tablesGraphics, hyper-links and bordersMLA format (i.e. centering title, double spacing lines, standard font and size)Multimedia and Presentation tools (i.e. PowerPoint, Notebook 10 or Photostory)Create a multimedia project using various media appropriate to the purposeUse precise vocabulary and presentational strategies to influence the audienceUse presentation software to communicate ideas/information to specific audiencesIncorporate text-to-speechCommunication: Plan, design, and develop a multimedia product to present research findings suggesting ideas, solutions, or point of viewUse a variety of telecommunication tools to communicate and collaborate with peers, experts and other audiences Utilize:Blogs (i.e Schoolwires)Wikis (i.e. PBWorks)Discussion Threads (i.e.Toolbox Pro)Portfolio ProjectsResearch an Event from HistoryPresent as a:Short PlayVod/podcastReportNotebook 10Utilize Library DatabasesGraphic OrganizerRough Draft with three initials of peer editorsFinal DraftThank You Letter (Typed):Proper business letter heading and formatProperly addressed envelopeResponse to LiteratureGraphic organizerRough DraftFinal DraftGrade 8Grade 8(continued)Grade 8(continued)ResourcesTraffic Signal IT 4-6bWriting Process IT 4-5a-4-6bEditing M7-8Topic Sentences IT 4-18a-4-19gAccordion Paragraphs PSR 69Sample Paragraphs It 4-8-1 -4-8-2Two Column Notes M 9-1 to 9-39, IT 1-17a-1-24aTwo Kinds of Writing IT4-1a -4-2aDifferent Transitions /Prompts 4-2b – 4-3a, 4-29a- 4-30aParts of Speech It 3-13a to 3-13lUsing Transitions 4-29aTurn It In1441456858000VocabularyUsing a vocabulary map IT2-6 a& bNote Cards IT2-9a-cParts of Speech IT 3-13a – 3-13jSentencesThe three sentence structure IT3-7 a & bFour kinds of sentences IT3-8 aPractice sentence-ticket out IT3-12aSentence variety IT3-11-b IT3-11-1 &3-11-2Topic sentences IT4-18a – 4-23-2Transitions IT4-24a – 4-30aConclusions IT4-34a – 4- 36-1Write a meaningful sentence IT2-5a &bOrganizing/ Writing ParagraphsParagraph plan CR 11-15 Star, dash, dot, outlines CR16 Paragraph planning IT4-14-1 -4-14-4Two kinds of writing IT4-1a- 4-2aDifferent transitions IT4-2bPractice guide for a 14 sentence accordion paragraph CR121Transitions IT4-2bE’s: explain examples CR21Writing conclusions IT2-49 -2-51Forms of Writing Summary paragraphs M3-3 -3-14 Process paragraphs M3-15 -3-17Compare and contrast M 3-21 – 3-29Responding to Literature IT9-5a- fWriting from a Different Point of View IT 9-7a-gWriting Informal/Formal Business Letters IT9-10a- d Addressing an Envelope IT9-10f-e Poems IT9-14a- iWriting a Science Experiment IT 9-12a- d & 9-12-1-2Writing in Math IT9-11a –lWriting Numbers IT9-11-1Two column notes IT 1-17a-c Assessing Writing IT 10-1a to 10-23aVocabularyGoal: Nurture a love and appreciation of words and their use. Good vocabulary teaching makes students excited about words and leads them to attend more closely to them (Stahl & Shiel, 1999.) StrategiesUse both context and definitions Teach word meanings by using examples, synonyms and definitions Provide students with the opportunity to process the words "deeply" Discuss the words multiple times Grammar/PunctuationMaster the rules of capitalizationThe use of periods, exclamation points and question marks Proper and common nouns Form and use singular and plural nouns correctlyUse commas in a series, dates, greetings, closings of letters, to set off the words yes and no, adjectives preceding a noun, interrupters, separating speaker from a direct quote (See 10 Comma Mandates)Use verbs to convey past, present, present perfect and futureIntroduction of irregular verbs such as see, saw, have, seen Use apostrophes to form contractions and possessive nounsUse quotation marks and commas to mark direct speech and quotes from a textUse quotation marks or underline/italics in titlesUse of hyphens in compound numbers (forty-six), in one or more words serving as a single adjective (one-way or well-known) and with the prefixes ex, self, all, pre, mid and anti, with the suffix elect, between a prefix and a capitalized word, with letters (ex-wife, mid-September, mayor-elect, T-shirt) and to avoid confusion of awkward combinations of letters (re-sign)Parts of SpeechThe identification and use of nouns, pronouns, verbs, adjectives, adverbs, conjunctions, interjections, prepositions, articlesSentence Writing Write sentences with nouns, pronouns, verbs, adjectives, adverbs, conjunctions, interjections and prepositions and expand sentences to simple, compound and complex Demonstrate a solid use of sentence varietyParagraph WritingWrite a four paragraph essay that fully addresses the topic that includes: topic sentence (green), transition (yellow), elaborations (red), transition (yellow), elaborations (red) and conclusion (green) Introduce and show examples of in-text citationsNote-taking Use of two column notes in all curriculum areas Literary Devices/Figurative LanguageUse and identify similes, alliteration, personification, idioms, metaphors, hyperboles, imagery and onomatopoeia in sentences and writingLiterary ElementsCharacterizationPlotIronySummaryMoodTone Point of ViewSettingAuthor’s PurposeSymbolismFigurative LanguageConnotationDenotationThemeAllusionInferenceForeshadowAntagonistProtagonistConflictPresentation SkillsUse of smart sound systemSmart Notebook 10 Software Use airlinersStudent narrators for plays, concerts, etc.Speeches IT8-1a- 8-16aHigh School MusicalPodcastsVodcastsMLA FormatWrite first and last name as a heading Teacher’s NameWrite assignment in heading Include date in headingCreate a Works Cited page that includes at least two sources (book title/author, encyclopedia, internet and database)Technology Implementation BenchmarksResearchLocate, collect and organize digital media resourcesPractice evaluating online resources for usefulness, credibility and currencyUse note-taking techniques to gather information by topics and detailsDemonstrate effective searching strategies when searching and browsing on the Internet Utilize:Library DatabasesEBSCOInfotrac HYPERLINK "" Country Watch Internet Search EnginesGoogleAsk Jeeves for KidsQuintura KidsKeyword searchDirectoriesGraphic Organizers (i.e. Kidspiration/Inspiration )– SUTW formatinformal/formal outliningconcept mappingWord ProcessingUse more advanced features such as tabs, indents, margin sets, bullets, numbers, tables, columns, etc.Access and use templatesEdit text using spell-check, grammar check, Thesaurus and dictionary and comment features Incorporate:Two column notes template created from tablesGraphics, hyper-links and bordersMLA format (i.e. centering title, double spacing lines, standard font and size)Multimedia and Presentation tools (i.e. PowerPoint, Notebook 10 or Photostory)Create a multimedia project using various media appropriate to the purposeUse precise vocabulary, and presentational strategies to influence the audienceUse presentation software to communicate ideas/information to specific audiencesIncorporate text-to-speechCommunication: Plan, design, and develop a multimedia product to present research findings suggesting ideas, solutions, or point of view.Use a variety of telecommunication tools to communicate and collaborate with peers, experts and other audiences. Utilize:Blogs (i.e Schoolwires)Wikis (i.e. PBWorks)Discussion Threads (i.e.Toolbox Pro)Portfolio ProjectsWord Processed Historical Research Document:Research one event in historyUsing MLA Format with specific skills mastered including but not limited to:Must include research paper on topic. Multimedia Presentation: created from research paperStoryboardNotebook 10Pod/VodcastPersuasive Letter (Typed)Proper business letter heading and formatProperly addressed envelopeResponse to LiteratureGraphic organizerRough DraftFinal DraftGrades 9-12Grades 9-12(continued)Grades 9-12(continued)ResourcesTraffic Light Colors 4-6aWriting Process ST 4-5a&bEditing M7-8Topic Sentences ST 4-18a-4-18n, Sample Paragraphs PSR 111Two Column Notes M 9-1 to 9-39, ST 1-17a-1-21-1Two Kinds of Writing ST4-1a -4-1c, 4-2a, 4-2b, 4-3aParts of Speech ST 3-13a- 3-13LUsing Transitions 4-29a- 4-30aTurn It In1555751587500Parts of Speech ST 3-13a-3-13LVocabulary Template that includes dictionary definition, definition in own words, synonyms, pictureSentencesFour Sentence Structures ST 3-7a-bFour Kinds of Sentences ST3-8aFour Kinds of Sentences and Sentence Structures ST3-9a-bSentence Variety ST 3-11 a-bOrganizing InformationEssay Graphic Organizer Forms of Writing 9th Grade Short Answer EssaysCreative Writing: Short StoryFive-Paragraph EssaysWriting a Persuasive Essay 9-1c10th Grade ExpositoryNarrativeCritical LensShort Answer11th Grade Critical Lens EssaysShort Answer EssaysResearch PaperShort Story12th GradeExpository/ ResearchAnalysisCreative/ NarrativePresentation Skills and SoftwareSenior Research Project (project that encompasses all of the above)Other Forms of WritingPoems ST9-15a- LInformal and Business/Formal letters ST9-10a- 9-10dAddressing an Envelope ST9-10e-fWriting Memos, E-mails, and Messages ST 9-10g –hWriting a Resume ST 9-11b –d Planning for and Writing About an In Interview 9-16h-iWriting About a Science Experiment ST9-13 a-d & 9-13-1-2Technical Writing 9-13aMath ST9-12a- 9-12LWriting Numbers 9-11-1Responding to Literature ST 9-5c- 9-5fAssessing WritingST 10-1a to 10-23aVocabularyGoal: Nurture a love and appreciation of words and their use. Good vocabulary teaching makes students excited about words and leads them to attend more closely to them (Stahl & Shiel, 1999). Recommendations: for older childrenChoose words that will enhance the meaning of what students are reading or important for students to know Use both context and definitions Teach word meanings by using examples, synonyms and definitions Provide students with the opportunity to process the words "deeply" Discuss the words multiple times Grammar/PunctuationMaster the rules for capitalizationThe use of periods, exclamation points and question marks Proper and common nouns Form and use singular and plural nounsMaster the ten comma mandatesUse verbs to convey past, present, present perfect and futureIntroduction of irregular verbs such as see, saw, have, seen Use apostrophes to form contractions and possessive nounsUse quotation marks and commas to mark direct speech and quotes from a textUse quotation marks or underline/italics in titlesUse of hyphens in compound numbers (forty-six), in one or more words serving as a single adjective (one-way or well-known) and with the prefixes ex, self, all, pre, mid and anti, with the suffix elect, between a prefix and a capitalized word, with letters (ex-wife, mid-September, mayor-elect, T-shirt) and to avoid confusion of awkward combinations of letters (re-sign)Parts of SpeechThe identification and use of nouns, pronouns, verbs, adjectives, adverbs, conjunctions, interjections, prepositions, articlesSentence Writing Expand sentences to simple, compound and complex Paragraph WritingWrite four-paragraph essay using a variety of sentences that include: topic sentence (green), transition (yellow), elaborations (red), transition (yellow), elaborations (red) and conclusion (green) Note-taking Use of two column notes in all curriculum areas Literary DevicesFigurative Language, similes, alliteration, personification, idioms, metaphors, hyperboles, imagery, and onomatopoeia in sentences and writing Literary ElementsCharacterizationPlotIronySummaryMoodTone Point of ViewSettingAuthor’s PurposeSymbolismFigurative LanguageLiterary DevicesAsideConnotationDenotationThemeAllusionInferenceForeshadowAntagonistProtagonistConflictPresentation SkillsUse of smart sound systemNotebook 10 SoftwareUse airlinersStudent narrators for plays, concerts, etc.Speeches IT8-1a- 8-17aUPK - Grade 6 musical PodcastsVodcastsMLA FormatWrite first and last name as a heading Teacher’s NameWrite assignment in heading Include date in headingCite two sources (book title/author, encyclopedia, internet)Technology Implementation BenchmarksResearchDevise and demonstrate strategies for independently and efficiently planning, locating, collecting and organizing information from electronic sourcesSelect the most appropriate online databases, search engines and directories for specific research tasksUse effective research strategies such as Boolean logic operators and syntax to retrieve specific information Utilize:Library DatabasesEBSCOInfotracIssues and ControversiesGraphic Organizers (i.e. Inspiration )– SUTW formatinformal/formal outliningconcept mappingWord ProcessingUse advanced features such as columns, page layout and templates to enhance the appearance of a documentUse advanced editing features such as tracking changes and making comments where appropriate Incorporate:Two column notes template created from tablesGraphics, hyper-links and bordersMLA format (i.e. centering title, double spacing lines, standard font and size)Multimedia and Presentation tools Identify and use appropriate technology tools to create a multimedia productUse a variety of applications such as slide presentations, podcasts, videos, animations, and simulations to plan, create, edit and publish a multimedia productCommunication: Use a variety of technology mediums to present information for specific purposes, citing sourcesDemonstrate how the use of various techniques and effects can be used to convey meaning in mediaUse online communication tools to collaborate with peers, community members, and field experts as appropriatePlan and implement a collaborative project with students in other classrooms and/or schools using telecommunications toolsUtilize:Blogs (i.e Schoolwires)Wikis (i.e. PBWorks)Discussion Threads (i.e.Toolbox Pro)Podcasts/ScreencastsPortfolio Projects:Grade 9 Research ReportGrade 10 Five-Paragraph EssayGrade 11Literature AnalysisGrade 12Research ProjectPortfolio Project and Formal PresentationInternet Resources That Support Writing SkillsTable of ContentsPreK-2Grades 3-5Grades 6-8Grades 9-12Internet ResourcesStarfallRead, Write and Think1st Grade Language Arts Builder2nd Grade Language Arts BuilderStory JumperMy Story MakerStudent Treasures (book publishing) Student Internet ResourcesRead, Write and Think Tools3rd Grade Language Arts Skill Builder4th Grade Language Arts Skill Builder 5th Grade Language Arts Skill BuilderWriting with Writers PicLits (use picture to inspire writing)BitesizeCreative Writing PromptsStory StartersElectronic MLA Citation CreationStorybird (collaborative storytelling)Biography Writer’s WorkshopBusiness Letter (Brain Pop)Letter Generator (Read, Write and Think) One WordWriting Topics (Grades 1-12)Internet ResourcesRead, Write and Think6th Grade Language Arts Skill Builder HYPERLINK "" 7th Grade Language Arts Skill Builder8th Grade Language Arts Skill BuilderLetter Generator (Read, Write and Think) The Paraphrase CrazeTransition CuesPersuasive Writing WorkshopGreat Source iWriteLiterary Elements MapMystery CubeWord MatrixInternet ResourcesRead, Write and ThinkPurdue Online Writing LabWorld Myths and Legends in Art (Compare and Contrast Essay Writing)Great Source iWriteLiterary Elements MapMystery CubeWord MatrixBack to Top10 Commandments of CommasUse a comma in the following situationsAfter a salutation in a letter Dear Mr. Burdick,After the closing in a letterSincerely, Ms. VanSlambrouckBetween the day and year May 21, 2009In a list or seriesI bought apples, oranges and carrots for tonight’s dinner.The smart, pretty, red-headed girl sat in front of the teacher.When using a conjunction (and, but, or) to connect two independent clausesShe turned in her homework, and she got an A.6.To set off an introduction or transitionAfter the test, we had free read time.First of all, the man put down the revolver.7.To include additional but unnecessary informationMs. VanSlambrouck, my favorite teacher, taught us about commas.8.To separate a city and state or city and countryCherry Creek, New YorkParis, France9.To set off a quote“The question is,” said Mary, “What is the verb in the sentence?”10.To express contrast within a sentenceThe cute, but very messy, puppies looked out the window.It was her sense of humor, not her innocence, which won over the judge.Technology Integration Timeline:Table of ContentsGoal 1: Master technology skills at each grade level as outlined in our district plan and recommended by national and state standards.Objective1: By the year 2015, students in the 8th grade will score at a proficiency of 80% or better on technology skills as outlined in the district’s technology benchmarks which are based on national and state standards.Objective 2: By the year 2015, students in the 12th grade will score at a proficiency of 80% or better on the application of technology skills as outlined in the district’s technology benchmarks which are based on national and state standards.Strategies/Actions needed to achieve goalStaff DevelopmentPerson(s) ResponsibleDate Each Action Will Be CompletedIndication of SuccessProvide opportunities for creativity and constructive thinking within curriculum context.Provide time (i.e. district in-service days) for teachers to demonstrate and share lessons that demonstrate creativity and innovationOffer in-house or outside workshops on technology software, new devices or strategies that promote innovation and creativitySuperintendentBuilding PrincipalsTechnology Integration SpecialistTHAT Team2015 80% of the students score satisfactory in one or more of the following assessments:Rubrics that measure technology and curriculum objectivesA formal technology literacy assessment Formative assessments such as journal entries, discussion threads, blogs, wikis checklists, observations, etc.Involve students with communication and collaboration projects using programs such as ToolboxPro and Distance Learning opportunities (virtual field trips, courses offered in other school districts).Offer in-service through CSLO, Teacher Centers and/or company training experts on in-service days, summer professional development days, etc.Meet with individual teachers to create plan goal that would incorporate a collaborative/communication planSuperintendentBuilding PrincipalsTechnology Integration SpecialistTHAT Team201580% of the students will score satisfactory in one or more of the following assessments:Rubrics that measure technology and curriculum objectivesCollaborative/Communication assessments such as journal entries discussion threads, blogs, wikis checklists, observations, etc., with the use of Toolbox ProInstruct students on the best practice and use of netiquette and Internet Safety practices.Meet with elementary teacher teams to discuss where and when Internet Safety lessons can be incorporated into the curriculumInternet Safety course developed by health teachers at high school levelBuilding PrincipalsTechnology Integration Specialist2015Checklist indicating all enrolled students by 2015 have received instruction and passed quiz with 85% or better accuracyAdapt and modify the Big6 model of Information literacy for grades Pre K – 12.Grade level team meetings to develop consistent and hierarchal skills that build on the Big6 concept of information literacySuperintendentBuilding PrincipalsTechnology Integration SpecialistTHAT Team2015All teachers have been introduced to and are implementing the Big6 model for Information LiteracyStudents score satisfactory on a rubric that indicates the use of the Big6 strategies Students score satisfactory on research project that meet curriculum objectives and have incorporated the Big6 strategiesIncorporate research base models such as problem/ project-based and inquiry- based learning that will support critical thinking and problem solving.Provide in-house training through our Teachers Helping Assist Teachers (THAT Team- who are required to implement and share integrated strategies with other teachers), as well as CSLO in-service as part of core trainings to incorporate research based modelsSuperintendentBuilding PrincipalsIntegration SpecialistTHAT Team2015Technology team specialists (THAT Team) implement unit plans and demonstrations of these models in teacher observations80% of the students score satisfactory in one or more of the following assessments:Rubrics that measure technology and curriculum objectivesA formal technology literacy assessment Formative assessments such as journal entries, discussion threads, blogs, wikis checklists, observations, etc. with the use of Toolbox ProIncorporate and assess basic technology skills of applications, systems and concepts.Meet with all teachers at a faculty meeting to make them aware of the NET, NY MST and District Technology Benchmarks. These should be assessed along with curriculum student outcomesAll AdministratorsAll TeachersSpecial Area Technology TeachersTechnology Integration SpecialistTHAT Team2015Teachers must submit which technology benchmarks have been addressed during a teacher observed lesson80% of the students score satisfactory in one or more of the following assessments:Rubrics that measure technology and curriculum objectivesA formal technology literacy assessment Formative assessments such as journal entries, discussion threads, blogs, wikis checklists, observations, etc., through the use of Toolbox ProGoal 2: Heighten the effectiveness of technology integration as it relates to student achievement.Objective: By the year 2015, 80% or more of the Pine Valley faculty will incorporate best practices with appropriate and innovative technology to advance student learning.Strategies/Actions needed to achieve goalStaff DevelopmentPerson(s) ResponsibleDate Each Action Will Be CompletedIndication of SuccessPlan curriculum for differentiation and engagement.Provide in-house or CSLO in-service on Universal Design for Learning (UDL) or other differentiation strategies as well as utilizing Teachers Helping Assist Teachers (THAT Team) to share integrated strategies with other teachers.Provide in-depth in-service for Special Education teachers on Universal Design of Learning during district’s in-service daySuperintendentBuilding PrincipalsTechnology Integration SpecialistTHAT Team2015Use an in-house survey that will indicate an increase in the ways teachers plan for curriculum and differentiationAdopt teaching models of constructivism and inquiry.Provide in-house, CSLO, or Teachers Helping Assist Teachers (THAT Team) in-service as part of the core training SuperintendentBuilding PrincipalsTechnology Integration SpecialistTHAT Team2015Require that teachers indicate how they are engaging or planning for differentiation as part of annual formal teacher observationIncorporate communication and collaboration activities to enhance learning and authenticity through Toolbox Pro and Distance Learning programs (such as virtual field trips). Offer in-service through CSLO, Teacher Centers and/or company training experts on in-service days, summer professional development daysMeet with individual teachers to create plan goal that would incorporate a collaborative/communication plan.Meet with grade level teacher teams to discuss where and when Internet Safety lessons can be incorporated into the curriculumSuperintendentBuilding PrincipalsTechnology Integration SpecialistTHAT Team2015Use an in-house survey that will indicate an increase in the number of teachers who are incorporating communicative and collaborative activities (PVAL Website)Collect data on the number of teachers who are using ToolboxPro, and/or participating in Distance Learning programsCollect data on individual teacher plans which included the goal for communication/collaboration project to see if the goal was metUse data driven instruction to meet student needs and technology integrated curriculum objectives. Data analyzed should include formative as well as summative assessment in the form of standardized tests, formal classroom tests, rubrics, checklists and observations. Provide formal in-service for all faculty members on a district in-service day to discuss ways teachers can use different assessments to make informed decisions about instruction and student learningRequire teachers to indicate a reflective section to post teacher observation, which summarizes strengths and weaknesses based on the unit assessment; this reflective piece should also include what changes may need to be made to improve instruction and learningSuperintendentBuilding Principals2015Collect data from an in-house survey that will indicates that teachers are using data to make informed decisions about teaching and learning and that it positively affects student achievement Analyze standardized tests and formal technology literacy tests to ascertain any increase in student scoresUse digital resources where appropriate in instruction and learning.Make available accessible resources along with on the spot training in the form of online tutorial guides, directions, face to face in-house help or outside workshopsTechnology Integration SpecialistTHAT Team2012 (ongoing)Use counters established on the Intranet school website that indicate teachers are accessing these resourcesCollect data from technology integration specialist’s log that will indicate the number of on the spot training and how this was implemented in the classroomUse an in-house survey that will indicate an increase in the number of teachers who state that digital resources support and/or training have influenced classroom instruction and/or student learningCurriculumC. Technology DeliveryTable of ContentsOur district has participated in Distance Learning for several years now. This has afforded our students to fully participate in courses from other districts that were not available here. Presently, students participate through distance learning in Animal Science, Business Law, Physics and sign language. It is the goal of the district to increase the number of classes each year, offering new classes as interest remains. One of the opportunities that the Internet makes available for high school students, in particular, is online classes. Research shows that when online courses are well developed and implemented, successful learning takes place (Clark 2001). Online instruction and learning provide options for students who wish to take courses, where geography and location make it difficult, for students who are absent from school because of health, or for those who are home-schooled. Online instruction also provides a different approach to those who struggle with the traditional classroom. Our goal is to expand online opportunities for our students within our district. Currently three district teachers teach distance learning classes and we would like continue to expand our online teaching and find ways it would be beneficial to implement within the curriculum content.Those courses we design in-house will follow the NEA Guide to Online High School Courses.Curriculum: Online curricular offerings should be challenging, relevant, and aligned with appropriate national, state, and district standards for student learning. Instructional Design: Online courses should be designed to take advantage of the online learning environment and support the development of 21st-century learning skills. Teacher Quality: Teachers should be skilled in the subject matter, learning theory, technologies, and teaching pedagogies appropriate for the content area and the online environment. Student Roles: Students should be actively engaged in the learning process and interact on a regular basis with the teacher and online classmates. Assessment: Assessment should provide opportunities for students to reflect on their own learning and work quality during the course, and give students the opportunity to demonstrate mastery of the course content. Management and Support Systems: Support systems should provide resources to teachers, students, and parents comparable to those provided by face-to-face courses, as well as special support necessitated by the unique circumstances of the online environment. Technological Infrastructure: The technology behind the course should work reliably, simply, and economically. Technical assistance should be available whenever needed by students or teachers. Sources: The Guide to Online High School Courses, developed by the National Education Association (NEA)Innovative Strategies. NEIRTEC. , T. (2001). Virtual Schools: Trends and Issues. Communications and Community RelationsTable of ContentsDissemination of Educational Technology Plan to the CommunityThe district realizes the importance of communicating its needs and plans to the community. It provides the opportunity for partnership and cooperation and makes the plan a dynamic, functional document. Our district has a relationship with several community groups such as the Mother’s Club, village libraries, compact teams, area churches and SUNY Fredonia. These groups are supported by, and help support, the educational goals of the district. It is important that the goals and functions established in our educational technology plan be communicated to these organizations to strengthen the foundation of the community/school relationship and to extend the environment for student achievement in the acquisition of 21st century skills. They are a vital part in the evaluation and assessment of the plan’s success. There will be several ways the district technology plan will be disseminated to the community: The plan will be published and updated on the district web site: Departments/Technology/Technology Plan.A summary of the technology plan will be written in District’s Newsletter with instructions on how to find on the district’s website.During Open House, television monitors in both school foyers will broadcast Technology Plan overview.Attend group meetings such as the Mother’s Club, Compact Team or church meetings to summarize the district technology plan.Share the goals and objectives of the district’s technology plan with student teachers, college coordinators.Using Technology to Communicate With and Involve ParentsOur district uses technology in various ways to communicate with parents and the community. To announce school closings and noteworthy events, the district uses the Global Connect which dials into homes and/or cell phones of those registered. We regularly monitor our school district’s web page requiring all teachers to provide an updated syllabus, classroom policy, and schedule. Other additional information that can be found on the web site includes announcement of important events, the district calendar, sports schedule, lunch menu, and a link to payment system for school meals. Contact information and informational documents, such as the technology plan, web resources, and tutorials may also be found on the district website. Technology is also involved with the creation of our District Newsletter which is published and distributed five times a year to parents within all the communities of the district. Our district maintains a state-of-the art Fitness Center, which is open to the public, and uses technology devices that monitor heart rate, distances, speed, etc. PowerSchool, the district student information system, has a parent portal that creates a collaborative environment where parents can view student performance via an Internet browser. As technology equipment is replaced with updated versions, our district donates the older equipment to community organizations such as the village munity and Parent Stakeholders of the District Technology Plan We do realize that it is important to have community and parent stakeholders on our technology team who contribute to the planning stages, implementation and ongoing assessment of the technology plan. These members are:Janie Waag: Board Member, Community MemberSonja VanSlambouck: Teacher, Parent, Community MemberKelley Ivett: Teaching Assistant, Community MemberTerry Mansfield: Teacher, Parent, Community MemberChristina Lyndsley: Teacher, Parent, Community MemberAlyce Fancher: Teacher, Parent, Community MemberCurriculumCollaborationCollaboration with adult literacy groups is in the process of development. Our district sponsors Adult Education classes during winter and spring semesters. This provides a vital opportunity for our technology program. There are several areas that we can address with parents that would be important for them to enhance their learning opportunities while assisting the promotion of their children’s learning. One of these is Information Literacy. Information Literacy involves the research, evaluation, and communication skills one needs throughout life. It is important for both adults and students. The class may involve research seeking strategies, selecting and evaluating resources, organizing and restructuring information, communicating or presenting, and evaluating the results. Another issue is Internet Safety. As this becomes a mandatory part of the curriculum, it is important for parents to be aware. Presently, the district has published articles to assist parents in awareness, prevention, and “what to do if” on various Internet Safety issues such as credit card theft, cyber bullying, online predators, and violations of copyright. Pine Valley will be offering an adult class to fortify this. Action PlanActions needed to achieve the goalStaff DevelopmentPerson(s)ResponsibleDate each action will be CompletedIndication of SuccessOffer adult interest class for Information Literacy.Trainer in-service and updates onlineTechnology Integration Specialist Media SpecialistOutside ConsultantFall 2012/2013/2014Number of adults that attendAssess formally at the last class meetingOffer adult interest course on Internet Safety.Trainer in-service and updates onlineTechnology Integration SpecialistSROOutside ConsultantSpring 2012/2013/2014Number of adults that attendedAssess formally at the last class meetingII. Professional DevelopmentA. Professional DevelopmentTable of ContentsProfessional development is one of the cornerstones in this district’s technology plan. We provide on-the-spot training as well as formal programs that are offered during in-service days and in the summer. A group of in-house specialists, “THAT Team” (Teachers Helping Assist Teachers), are proficient in many areas and are willing to share their talent with staff and assist or mentor others with technology integration in the classroom. THAT Team members have been trained in awareness, use of, and basic troubleshooting strategies of the available hardware, software, and peripherals. They have been introduced to research stratagems and the many features of library databases. Other areas of THAT Team training include best practices models, web 2.0 tools, multimedia, and Internet safety. Each member teacher chooses an area of interest, develops their talent through training or practice in that area and may develop a unit plan with an assessment to implement in the classroom. They may also be asked to share technology knowledge with others and assist in turn-key training. As an incentive, the district provides each teacher with a laptop that can be used at home as well as in school. Upcoming THAT Team incentives are being planned for team members who fulfill team requirements. There are currently 30 THAT Team teachers in our district. It is our goal to continue this program with these teachers serving as leaders and to continue reaching out to others with mentoring or specialized assistance. Our district also offers professional development through BOCES CSLO Model Schools. Each year we send two representatives from each building to participate in the required 3-day regional model school workshop. By doing so, we are awarded 4 days for each building where Technology Integration instructors will come to the district for requested professional development. Along with these outside sources, we have a technology integration consultant who assists and collaborates with teachers on technology skills and integration practices.Current Status: The faculty at both buildings recently completed a survey to determine where we stand in the technology program (See Appendix A). It is noteworthy that 55% of the faculty use technology in a wide variety of settings which include whole group, small group, and individualized instruction, and 60% said that students use technology in the classroom which is beyond skill building and practice. Although 97% of those surveyed said that computer training and support was adequate or above, 99% said that they have incorporated some technology information into the classroom, and only 31% said that technology workshop information has become an integral part of daily classroom instruction and has transformed how they teach. Our faculty was trained on the Microsoft Office 2010 suite, Toolbox Pro, online content management, and Safari Montage, digital media management and distribution system, in the fall of 2011 and is quickly becoming familiar with these new applications. They are also fluent working with other management systems, such as PowerSchool, our grade book application and attendance program. Notebook10, collaborative learning software, training continues in our district. We now have state-of-the art classrooms that are all equipped with a projector, screen, document camera, sound system, and an interactive slate board.The survey results demonstrate the district’s continual dedication to technology across a wide spectrum of educational environments. However, there are two areas where our district needs to focus attention:There needs to be follow through with implementation and evaluation of professional development to ensure that training leads to integrated practices in the classroom. In-service training should fit the needs of the students, faculty and district as technology continues to advance.Our professional development needs to continue to be in alignment with ISTE Educational Standards for Teachers and Students.Professional Development TimelineGoal 1: Provide ongoing professional development to teachers, staff, and administrators to elevate competency in management, instruction and integration.Objective: Teachers, staff and administrators will score a proficiency of 80% or better on technology integration skills as outlined by the district’s technology benchmarks based on ISTE 2008 National Standards for Teachers and AdministratorsStrategies (Mirrored from ISTE NET Standards for Teachers 2008):Facilitate and inspire student learning and creativityDesign and develop digital-age learning experiences and assessmentsModel digital – age work and learningPromote and model digital citizenship and responsibilityActions needed to achieve the goalStaffDevelopmentPerson(s)ResponsibleDate each action will be CompletedIndication of SuccessSend two different teachers each year to CSLO Model School Regional Workshops. Attend CSLO WorkshopsBuilding PrincipalsTechnology Integration Specialist2012-ongoingTeacher observations &Self-evaluation checklist of Teacher’s Technology Benchmarks Meet with individual teachers to evaluate where they are on Teacher Technology Benchmarks and to plan a goal for the year to meet some of those benchmarks (voluntary)Attend CSLO WorkshopsUtilize THAT Team members as a mentorAttend in-house training during in-service days or one-one with Technology Integration SpecialistTechnology Integration SpecialistBuilding Principals2012--ongoingTeacher observations &Self-evaluation checklist of Teacher’s Technology Benchmarks Offer Best Practices workshops both face-to-face and online.CSLO instructors Design and create online classes in Toolbox ProSuperintendentBuilding PrincipalsTechnology Integration Specialist2012--ongoingTeacher observations,Survey results,Self-evaluation checklist of Teacher’s Technology Benchmarks II. Professional DevelopmentB. Supporting Resources: Table of ContentsOur district relies on a variety of resources that undergird the support of the technology program. Such resources include the following:District Technology Benchmarks and Checklists (Technology Benchmarks)These benchmarks are modeled from ISTE NET standards for Students 2007 and NYS MST standards. They are set up in four scaffold grade level ranges of UPK-2, 3–5, 6-8, and 9–12. Each is divided into three areas of concentration: Basic skills and concepts, ethical, social and safe use, and application involving research, problem solving, communication, collaboration, creativity, and innovation.District WebsiteOur district website provides resources and information for the community, parents and school. The technology section provides resource links for both elementary and high school curriculum areas and management tools. It also lists links to our technology benchmarks, tutorials, district training calendar, and the District’s Technology Plan. The website is designed with an Intranet access for school personnel, where Technology, Guidance, Business Office, Transportation, and Maintenance e-forms as well as HelpDesk form can be accessed. The Intranet also includes technology and internal calendars, technology training resources, and business office information. Employee email can be accessed from an Internet browser by logging into our district’s website.VPNAn SSL VPN (Virtual Private Network) has been implemented to provide Faculty, Staff, and Students access to their school network folder anywhere an internet connection is available.Help DeskOn our district’s website, there is a Help Desk form which teachers can quickly fill out. This is important for documentation, efficiency, and organization. BOCES ServicesThe services we receive through BOCES are an integral part of our technology program. Following are some of the services that support our technology program.Broadband internet accessCSLO for part of our professional development and hardware and software purchases.Content Filtering Email spam filtering, and email server supportHardware warranty support & server maintenanceConsumable supplies Online financial systemLunch management systemLibrary ServicesDistance LearningOnline classroom / course management through GST BOCESOther misc. services purchased through Erie1/Erie2 BOCESTHAT Team The purpose of THAT Team is to mentor and assist those who may need encouragement or on the spot technology training or assistance.Director of Technology Our district employs a full time Director of Technology also acting as Network Administrator. Duties include but not limited to: maintains updates and secures servers and the network infrastructure of the district, budgeting and ordering network and hardware equipment.Microcomputer Technical Support SpecialistOur full-time technician troubleshoots and repairs hardware and software issues, as well as audio-video setup and repair. Technology Integration SpecialistOur district employs a full time Technology Integration Specialist who is responsible for formal and informal professional development; software and subscription orders; and licensing and implementation of MST, NET and district benchmarks, as well as managing district AV equipment and peripherals.Elementary Technology Lab TeacherIn the elementary building, the district employs a full-time computer lab teacher to help teachers with their classes in the computer lab as they complete integrated lessons or projects. III. Technical InfrastructureA. Infrastructure Needs/Technical Specification and DesignTable of ContentsCurrent StatusComputersFor desktop computing, Pine Valley takes a primarily Windows based approach for delivery to students, staff, and administration. Although, we have one Apple/Mac lab in the Junior/Senior High School and other Apple computers are in use in the specialty areas of art, home economics, music and within the Technology Department for technical support.The Junior/Senior High School employs a predominately lab-based computing environment for students. Computer labs include one CAD lab, one business lab, one music lab, one library lab, one lab located in the large study hall that is also used as a Training and Professional Development center and two mobile laptop labs. Classrooms are generally equipped with one or two computers to meet teacher needs and temporary student use.The Elementary School employs a predominately dispersed environment for students with four to six computers in use in each classroom. One general use computer lab, one Linux OS resource lab, and three mobile laptop labs are book computers were deployed to 7th & 8th grade students, at the beginning of October 2011, as part of a 1-to-1 computing pilot program. The netbooks come equipped with a Verizon Wireless mobile broadband card allowing instant access to the Internet wherever a wireless cellular signal is available. Along with the netbook, each student received a carrying case and charger (additional charging carts are available in classrooms). 1-1 computing has proven to improve student engagement and increase student achievement. With the use of the netbooks, our students will have the skills and confidence to integrate technology into their future and will be better prepared for tomorrow’s success. The school district plans to continue developing and expand the initiative of one mobile learning device for every one student to other grade levels in the years to come TelecommunicationsPine Valley has recently migrated to a VOIP (Voice Over IP) system for telecommunications. Previously PSTN telephone lines were utilized. A PBX is installed to handle internal telephone needs. Three PSTN lines are used on a rotary to service general telephone use in the Junior/Senior High School. Three PSTN lines are used on a rotary to service general telephone use in the Elementary School. One line serves as a backup line in the case of a failure of the PBX switching system. One line is used to service telephone needs in the bus garage. The remaining lines are used for fax service in the Superintendent’s office, the Business office, the High School office, Special education office, and the Distance Learning Lab.Pine Valley also employs cellular phones to meet the unique requirements of certain individuals. Nine pagers are in use by the building maintenance team for notification of building alarm alerts and other needs pertaining to facility maintenance. Internet Access and ServicesPine Valley’s network is an Ethernet, switched network. The network backbone consists of a core switch in both buildings. These switches are connected to each other via gigabyte fiber optics. In the last capital project Pine Valley centralized the switch closets in each building all inter-connected via 1000 Megabit fiber optics. Previously sixty-seven classrooms/offices were equipped with a 24-port switch connected to a core switch via 100 megabit fiber optics. Part of the capital project was also implementing an 802.1x secure wireless network with 54 access points district wide. Previously, wireless connectivity was hosted through 16 standalone wireless access points.The external (WAN) connection is hosted through the WNYRIC using a gigabit broadband work services are delivered using 12 servers located in the main server room at the Elementary building. These servers provide central logon, print, file storage and sharing, application hosting, and data repositories. Special appliances provide email “spam” filtering and internet content filtering.Current hosted applications are listed in the Inventory table.E-mail is considered a vital communication link between faculty, staff, administration, parents, and the community at large. Pine Valley will continue to provide support for e-mail to all employees who require such services. Student e-mail is not currently supported until an acceptable solution is found that is cost effective and retains district control and supervision of the content.Internet filtering is a continuing, mandated service that is critical to the safety of students and employees, mandated by law and employed through Lightspeed content filtering service. Pine Valley is continuing support of the installed filter and currently provides briefings for employees and requires student and parent/guardian acknowledgement of policy to allow student access to web-based resources. BroadbandPine Valley began a Mobile Connectivity Service using Verizon 3G NetBooks through Erie 1 BOCES in July of book computers were distributed to 7th & 8th grade students at the beginning of October as part of a 1-to-1 computing pilot program. The netbooks came equipped with a Verizon Wireless mobile broadband card allowing instant access to the Internet wherever a wireless cellular signal was available. Along with the netbook, each student received a carrying case and charger (additional charging carts are available in classrooms). 1-1 computing has been proven to improve student engagement and increase student achievement. With the use of the netbooks, our students will have the skills and confidence to integrate technology into their future and will be better prepared for tomorrow's success. The school district plans to continue developing and expand the initiative of one mobile learning device for every one student to other grade levels in the years to come.Other TechnologiesSeveral specialty items are in use including scanners, interactive slate boards, student response systems, digital cameras, digital camcorders, and portable multimedia carts. These items are generally used to enhance curriculum and add diversity and flexibility to delivery. Some examples include building rich presentations using digital photography taken by students of local events, scanning local historical photographs to place in history reports, responding to the circulatory system review questions using a student response system.New technology includes two mobile carts that include 20 iPads. One cart is housed in each building. The Junior/Senior High School also has five electronic book readers. One Call Now is a program our district uses to deliver and mass-call messages to the community and staff to relay messages such as emergency closings or delayed openings.Pine Valley also considers its Internet presence to be a vital link in our community involvement process. We post a variety of items on the web site to keep our taxpayers and community involved in what’s going on in their school. Visit us at learning is supported with a dedicated room equipped with the technology required. Our participation in the Gigabit Ethernet Project through the WNYRIC has allowed us to eliminate the dedicated T3 connection for distance learning and integrate the distance learning lab into the data network. This alone saves thousands of dollars each year. A mobile Polycom unit, purchased for the Junior/Senior High School Science Department, allows Physics class to be taught……. Other mobile Polycom units will enrich distance learning experiences by increasing the amount of projects that can be accomplished through Distance Learning.Security and PrivacyPine Valley has a Board of Education Policy prohibiting release of any confidential data to any unauthorized person or agency. Disclosure under the Freedom of Information Law can be work security is provided through several layers. A firewall is installed as part of a WNYRIC service. Anti-Virus programs are deployed and centrally updated. File sharing security is applied and student computers are secured using group polices. Users must also “click-through” an acceptable use splash screen before given an opportunity to log onto the network.Physical security is enforced through inventory controls for installed assets. Main wiring closets and servers are kept in locked rooms.Privacy is consistent with Board of Education Policies. No student, staff, or faculty should consider any data stored on or passing through the network to be absolutely private. Individual accounts are kept and controls are in place to secure data and ensure access to only authorized individuals.Staffing and TrainingOur technology support consists of a full-time Technology Integration Specialist who provides all technology staff development coordination, technology integration, assistive technology consultation and first level support of users. The district also employs a full-time Director of Technology, providing all hardware configuration control, maintenance and budgeting, server configuration, software configuration, and user access policies and a full-time Microcomputer Technical Support Specialist, providing hardware and software support and other assistance as needed. Pine Valley also has a full-time Teacher assigned to the Elementary Computer Lab. The position is not classified as technology, but provides assistance to teachers using the computer lab.Training is provided to each member of the technology support team. The Director of Technology receives appropriate training relevant to job requirements, attends Technology Consortium meetings, and attends program specific users’ group meetings. The Technology Integration Specialist receives training through professional development initiatives and specialized training. The Microcomputer Technical Support Specialist attends WNYRIC- Technology Integrators Forum- South Region and receives training through Erie-2 BOCES as required to support the customer.The district has also created a Training and Professional Development Center at the high school building. This training center consists of a large lecture hall with 40 hard wired laptops as well as the same technology in every classroom (projector, large screen, instruction computer, document camera, and audio system). With the new training center technical professional development can now have a more hands on approach. (the training center also doubles as a study hall for the students during the day)III. Technical Infrastructure B. Current Inventory and Projected NeedsTable of ContentsHS Computer Labs(113,104,206,125, CAD)ES Computer Labs(46,50)HS Classrooms ESClassroomsHS LibraryES LibraryOfficesES Tech Office / Server RoomHS Wiring ClosetsES Wiring ClosetsFuture Acquisitions 2012-2013Future Acquisitions 2013-2014Future Acquisitions 2014-2015Computers/Tablets?Laptops (PC)37(20-SH lab) (17-DL lab)1(rm46 Teacher)71(2carts of 20, 13THAT,4TA,8SE,6Chem)77(3carts of 20,16THAT,1TA)0(shares cart)0(shares cart)7(5 HS, 1 DO, 1 ES)7N/AN/AMaintain and replace as neededDesktops (PC)36(206-22,125-1,104-1,CAD-12)35(10 Linux)50190114136N/AN/AMaintain and replace as needede-readers6 NooksiPads27 for Special-Ed2020N/AN/APlus 20Plus 20Plus 201-1 Computing 120 netbooks purchased for 7th/8th grade 2011All students in HS (7-12)Apples (Mac)2203314302N/AN/AMaintain and replace as neededNumbers of computers listed above that are now Internet ready.AllContinueNumber of computers listed above equipped for multimedia.AllContinuePeripheral Devices?Printers621 (Art)011221N/AN/ACentralized Printing in OfficesScanners1??2????Plus 2Plus 2Plus 2Modems 2 – remote support for VOIP systemMaintain and replace as neededAssistive / Adaptive Devices???2 mini keyboards, 1 pointer, 4laptops ????????Address as needed??Digital Cameras??12??HS Office17?3??Replace as needed Video Cameras11 HS Office 10 Flip10 Flip,2 Sony HandycamUpdate and replace as neededTelevisions?1?1???maintainHS Computer LabsES Computer LabHS ClassroomsESClassroomsHS LibraryES LibraryOfficesES Tech Office / Server RoomHS Wiring ClosetsES Wiring ClosetsFuture Acquisitions 2012-2013Future Acquisitions 2013-2014Future Acquisitions 2014-2015Projection Devices?1?1?30?371?1?2?n/an/amaintainSatellite Dishes/Cable2, Direct TV Goes to School & Time Warner Cablemaintain?Smart Airliner Wireless Slates113037maintainSmart Document Cameras113037maintainSenteo Student Response System??1(5V)??2HS -2?????maintain?Weather Station??1???????maintainSoftware--Academic (one time buy)?Adobe CS3 Master CollectionSite LicenseMaintainAdobe Visual Communicator421MaintainDial III Assist (AGS)???1CD(Kindergarten)??????MaintainDragon Naturally Speaking 10???3 Licenses??????Increase as needed?Dragon Naturally Speaking 9???1 Licenses???????Upgrade?Eduware ??2 Licenses??????MaintainInspiration9125 User Licenses??????????Kidspiration324 Licenses26 Licenses (K-3)Upgrade 30 additional licensesKidPix24 Licenses26 LicensesMaintainMapmaker's Toolkit?25 licenses????????Maintain?Millies Mathhouse?24 licenses?11 licenses (PK-K)??????MaintainPrint MusicRoboticsSMART Notebook10Site LicenseMaintainThe Graph Club?School License?School License??????MaintainWaterford?School License PK - 3?School License PK - 3??????MaintainSoftware --Academic (Annual Subscription)?Brain Pop Jr. & Brain Pop?30 Online Users????????Continue??Castle Learning290 licensesEnchanted Learning???50 Users??????Continue??EM Games OnlineSchool licenseSchool licenseLeague Minder (Sports Scheduling)??????1???Continue??Movie Licensing (legal use of movies)Site License????Continue??Reading Counts??120 users250 users??????Continue??School Wires (School Web Site Host)Site License????ContinueSounzabounds (legal downloading of music)Site LicenseContinueTTL4Site LicenseLibrary Databases?Career CruisingSite License????ContinueCountry Watch PremiumSite License????ContinueEBSCO NoveList PlusSite License????ContinueFOF Issues & Controversies in American HistorySite LicenseContinueGale - Access to 21 to 30 Gale eBooksSite LicenseContinueGale Opposing ViewpointsSite LicenseContinueRosen Teen Health and WellnessSite License????ContinueGrolier OnlineSite License????ContinueInfo TrackSite License????ContinueIssues and Controversies in American HistorySite License????ContinueTeaching BooksSite License????ContinueSoftware- Microsoft EES Enterprise Microsoft Exchange1 mailbox per employeeMicrosoftMicrosoft Office 2010295 licenses???????Maintain EES License agreement?Microsoft Windows7501 licenses?Maintain Microsoft Windows7501 licenses?Maintain Maintain EES License agreementMicrosoft Windows Server 2008 10 licenses?MaintainMicrosoft Windows Server 200810 licenses?MaintainMaintain, increase as neededSoftware—NetworkedService(Specialized)DIBLES hosted???35 licenses??????Upgrade as neededAIMS Web400 licensesMaintainEasy Bus (Bus Driver Management)??????1 license????Maintain?iReadyPowerSchool Attendance & GradesLicensed through BOCES service MaintainLibrary Management-Destiny?District licenseMaintainSymantech Endpoint7.5--District wide licensingDiscontinue, migrate to MS ForefrontSymantec Backup Exec 12.58 Microsoft Windows AgentsMaintainSymantec Ghost 2.0 460 licensesPlus 45Plus 45Plus 45Computer Lab Management--SynchroneyesLicensing for 7 labsReplace with SchoolvueClassroom Lab Management--Schoolvue1 license?????????Phase out, utilize free software (italc)Health Records Management--SNAP Health CenterIndividual Stand-alone databases--one in HS and one in Elem.Merge into one centrally shared database??Ultra VNCFree ???Violent & Disruptive Incident Reporting??????1 license???MaintainFinancial Management System--WinCapBOCES hosted service replaced Informatics in 08-09?MaintainStudent Information System--PowerSchoolBOCES service, server hosted in-houseMaintainLunch Management--WebSmartBOCES serviceMaintainSoftware--Operating Systems-Other?Linux - Lubuntu (10 PC) and Debian (2 Apple)12MaintainMacintosh OSX45?Upgrade OS XApple OS X Server (unlimited)1?1Network Equipment?HubsNone???Routers2New System from Capital ProjectServers12 District WideReplace 4Replace 3Replace 3Wireless802.1x secure wireless a/g/n network64 total WAPS (8 external WAPS)MaintainSwitches30 total switches district wide3 centralized wiring closets at each building (also 1 at bus garage & athletic field) MaintainNumber of rooms wired for internal connectionsAllMaintain currentAdd 24 drops – Elem linux labAdd 2 drops - HS officeAdd 2 drops – Business officeTelecommunication Links?Fiber Optics - LANBuildings connected via single mode fiber (1GB GBICs)MaintainFiber Optics - WAN1GB Fiber Broadband connection to BOCESDependent on WNYRICInternet Accessvia 1GB fiber connection to WNYRICDependent on WNYRICPSTN (old) District wide Merlin PBX system: a five line trunk and two private lines provided by Broadview Networks Phone ServiceReplaced in last Capital ProjectDigital PBX 1 Avaya G450 PBX in each buildingMaintainTelephone ServiceFlexpath /T1 fiber line + 1 MB service for 8 copper linesMaintainCellularCell phones for key administrators and staff (7 current users)MaintainPublic Access SystemFor general announcements in both buildingsMaintainVOIP internal -wireless20 current users -Providing staff communications (Avaya hand-held wireless phones)VOIP service provided by MacSource CommunicationsMaintainVOIP internal - wiredAll classrooms/offices connected with an Avaya hard wired VOIP telephone VOIP service provided by MacSource CommunicationsMaintainMobile BroadbandContinue 1-1 netbook initiative utilizing Verizon Wireless Mobile Broadband internet service (120 active devices per year)MaintainEmail ServiceInternal Exchange server, all traffic via 1GB fiber connection to WNYRICMaintainThe seamless use and access of technology in management, instruction, and learning is a dependent, solid, and efficient infrastructure. It is important that the interoperability of equipment and software is updated and maintained. Therefore, our plan includes a replacement and maintenance cycle which is indicated in our inventory and in the action plan below. We also have a strong backbone of technical support through services the district has purchased through BOCES. This includes support and services with PowerSchool, WinSnap, WinCap, Websmart, Spam and Internet filtering, the network (any of the switches; Distance Learning), Clear Track, hardware coupons and CSLO. The district also employs a full-time Technology Integration Specialist and a full-time Computer Lab Teacher.Maintain and Replacement Action Plan:Actions Needed to Achieve GoalsStaff DevelopmentPerson(s) ResponsibleDate of CompletionIndication of SuccessMaintain network backboneTraining in switch configurationTraining in firewall configurationNetwork SpecialistOngoing Network service availabilityRecycle desktops/server as they age out of a 5 year cycleNetwork and Technician training in new systemsNetwork Specialist Computer Technical Assistant2015Trend Backlog of Job OrdersUpdate Wireless InfrastructureNetwork and Technician training in new systemsSuperintendentNetwork Specialist 2012Trend Backlog of Job OrdersMaintain A/V equipmentNetwork and Technician training in new systemsNetwork Specialist Computer Technical AssistantOngoingReliability of equipmentContinue to develop Safari Montage system*Add module for controlling in room television system. Network and Technician training in new systemsNetwork Specialist Computer Technical Assistant2012Trend Backlog of Job OrdersTechnical Infrastructure C. Increase AccessTable of ContentsA major focus of the district’s previous capital project increased technology access. As a result, every classroom is now equipped with audio/visual equipment which includes a ceiling mounted LCD projector with VGA, S-Video, and an RCA outlet, a projector screen, an integrated sound system with microphones, a document camera and an interactive wireless slate board. Also, our district continues to support a team of teacher technology specialists, THAT Team, who have the use of a laptop at school and home and offer support and professional development to the district staff. New incentives are planned, including offering iPads to this team, as they continue to develop lesson plans and attain skills for use of new software and online applications. High school students are benefitting from two laptop mobile labs that are being shared between classrooms. In addition, the district supplies bus transportation 4 days a week after school for any student to gain access to school computer labs and libraries. Verizon Netbook pilot program, through BOCES, has put Internet ready netbooks in all 7th and 8th grade students’ hands.Action Plan: Goal 5: Using a variety of financial resources, continue to increase computer access to all students, district personnel, and members of the community.Actions Needed to Achieve GoalsStaff DevelopmentPerson(s) ResponsibleDate of CompletionIndication of SuccessIncrease Access of computers, servers, and peripheralsPurchase new tech and student server with increase storage and performanceTechnician training in new systemsTeacher training in use of equipment and softwareNetwork SpecialistComputer Technical AssistantTechnology integration Specialist20012-2015Trend Backlog of Job OrdersPurchase additional cameras and headphones for multimedia projects.Technician training in new systemsTeacher training in use of equipment and softwareNetwork SpecialistComputer Technical AssistantTechnology integration Specialist2012-20156Trend Backlog of Job OrdersManage central Direct TV Access to all classrooms from Elementary LibraryTechnician training in new systemsTeacher training in use of equipment and softwareNetwork SpecialistComputer Technical AssistantCapital Project OngoingTrend Backlog of Job OrdersDevelop training center for district students/personnelTechnician training in new systemsTeacher training in use of equipment and softwareNetwork SpecialistComputer Technical Assistant2012Trend Backlog of Job OrdersSection IV: BudgetA. Budget and TimetableTable of ContentsProjected Budget:IV. Funding BudgetB. Coordination of ResourcesTable of ContentsAs always, budgeting for technology is challenging. Although faced with changes in state funding, changing aid rates and needs ratios, Pine Valley is committed to maintain and expand our program appropriately to meet the ever increasing demands on the technology program. Most services and equipment are purchased using aided or grant sources. We feel the process of purchasing equipment and services is just as important as the equipment and services are. Below is an overview of the current situation for technology funding:V. Monitoring and EvaluationA. EvaluationTable of ContentsThe district technology team will monitor and evaluate the technology plan on a regular basis to ensure the effectiveness of technology as it relates to student achievement. It will use a process of data gathering, summarization and analysis to determine the current state of technology integration, professional development, technology deployment, and community/parental involvement as outlined in this plan. The team will meet twice a year (or more if necessary) for the three year life of the 2012–2015 technology plan to make certain that the goals, its objectives and strategies are effective and are meeting the needs of the district, the community, and particularly our students. Goal 1: Address technology skills at each grade level as outlined in our district plan and recommended by national and state standards.Objective1: By the year 2015, students in the 8th grade will score at a proficiency of 80% or better on technology skills as outlined in the district’s technology benchmarks which are based on national and state standards.Objective 2: By the year 2015, students in the 12th grade will score at a proficiency of 80% or better on the application of technology skills as outlined in the district’s technology benchmarks which are based on national and state standards.Goal 2: Heighten the effectiveness of technology integration as it relates to student achievement.Objective: By the year 2015, 80% or more of the Pine Valley faculty will incorporate best practices with appropriate and innovative technology to advance student learning.Goal 3: Provide ongoing professional development to teachers, staff and administrators to elevate competency in management, instruction and integration. Objective: Teachers, staff and administrators will score a proficiency of 80% or better on technology skills as outlined by the district’s technology benchmarks and the ISTE 2008 National Standards for Teachers and Administrators.Measures to Be UsedFrequency of EvaluationsIndication of SuccessPersons ResponsibleStrategies of Unmet GoalsComplete and evaluate district’s technology benchmark checklist assessment for each grade level.Each semesterAn increasing number of benchmarks have been covered (checked) for each grade level TeachersComputer Lab TeacherTechnology Integration SpecialistSet up a curriculum planning time where unmet benchmarks can be implemented appropriately into the curriculum. Complete an evaluation on using the NETS for Students: Achievement Rubric.End of each yearAll grade levels are scoring at the level of 3 or 4 on the NETS for Students Achievement RubricTeachersComputer Lab TeacherTechnology Integration SpecialistMeet with teachers to see ascertain the degree of unmet goal and how it can be strengthen in the classroom and formal computer classesAdminister Technology Literacy AssessmentAt the end of 6th, 8th and 12th grade6th, 8th and 12th grade students have scored 80% or better at the proficiency levelSuperintendentBuilding PrincipalsComputer Lab TeacherTechnology TeachersTechnology Integration SpecialistDefine areas where students did not score well and plan to address these areas at appropriate grade levels and in formal technology classes and/or as technology is integrated into the curriculumEach teacher and administrator will complete the teachers’ benchmark checklist based on NET standards for Teachers and NET standards for Administrators.By June 30th of each school yearEach year there is an improvement on the number of teachers who complete all items on the NET standards checklist up to 80% by June of 2015Building Principals/Technology Integration SpecialistThe results of the checklist will be analyzed and summarized into a report to be reviewed by the district technology team. Weak areas will be noted and a personal technology plan will be implemented to help targeted teachers meet benchmarks as it relates to their subject area. At least one area must be observed through a formal teacher observation.THAT Team By June 30th of each school yearIncreased staff development through in-house trainingsTechnology Integration SpecialistTHAT TeamEach year additional professional development will be initiated by THAT Team- motivational incentives may have to be implemented. Evaluate staff development records and/or individual or district professional development plan data as well as By June 30th of each school yearStaff development records and/or professional development plan data indicate an increase of participation and classroom implementation up to 80% by June of 2015SuperintendentBuilding PrincipalsProfessional Development TeamTeachersTechnology Integration SpecialistCollect and analyze number and type of professional development rendered for the year. For unmet goals, plan professional development for individual plans, in-service time for groups or in-service days for all faculty members.Goal 4: Use technology to promote community and parental involvement.Objective: The district will use technology to inform and increase the relationship of involvement between the district and parents and community.Measures To Be UsedFrequency of EvaluationIndication of SuccessPerson(s) ResponsibleStrategies of Unmet GoalsCollect minutes from each Compact Team meeting. By June 30th of each school yearMinutes reflect that community members are involved in decisions made within the compact meeting that will impact school and community. Compact Chairperson for High School and Elementary BuildingMeet with Compact Team Chairpersons to discuss topics that need to be presented to inform or to solve problems between school, community and parents.Keep a count on district’s website in areas where forms, policies, district plans, parental resources, online tutorials and student information is accessed.At the end of each semesterThere is a high count in pertinent areas of the website that indicate the community is accessing using this form of communication.Director of Technology SuperintendentAscertain possible reasons why areas on the website are not being accessed (hard to find, unawareness of availability, dial-up problems for downloading, etc.) and take appropriate steps to correct, modify or update these areas on the districts’ website.Keep a chart of district newsletters to ascertain the type of communication between the district and community.After each newsletter publicationThe chart indicates varied types of communication that keeps the districts’ community informed of school events, policy information, student accomplishments, etc.Superintendent’s SecretaryPlan for unmet topics for communication to be covered in future publications and designate the person responsible for writing the article or making the publication of the topic available.Verify that Technology Literacy and Internet Safety classes have been offered through the district’s Adult Literacy classes.By June 30th of each school yearThere are at least 10 adults who have enrolled in the class, maintained attendance for each session, and indicated in the final assessment how they will use the information they have learned at home.Technology Integration SpecialistMake sure the class is added to the Fall and Spring Adult Literacy Class Agenda. If there are not enough adults who have signed up for the class, think about shortening the number of sessions, using a more appealing title and or implementing more advertising.Verify the establishment of community open –ended surveys for questions, comments and discussions, and teacher contact information, and ascertain the amount of usage.End of school yearBlogs receive a number of postings by adult members of the community, participating with appropriate discussions and questions. Parents are contacting teachers through email for assignment clarification, questions or student progress information. SuperintendentBuilding PrincipalsTechnology Integration SpecialistTeachersAscertain what the problem is (blogs are not being offered, no one is responding or commenting, the quality or types of discussion are not pertinent to the needs of parents or the community. PowerSchool Parent PortalBy June 30th of each school yearAccess view counters Guidance Counselors Positive Parental feedback regardingGoal 5: Using a variety of financial resources, continue to increase computer access to all students, district personnel, and members of the community.Objective: The district will increase the access of relevant technology hardware, peripherals, and/or software by 3% each year.Measures To Be UsedFrequency of EvaluationIndication of SuccessPerson(s) ResponsibleStrategies of Unmet Goals Analyze hardware, software and peripheral inventory.By June 30th of each school year Inventory reflects increase of access and current hardware, software and peripherals that are meeting the needs of the district by 3% each year.SuperintendentBusiness ManagerDirector of TechnologyTechnology Integration SpecialistDiscuss areas that need replacing, updating, or increased and what financial resources can be used to increase access by 3%. Analyze data on technology access for students with special needs.OngoingData reflects that access needs are being met for students with special needs. Director of Student Personnel Assistive Technology Consultant Evaluations through the Assistive technology team will re asses student needs, keep evaluation logs of success and find financial resources to buy necessary technology devices and software if plete and evaluate District technology self-assessment By June 30th of each school yearReports indicate that access needs are being met and are appropriate to the technology integration program.Superintendent Business Manager Technology Integration Specialist, Director of TechnologyAnalyze the report to ascertain areas where district falls short of an effective technology integration program. The district will begin to take the necessary steps to address those areas in the form of targeted professional development, new hardware/software/peripherals, increased access, and/or modifications to the infrastructure.Chart results of district technology survey from each teacher in both the elementary and high school buildings.By June 30th of each school yearChart results indicate that teachers’ access need for instruction, management and learning are being met.Superintendent Business ManagerTechnology Integration SpecialistDirector of Technology Analyze areas that are weak or showing no growth due to access. Decide on the technology that is needed to meet those needs and plan for availability and access of those resources either by moving resources around or by setting up a financial plan for purchasing needed technology.Goal 6: Maintain a secure network infrastructure, and instruct students to ensure competency and safety in an online environment.Objective: By the year 2015 all students will be taught safe, legal, and responsible use of information and technology through formal Internet Safety lessons.Measures To Be UsedFrequency of EvaluationIndication of SuccessPerson(s) ResponsibleStrategies of Unmet GoalsVerify the Acceptable Use Policy is in alignment with federal requirements, is clear, updated and provides appropriate consequences by checking e-Rate regulations, and SED regulations. By June 30th of each school yearAUP is current, and is in alignment with federal requirements for privacy and Internet SafetySuperintendentDirector of TechnologyAscertain through the district technology team the areas that need updating or changing, and rewrite the policy to reflect the modifications.Verify that the Acceptable Use Policy is available for all personnel, students, parents and community by checking access on website, student handbook, and technology plan.By June 30th of each school yearAll school employees and students are aware of the policy of the AUPs and know where it is availableSuperintendentDirector of TechnologyBuilding PrincipalsTechnology Integration SpecialistsMake sure AUP is available in the technology plan, student handbook, and school web site. Make sure that in computer lab classes and formal computer classes that students are presented the AUP and understand its contents and consequences.Verify that Internet Safety is taught in all grades PK -6 and in high school health classes by checking computer lab log sheets and meeting with Jr. /Sr. high school health teachers.End of each quarterLog sheets indicate that Internet Safety is being covered in the elementary computer lab for grades PK – 6 and Internet safety is covered in Jr. /Sr. high school health classesElementary Computer Lab TeacherTechnology Integration SpecialistMeet with grade level and health teachers to plan and schedule Internet Safety classes V. Monitoring and EvaluationB. Acceptable Use PolicyTable of ContentsAction Plan: Maintain compliance with federally mandated protection from inappropriate material.Actions Needed to Achieve GoalsStaff DevelopmentPerson(s) ResponsibleDate of CompletionIndication of SuccessMaintain internet content filterTechnician training in filter configuration, maintenance and data loggingDirector of TechnologyOngoingAvailability statistics of filterUpdate Internet Use Policy to Include mandated Internet Safety Instruction for Grades PK - 12Training on state regulationsSuperintendentBuilding PrincipalsDistrict Technology Team2015Record of changeProvide Internet Safety instruction for GradesPK-12Formal instruction will take place in the weekly scheduled computer lab time for grades PK-6Formal instruction will take place within Health and English classes for grades 7 - 12Training in i-Safe curriculumTechnology Integration SpecialistBuilding PrincipalsOngoingInstructional records 8272SUBJECT:ACCESS AND USE OF COMPUTERIZED INFORMATION RESOURCES (INTERNET)Staff Use of Computerized Information ResourcesThe Board of Education of the Pine Valley Central School District will provide staff access to various computerized information resources through the District's Computer System (DCS hereafter) consisting of software, hardware, computer networks and electronic communication systems. This may include access to electronic mail, so called "on-line services" and the "Internet." It may include the opportunity for some staff to have independent access to the DCS from other remote locations. All use of the DCS, including independent use off school premises, shall be subject to this policy.One purpose of this policy is to provide notice to students, parents and guardians and staff that, unlike most traditional instructional or library media materials, the DCS will allow access to external computer networks not controlled by the School District where it is impossible for the District to screen or review all of the available materials. Some materials may be deemed unsuitable for use or access by anyone utilizing the DCS. This policy is intended to establish guidelines and regulations for staff to follow in instruction and in working with students on acceptable student use when there will be access to external computer networks.Generally, the same standards of acceptable staff conduct that apply to any aspect of job performance shall apply to the use of the DCS. Staff members who engage in unacceptable use may lose access to the DCS and may be subject to further discipline under the applicable procedures and/or applicable contractual guidelines. Legal action may be initiated against a staff member who willfully, maliciously or unlawfully damages or destroys property of the District or of others.In addition to the general requirements of acceptable staff behavior expected under the District's school conduct and discipline policy, staff shall be prohibited from engaging in any of the following:a)Using the DCS to obtain, view, download, send, print, display, or otherwise gain access to or to transmit materials that are unlawful, obscene, pornographic, abusive;b)Damaging, disabling, or otherwise interfering with the operation of computers, computer systems, software or related equipment through physical action or by electronic means;c)Using unauthorized software on the DCS;d)Changing, copying, renaming, deleting, reading, or otherwise accessing files or software not created by the staff members without expressed permission from the system administrator;f)Disclosing an individual password to others or using others' passwords;g)Use of the DCS for other than school related work or activities;h)Assisting a student to violate District policy or failing to report knowledge of any student violations of the District's policy regarding student use of computerized information resources;i)Use of obscene or vulgar language;j)Harassing, insulting, or attacking others;k)Use of the DCS in any unlawful manner.Staff date files and other electronic storage areas are School District property subject to control and inspection by the District. School officials may access all such files and communications to ensure system integrity, to ensure that users are complying with the requirements of this policy and for other reasons. Staff should NOT expect that information stored on the DCS will be private.The Superintendent is authorized to establish regulations and procedures as necessary to implement the terms of this policy.Student Use of Computerized Information ResourcesThe Board of Education of the Pine Valley Central School District will provide student access to various computerized information resources through the District's computer system (DCS hereafter) consisting of software, hardware, computer networks and electronic communication systems. This may include access to electronic mail, so called "on-line services" and the "Internet". It may include the opportunity for some students to have independent use off school premises, which shall be subject to this policy.One purpose of this policy is to provide notice to students, parents and guardians, that, unlike most traditional instructional or library media materials, the DCS will allow student access to external computer networks not controlled by the School District where it is impossible for the District to screen or review all of the available materials. Some material may be deemed unsuitable by parents or guardians for student use or access. This policy is intended to establish guidelines and regulations for acceptable student use where there will be access to external computer networks. Despite the existence of such guidelines and regulations, it will not be possible to completely prevent access to computerized information that is inappropriate for students. Furthermore, students may be able to access such information from their homes or other locations off school premises. Parents ande)Violating copyright law or employing the DCS for any commercial purpose; guardians of students must be willing to set and convey standards for appropriate and acceptable use to their children when using the DCS or any other electronic media or communications. The District respects the right of each family to decide whether to allow their child independent computer access.Student access to the DCS will automatically be provided unless the parent has submitted written notification to the District that such access not be permitted. Procedures will be established to define the process by which parents may submit a written request to deny or rescind student use of the DCS in accordance with law, Commissioner's Regulations and/or District policies and procedures.Generally, the same standards of acceptable student conduct that apply to any school activity shall apply to the use of the DCS.District students shall also adhere to the laws, policies and rules governing computers including, but not limited to, copyright laws, rights of software publishers, license agreements, and student rights of privacy created by federal and state law.Students who engage in unacceptable use may lose access to the DCS in accordance with applicable due process procedures, and may be subject to further discipline under the District's school conduct and discipline policy and the Student Discipline Code of Conduct. The District reserves the right to pursue legal action against a student who willfully, maliciously or unlawfully damages or destroys property of the District or another person. The District may bring suit in civil court against the parents or guardians of any student who willfully, maliciously or unlawfully damages or destroys District property pursuant to Education law 1709(36).Student data files and other electronic storage areas will be treated like student school lockers. This means that such areas are School District property subject to control and inspection. School officials may access all such files and communications to ensure system integrity, to ensure users are complying with the requirements of this policy and for other reasons. Students should NOT expect that information stored on the DCS will be private.In addition to the general requirements of acceptable student behavior expected under the District's school conduct and discipline policy, students shall be prohibited from engaging in any of the following:a)Using the DCS to obtain, view, download, send, print, display, or otherwise gain access to or to transmit materials that are unlawful, obscene, pornographic, abusive;b)Damaging, disabling, or otherwise interfering with the operation of computers, computer systems, software or related equipment through physical action or by electronic means; c)Using unauthorized software on the DCS;d)Changing, copying, renaming, deleting, reading, or otherwise accessing files or software not created by the student without expressed permission from the system administrator;e)Violating copyright law or employing the DCS for any commercial purpose;f)Disclosing an individual password to others or using others' passwords;g)Use of the DCS in any unlawful manner;h)Use of the DCS for other than school or educational activities.The Superintendent is authorized to establish regulations and procedures as necessary to implement the terms of this policy.NOTE:Refer also to Policy #8271 -- The Children's Internet Protection Act: Internet Content Filtering/Safety PolicyAdopted: November 30, 200620088271InstructionPolicySUBJECT: THE CHILDREN'S INTERNET PROTECTION ACT: INTERNET CONTENT FILTERING/SAFETY POLICYIn compliance with The Children's Internet Protection Act (CIPA) and Regulations of the Federal Communications Commission (FCC), the District has adopted and will enforce this Internet safety policy that ensures the use of technology protection measures (i.e., filtering or blocking of access to certain material on the Internet) on all District computers with Internet access. Such technology protection measures apply to Internet access by both adults and minors with regard to visual depictions that are obscene, child pornography, or, with respect to the use of computers by minors, considered harmful to such students. Further, appropriate monitoring of online activities of minors, as determined by the building/program supervisor, will also be enforced to ensure the safety of students when accessing the Internet.Further, the Board of Education's decision to utilize technology protection measures and other safety procedures for staff and students when accessing the Internet fosters the educational mission of the schools including the selection of appropriate teaching/instructional materials and activities to enhance the schools' programs; and to help ensure the safety of personnel and students while online.However, no filtering technology can guarantee that staff and students will be prevented from accessing all inappropriate locations. Proper safety procedures, as deemed appropriate by the applicable administrator/program supervisor, will be provided to ensure compliance with the CIPA.In addition to the use of technology protection measures, the monitoring of online activities and access by minors to inappropriate matter on the Internet and World Wide Web may include, but shall not be limited to, the following guidelines:Ensuring the presence of a teacher and/or other appropriate District personnel when students are accessing the Internet including, but not limited to, the supervision of minors when using electronic mail, chat rooms, and other forms of direct electronic communications. As determined by the appropriate building administrator, the use of e-mail and chat rooms may be blocked as deemed necessary to ensure the safety of such students;Monitoring logs of access in order to keep track of the web sites visited by students as a measure to restrict access to materials harmful to minors;The dissemination of the District's Acceptable Use Policy and accompanying Regulations to parents and students in order to provide notice of the school's requirements, expectations, and student's obligations when accessing the Internet. In compliance with this Internet Safety Policy as well as the District’s Acceptable Use Policy, unauthorized access (including so-called “hacking”) and other unlawful activities by minors are prohibited by the District; and student violations of such policies may result in disciplinary action; and Appropriate supervision and notification to minors regarding the prohibition as to unauthorized disclosure, use and dissemination of personal information regarding such students.The determination of what is "inappropriate" for minors shall be determined by the District and/or designated school official(s). It is acknowledged that the determination of such "inappropriate" material may vary depending upon the circumstances of the situation and the age of the students involved in online research.The terms "minor," "child pornography," "harmful to minors," "obscene," "technology protection measure," "sexual act," and "sexual contact" will be as defined in accordance with CIPA and other applicable laws/regulations as may be appropriate and implemented pursuant to the District's educational mission.Under certain specified circumstances, the blocking or filtering technology measure(s) may be disabled for adults engaged in bona fide research or other lawful purposes. The power to disable can only be exercised by an administrator, supervisor, or other person authorized by the School District.The School District shall provide certification, pursuant to the requirements of CIPA, to document the District's adoption and enforcement of its Internet Safety Policy, including the operation and enforcement of technology protection measures (i.e., blocking/filtering of access to certain material on the Internet) for all School District computers with Internet access.Internet Safety InstructionIn accordance with New York State Education Law, the School District may provide, to students in grades K through 12, instruction designed to promote the proper and safe use of the Internet. The Commissioner shall provide technical assistance to assist in the development of curricula for such course of study which shall be age appropriate and developed according to the needs and abilities of students at successive grade levels in order to provide awareness, skills, information and support to aid in the safe usage of the internet.Notification/AuthorizationThe District's Acceptable Use Policy and accompanying Regulations will be disseminated to parents and students in order to provide notice of the school's requirements, expectations, and student's obligations when accessing the Internet.Student access to District computers is conditioned upon written agreement by the student and his/her parent acknowledging that the student's use will conform to the requirements of the District's Acceptable Use Policy. All agreements shall be kept on file in the District office.The District has provided reasonable public notice and has held at least one (1) public hearing or meeting to address the proposed Internet Content Filtering/Safety Policy prior to Board adoption. Furthermore, appropriate actions will be taken to ensure the ready availability to the public of the District's Internet Content Filtering/Safety Policy, as well as any other District policies relating to the use of technology.47 United States Code (USC) Sections 254(h) and (l)47 Code of Federal Regulations (CFR) Part 54 Education Law 814Technology Skills Benchmarks Table of ContentsK-2nd Grade Technology Checklist(I = Introduction; D = Developing; M = Mastery)Standard 1: Students will demonstrate competence in the use of computers and applications and will understand the concept of technology, its operations and systemsPK-K1st2nd1.1 Identify basic computer components including computer, keyboard, mouse, printer, CD-ROM, monitor, hard drive, word processor, network and file server.IDD1.2 Can perform the basic procedures in operating a computer and its applications (e.g. open, drag, save, exit, log off)IDM1.2a Use and understand proper network terminology such as username, password, network and file server.ID1.3 Can explain that icons are symbols represent commands for action processes such as opening a program or folderIDM1.4 Can identify numbers, letters and special keys (e.g. space bar, Shift , Delete) on the keyboardIDM1.5 Can perform the basic menu commands (e.g. Open, Close, Save, Print)IDM1.5a Begin performing basic keyboarding skills and techniques.IDDBasic Word Processing and Desktop Publishing1.6 Begin to create lists, captions, notes, messages, simple stories, invitations, instructions, and/or friendly letters using any work processing program.IID1.7 Demonstrate ability to insert graphic and resizeIDD1.8 Enter and edit text (position cursor, insert and delete, change font color and size)IDDInternet and Multimedia1.9 Illustrate a thought, idea, or story with computer generated drawings or graphics in painting and/or drawing programsIDD1.10 Explain that the Internet provides access to find information or to communicate around the world.ID1.11 Create one slide on an assigned topic. Type or record information. Add appropriate graphics or drawings. Contribute to class slide showIDDatabase and Spreadsheet1.12 Create and print a simple graph to represent dataIID1.13 Explain that some programs store and organize data on a computer to make searches efficient and easierIDStandard 2: Students will demonstrate responsible use of technology practicing ethical, legal and safe practices. UPK-K1st2ndEthics 2.1 Follows classroom rules on responsible use of computers, printers and other peripheralsIDM 2.2 Begin to credit creators of intellectual property when using their work in a student projectIIClassroom/Society2.3 Identifies technology that is used in daily functions of home, school, and in the communityIII2.4 Knows that new tools and ways of doing things affect all aspects of life and may have positive or negative effects on people.II 2.5 Demonstrates responsible use of technology and software IDDSafety2.6 Follow the teacher’s instructions for safe and ethical use of InternetIDM2.7 Explain the difference between appropriate and inappropriate sitesIDStandard 3: Students will demonstrate the ability to apply technology to support research, communication, collaboration, problem solving, decision making, creativity and innovation. UPK-K1st2ndResearch3.1 Use age appropriate teacher directed resources to plan, locate, gather and organize informationID3.2 Evaluate with teacher assistance how planned Internet resources may have been useful or not useful.IDProblem Solving3.3 Use age appropriate technologies to gather and analyzed data (e.g. graphic organizer or simple graphing programs)IIDCommunication and Collaboration3.4 Use a variety of age-appropriate technologies (e.g. presentation, desktop publishing) to communicate and/or collaborate information and ideasIID3rd – 5th Grade Technology ChecklistStandard 1: Students will demonstrate competence in the use of computers and applications and will understand the concept of technology, its operations and systems3rd4th5thBasic Operations1.1 Can perform basic steps in use of computer hardware, peripherals and softwareIDM1.2 Can prepare for printing by using page set-up for appropriate orientation, uses print preview, chooses appropriate printerIDM1.3 Can manipulate operating system procedures such as opening more than one application at a time, using the task bar to view and work with more than one application, minimizing, maximizing and closing windows, and finding and docking toolbars.IDM1.4 Use and understand proper network terminology such as username, password, network and file serverIDD1.5 Open, retrieve, save or delete files on the network storage driveIDM1.6 Begin performing basic keyboarding skills and techniquesDDDBasic Word Processing and Desktop Publishing1.7 Use toolbars and menu bar functions to format and edit graphics and textIDD1.8 Perform cut, copy and paste techniques with a document and from other documents or resourcesIDD1.9 Edit text using tools such as spell-check, grammar-check, Thesaurus, and dictionary IDDInternet 1.10 Use and understand basic terms of the Internet (web page, links, URL)IDD1.11 Use age appropriate library subscription databases and Internet search engines using keywords to extract needed informationIDDMultimedia and Presentation Tools1.12 Create, edit and format text on a slideIDM1.13 Create a series of slides organized to present information or an ideaIDM1.14 Insert graphics and/or sound appropriate to the topic IDMDatabases1.15 Explain the definition of a database and provide examples used in everyday life (e.g. online library catalog, school records, Internet directories)IDD1.16 Experience the use of databases such as online library catalogs and electronic encyclopediasIDDSpreadsheets1.17 Define the use of a spreadsheet as a tool to record, organize and graph dataIDD1.18 Identify the terms and vocabulary associated with the functions of a spreadsheet such as cell, column, row, values, tables, chart, graphIDD1.19 Enter data and use simple formulas (+, -, *, /) to compare data or observe changesIDDStandard 2: Students will demonstrate responsible use of technology practicing ethical, legal and safe practices. 3rd4th5thEthics 2.1 Discuss the district’s rules and policies concerning the responsible use of computers and technology resources and possible consequences for inappropriate use.IDM 2.2 Define Fair Use guidelines in the use of copyrighted materials (text, music, pictures, and videos) as they are used in student projects.IDMSociety 2.3Identify technology that is used in daily functions of home, school, and in the community.DDM 2.4Work collaboratively with others online under teacher supervision.DDM 2.5 Observe how some software and hardware help people with disabilities to learn. IDM2.6 Analyze electronic media to decide if the purpose is to inform, entertain or persuade.IDSafety2.7 Recognize and describe the potential risks and dangers associated with various forms of online communicationIDD2.8 Discuss safe and efficient practices for computer use including passwords, virus protection software, spam filters, and pop-up blockersIDD2.9 Practice Netiquette procedures with on-line communicationIDD2.10 Identify cyber bullying and know prevention and strategy measuresID2.11 Recognize and practice correct, ergonomically use of equipmentIDStandard 3: Students will demonstrate the ability to apply technology to support research, communication, collaboration, problem solving, decision making, creativity and innovation. 3rd4th5thResearch3.1 Locate, collect and organize information from digital media resources, citing sourcesIDD3.2 Practice evaluating online resources for usefulness, credibility, and currencyIDD3.3 Use note-taking techniques to gather information organized by topics and detailsIDD3.4 Use content-specific tools such as probes, sensors, measuring devices and simulations to gather and analyze dataIDD3.5 Use digital tools such as blogs, emails, and/or wikis with the approval of the district to communicate or collaborate to gather or share information with othersIDDProblem Solving3.6 Use digital tools such as graphic organizers to compare, contrast, solve problems or make decisionsIDD3.7 Use digital tools such as spreadsheets to make predictions, solve problems or draw conclusionsIDDCommunication and Collaboration3.8 Use text, graphics, audio and/or video to communicate ideasIID3.9 Communicate with other students, schools or communities using online tools such as email, blogs and/or wikis as permitted by the districtIDD6th – 8th Grade Technology Checklist Standard 1: Students will demonstrate competence in the use of computers and applications and will understand the concept of technology, its operations and systems6th7th8thBasic Operations1.1 Understand and use features of the computer operating system such as the format and size of applications and files, location of local and remote storage, and application versionsIDD1.2Able to troubleshoot minor software and hardware problems such as frozen screen, and log-in failureIDM1.3 Can independently operate available peripheral devices.IDMIdentify and use other storage devices such as CDs, DVDs and flash drives as available by the districtIID1.4Demonstrate proficient keyboarding skills, typing from 25-30 wpm with fewer than 5 errors. Students with disabilities will demonstrate with alternate input techniques as appropriateDDMBasic Word Processing and Desktop Publishing1.5 Use more advanced features such as tabs, indents, margin sets, bullets, numbers, tables, columns, etc.IDM1.6Access and use templatesIDM1.7 Recognize the ability to open, save and import in different formatsIDDDatabases1.8 Describe the function and structure of a database using correct terminology IDD1.9 Create a simple database ID1.10 Use basic operations such as sorting, filtering or searching for particular criteriaID1.11 Plan and create a database report to present organized informationIDSpreadsheets1.12 Explain the use of spreadsheets as a medium to calculate, graph, organize and present data in a variety of world settingsIDM1.13 Create an original spreadsheet using formulasIDM1.14 Create simple charts and graphs using a spreadsheetDDM1.15 Use various number formats such as currency, percentages, etc.IDM1.16 Distinguish the different types of graphs and charts and demonstrate the ability to choose appropriately for a particular purposeIDM1.17 Apply more advanced formatting features to tables, charts and graphsIDMInternet 1.18 Use Web browsing features to access information such as URL, Favorites/Bookmarks, Links, Advanced Search, etc.DDM1.19 Distinguish domain names in identifying organizations (edu., com., gov., org., etc.) and understand that sometimes they are created to deceiveIDM1.20Explain that web sites require the use of plug-ins and that some types of access are dependent on a version of the web browserID1.21 Begin to demonstrate understanding terms of online learning such as discussion threads, forums, post, account, password, etc.IDD1.22Explain different network terminology such as WANS, LANS, servers, routers, switches and Internet connectivityIDMultimedia and Presentation Tools1.23 Create a multimedia project using various media that is appropriate to the purpose.IDD1.24 Use precise vocabulary, and presentational strategies to influence the audience.IDM1.25 Use presentation software to communicate ideas to specific audiences.IDMStandard 2: Students will demonstrate responsible use of technology practicing ethical, legal and safe practices. 6th7th8thEthics2.1 Discuss ethical issues that relate to privacy, plagiarism, spam, viruses, hacking and file sharingIDM2.2 Explain how copyright protects intellectual property and discuss the consequences of violating copyright lawsIDM2.3 Explain Fair Use guidelines for using copyright materialIDM2.4 Discuss appropriate and responsible use of communication tools (blogs, email, chats, etc.)IDMSociety2.5 Identify the positive and negative effects technology has had on society.DDM2.6 Discuss how technology can support communication, personal or professional productivity, and lifelong learningDDM2.7 Analyze how media and technology can used to distort, exaggerate or misrepresent information IDM2.8 Provide examples of hardware and software that assist those with disabilities to learn.IDSafety2.9Distinguish between safe and unsafe practices in regards to sharing personal information over the Internet, cell phones, wireless devices, LAN systems, etc.IDM2.10 Discuss reasons for computers, networks, and information to be protected from viruses, intrusions and vandalismIDD2.11 Practice Netiquette procedures with on-line communicationIDM2.12 Identify cyber bullying and know prevention and strategy measuresIDM2.13 Recognize and practice ergonomically use of equipmentID MStandard 3: Students will demonstrate the ability to apply technology to support research, communication, collaboration, problem solving, decision making, creativity and innovation. 6th7th8thResearch3.1 Locate, collect and organize information from digital media resources, citing sourcesIDD3.2 Practice evaluating online resources for usefulness, credibility, and currencyIDD3.3 Use note-taking techniques to gather information organized by topics and detailsIDD3.4 Use content-specific tools such as probes, sensors, measuring devices and simulations to gather and analyze dataIDD3.5 Use digital tools such as blogs, emails, and/or wikis with the approval of the district to communicate or collaborate to gather or share information with othersIDD3.6 Demonstrate effective searching strategies when searching and browsing on the InternetIDDProblem Solving3.7 Independently use digital tools such as graphic organizers to define problems and propose hypotheses IDD3.8 Use digital tools such as spreadsheets and/or databases to analyze data and propose solutionsIDDCommunication and Collaboration3.9 Plan, design, and develop a multimedia product to present research findings suggesting ideas, solutions, or point of viewIID3.10 Use a variety of telecommunication tools to communicate and collaborate with peers, experts, and other audiencesIDD9th – 12th Grade Technology ChecklistStandard 1: Students will demonstrate competence in the use of computers and applications and will understand the concept of technology, its operations and systems9th 10th 11th12th Basic Operations1.1 Differentiate between platforms, their features, versions and interoperability ID1.2 Discuss effective backup and recovery strategiesID1.3 Evaluate the effectiveness of specific hardware or software for a particular task (features, versions, etc.)DM1.4 Use proficient keyboarding techniques, including the use of shortcut keys to complete tasks efficiently and accuratelyDM1.5 Identify the potential and limitations of emerging technologies in societyIDBasic Word Processing and Desktop Publishing1.7 Use advanced features such as columns, page layout, and templates to enhance the appearance of a documentDM1.8 Use advanced editing features such as tracking changes and making comments where appropriateID1.9 Demonstrate awareness of careers where word processing and desktop publishing play a roleDMDatabases1.01 Explain the importance of structuring a database to address a specific purpose.DM1.11 Design a database structure to address the needs of an organizationID1.12 Use basic operations such as sorting, filtering or searching for particular criteriaID1.13 Use database features to create mailing lists, labels, form letters and perform mail mergeID1.14 Explain the concept of “metadata” as it is used by organizations to structure the use of informationID1.15 Determine skills needed for careers that involve designing and maintaining databasesIDSpreadsheets1.16 Define and use advanced features such as filter, sort, find, and auto-fillDM1.17 Define and use advanced formatting tools such as repositioning columns and rows, naming worksheets, use of shading and linesDM1.18 Use formulas and functions for calculations and the analysis of dataDM1.19 Differentiate between absolute and relative cell referencing when writing formulasDM1.20 Demonstrate the ability to link worksheets to solve problemsDM1.21 Import and export spreadsheets to other applicationsIDInternet , Networking and Online Communication1.22 Distinguish and explain the differences in various search engines and directoriesDM1.23 Use effective research strategies such as Boolean logic operators and syntax to retrieve specific informationDM1.24 Describe and exhibit good security practices using passwords and authentication.DM1.25 Define career options for network technologiesDMMultimedia 1.27 Identify and use appropriate technology tools to create a multimedia productDM1.28 Use a variety of applications such as slide presentations, podcasts, videos, animations, and simulations to plan, create, edit and publish a multimedia productDM1.29 Determine career options for multimedia developmentDMStandard 2: Students will demonstrate responsible use of technology practicing ethical, legal, and safe practices. 9th10th11th12thEthics2.1 Demonstrate compliance with the District’s Acceptable Use PolicyDM2.2 Depict issues related to the responsible use of technology such as privacy, Netiquette, and securityDM2.3 Portray copyright laws and Fair Use guidelines as it relates to technology projectsDM2.4 Acknowledge the issue of plagiarism and implement acceptable practices of paraphrasing, quoting and source citationsDM2.5 Recognize and discuss possible consequences for the misuse of technology.DM2.6 Discuss the value and responsible use of communication tools such as blogs, wikis, chats, instant messaging, forums, etc.DMSociety2.7 Evaluate electronic resources for authenticity, accuracy, appropriateness, and bias.DM2.8 Work with a virtual community to conduct a project or solve a problem using the networkDM2.9 Distinguish features of devices, applications, and operating system that offer accessibility for people with disabilitiesID2.10 Discuss how applications of information technology can address some major global problems and issuesDMSafety2.11Describe ergonomic practices in the school and work environmentDM2.12 Distinguish and practice safety and responsibility when participating in online communitiesDM2.13 Identify and use practices to protect one’s personal safety onlineDM2.14 Discuss the environmental, ethical, moral, and social issues raised by the use and abuse of information technologyDMStandard 3: Students will demonstrate the ability to apply technology to support research, communication, collaboration, problem solving, decision making, creativity and innovation. 9th10th11th12thResearch3.1 Devise and demonstrate strategies for independently and efficiently planning, locating, collecting and organizing information form electronic sourcesDM3.2 Select the most appropriate online databases, search engines and directories for specific research tasksDMProblem Solving3.3 Explain and demonstrate how specialized technology tools such as probes, GPS systems, simulators, computer-aided design, graphing calculators and art and music software can be used for problem solving, decision making, and creativity in all subject areasDMCommunication and Collaboration3.4 Use a variety of technology mediums to present information for specific purposes, citing sources.DM3.5 Demonstrate how the use of various techniques and effects can be used to convey meaning in mediaDD3.6 Use online communication tools to collaborate with peers, community members, and field experts as appropriateDM3.7 Plan and implement a collaborative project with students in other classrooms and/or schools using telecommunications toolsDM3.8 Complete at least one online credit or non-credit course or tutorial, discuss the benefits and disadvantages of this method of learning (depends on availability in the district)IDTeacher BenchmarksTable of Contents ISTE’s Educational Technology Standards for TeachersFacilitation and Inspire Student Learning and Creativity:Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:propromPromote, support, and model creative and innovative thinking and inventivenessEngage students in exploring real-world issues and solving authentic problems using digital tools and resourcesPromote student refection using collaborative tools to reveal and clarify students’ conceptual understanding and think, planning, and creative processesModel collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environmentsDesign and Develop Digital-Age Learning Experiences and Assessments:Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS. Teachers: propromDesign or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativityDevelop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own resourcesCustomize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resourcesProvide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teachingModel Digital-Age Work and Learning:Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:Prop Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situationsCollaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovationCommunicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formatsModel and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learningPromote and Model Digital Citizenship and Responsibility:Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal ethical behavior in their professional practices. Teachers:propromAdvocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sourcesAddress the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resourcesPromote and model digital etiquette and responsible social interactions related to the use of technology and informationDevelop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration toolsEngage in Professional Growth and LeadershipTeachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:propromParticipate in local and global learning communities to explore creative applications of technology to improve student learningExhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of othersEvaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learningContribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and communityAppendix C: Technology Program SurveyTable of ContentsTechnology Survey How is Technology used within your classroom?Technology use in direct or small group instruction is rare. Technology is used primarily as a reward for finished work. 200520092011Jr./Sr. High 9%0%0%Elementary6%7%4%Technology is used primarily for direct instruction to the entire classroom. 200520092011Jr./Sr. High 14%6%20%Elementary9%21%16%Technology is used regularly both for direct instruction of entire classroom and for small group instruction. 200520092011Jr./Sr. High15%25%25%Elementary36%34%28%Technology is used in a wide variety of instructional settings, including whole group, small group, and individualized instruction. 200520092011Jr./Sr. High23%69%55%Elementary39%34%52%No Response200520092011Jr./Sr. High18%0%0%Elementary3%3%0%What are the Level, Frequency and Range of Use of Technology when dealing with students in your classroom?Students use technology primarily to practice skills already mastered. 200520092011Jr./Sr. High5%6%3%Elementary9%7%11%Students’ use of technology is focused on the development and practice of specific skills. 200520092011Jr./Sr. High36%28%17%Elementary52%48%46%Many students use technology for purposes beyond simple development and practice of skills. 200520092011Jr./Sr. High36%34%60%Elementary18%24%23%Typical use by students is well beyond skill building and practice. 200520092011Jr./Sr. High32%32%20%Elementary18%10%20%No Response 200520092011Jr./Sr. High0%0%0%Elementary3%10%0%Based on information gained through Professional Development Technology Workshops, have you incorporated the workshop information into your daily classroom routine?I have not incorporated any workshop information into the classroom 200520092011Jr./Sr. High27%13%4%Elementary9%14%0%I have incorporated some technology workshop information into the classroom. 200520092011Jr./Sr. High41%53%26%Elementary58%62%62%I have incorporated technology workshop information and can see a difference in student performance. 200520092011Jr./Sr. High5%16%34%Elementary21%17%11% Technology workshop information has transformed how I teach, and technology is an integral part of daily classroom instruction. 200520092011Jr./Sr. High5%13%36%Elementary9%7%30%No Response200520092011Jr./Sr. High22%6%0%Elementary3%0%0%Rate your own skill level by placing an ‘x’ in the appropriate box.No SkillMinimalAdequateExcellentTechnology Use Across the Curriculum050911050911050911050911HS5%0%4%HS41%13%17%HS64%47%43%HS18%38%30%Elem0%0%0%Elem31%19%26%Elem52%59%53%Elem17%19%26%The use of the Internet050911050911050911050911HS0%0%0%HS0%3%0%HS55%34%54%HS41%59%46%Elem0%0%0%Elem9%7%3%Elem55%52%69%Elem36%37%28%The use of e-mail05091105091111050911050911HS0%0%0%HS0%3%0%HS55%31%56%HS41%63%44%Elem0%0%0%Elem6%11%0%Elem58%41%65%Elem36%44%35%No Response: 200520092011HS5%3%4%Elem0%4%0%5. What software applications do you feel comfortable with?Word Processing 200520092011Jr./Sr. High91%100%100%Elementary100%100%100%Spreadsheet 200520092011Jr./Sr. High45%59%48%Elementary42%48%62%Power Point200520092011Jr./Sr. High73%84%87%Elementary42%76%84%Data Base200520092011Jr./Sr. High41%38%0%Elementary39%21%0%Graphics 200520092011Jr./Sr. High59%47%52%Elementary45%48%65%Other 200520092011Jr./Sr. High18%25%70%Elementary0%17%76%6. For what purpose do you use a computer at school?Instruction 200520092011Jr./Sr. High68%78%91%Elementary73%79%100%Office/class/grading 200520092011Jr./Sr. High91%91%100%Elementary61%76%92%Library research200520092011Jr./Sr. High64%69%61%Elementary45%48%85%Class work 200520092011Jr./Sr. High64%81%70%Elementary61%45%84%Other purposes 200520092011Jr./Sr. High59%47%0%Elementary39%34%15%Not applicable200520092011Jr./Sr. High0%0%0%Elementary0%0%0%7.How adequate is the computer training and support you have received this year? Not adequate200520092011Jr./Sr. High7%0%4%Elementary0%0%3%Somewhat adequate200520092011Jr./Sr. High7%6%4%Elementary3%9%0%Adequate 200520092011Jr./Sr. High53%50%44%Elementary36%47%54%Very adequate 200520092011Jr./Sr. High27%19%39%Elementary24%34%35%Extremely adequate 200520092011Jr./Sr. High7%16%4%Elementary30%6%12%No Response200520092011Jr./Sr. High0%9%0%Elementary6%3%0%8.How would you rate your acquired skills in technology to enhance the learning experiences of your students?Poor 200520092011Jr./Sr. High0%3%0%Elementary0%0%0%Below average 200520092011Jr./Sr. High5%3%0%Elementary3%14%0%Average 200520092011Jr./Sr. High41%38%4%Elementary45%46%0%Above Average 200520092011Jr./Sr. High27%44%54%Elementary42%32%57%Excellent 200520092011Jr./Sr. High14%9%24%Elementary9%7%27%No Response 200520092011Jr./Sr. High14%3%17%Elementary0%0%19%9.How adequate is the computer hardware purchased by your school?Not adequate200520092011Jr./Sr. High5%6%0%Elementary0%0%3%Somewhat adequate 200520092011Jr./Sr. High9%22%13%Elementary3%15%30%Adequate 200520092011Jr./Sr. High45%38%34%Elementary45%37%30%Very adequate 200520092011Jr./Sr. High32%34%34%Elementary42%41%42%Don’t know200520092011Jr./Sr. High5%0%8%Elementary9%7%3%No Response 200520092011Jr./Sr. High4%0%0%Elementary0%0%0%10.How adequate is the computer software purchased by your school?Not adequate 200520092011Jr./Sr. High0%3%n/aElementary0%4%n/aSomewhat adequate 200520092011Jr./Sr. High5%16%n/aElementary0%0%n/a Adequate 200520092011Jr./Sr. High55%47%n/aElementary12%48%n/aVery adequate 200520092011Jr./Sr. High23%25%n/aElementary85%44%n/aExtremely adequate 200520092011Jr./Sr. High5%6%n/aElementary3%4%n/aNo Response 200520092011Jr./Sr. High14%3%n/aElementary0%0%n/a 11. Are the computing facilities currently available to you sufficient for your needs?No 200520092011Jr./Sr. High5%19%30%Elementary12%7%19%Yes 200520092011Jr./Sr. High81%75%70%Elementary85%83%78%Not applicable200520092011Jr./Sr. High0%0%0%Elementary3%7%3% No Response: 200520092011Jr./Sr. High14%6%0%Elementary0%3%0%12.Please identify any technology you feel is necessary for classroom learning, which you currently do not have? 13.Are your technology needs currently being met within the district? If the answer is no, explain.Yes: 200520092011Jr./Sr. High64%50%70%Elementary36%74%84%No: 200520092011Jr./Sr. High9%16%30%Elementary6%7%16%No Response: 200520092011Jr./Sr. High27%34%0%Elementary58%19%0% ................
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