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Genesee Valley Central SchoolDistrict Technology PlanGenesee Valley Central School1 Jaguar DriveBelmont, NY 14813(585) 268-7900Plan url: (link under “District Office”)Plan dates: 7/01/15-6/30/2018Primary Contact: Chris Gyr, Technology Coordinatorcgyr@(585) 268-7900 ext. 1120Fax: 585 268-7990Table of ContentsSection Page(s)Vision and Mission Statements 3Goals3-4Introduction4Current Status5-7Needs Assessment7-8Evaluation8-10Professional Development and Training10-12Equipment12-13Facilities13-14Support14-15Software15-19Finance19-21Curriculum21-25Communication & Collaboration25-27Acceptable Use/Safety/ Content Filtering Policy27-36Professional Development Plan36-42Equipment & Software Management Policy42-45Technology Standards for Students45-62Technology Standards for Teachers62-66Inventory66-75Technology and Common Core Standards 75-76Surveys and Results76Genesee Valley Central School District Technology Plan 2015- 2018GVCS District Mission Genesee Valley Central will create a culture that fosters continuous learning, growth, and value of the individual so that our students can be productive in the 21st century.GVCS District VisionGenesee Valley Central School will be recognized as a progressive center for lifelong learning in New York State.District Goals: The School Board of the Genesee Valley School District has determined the following goals for the 2014-2015 school year - for details see the document found at this url : year the board formulates detailed and specific district goals. Technology Plan Vision Statement:We envision the creation of a technology enriched environment and technologically oriented culture at Genesee Valley Central School that will support and foster continuous learning, growth and value of the individual so that our students can be productive in the 21st Century.Technology Plan Mission Statement:Our mission is to effectively use technology to enable the Genesee Valley Central School District to attain and maintain the highest, broadest, and richest level of educational achievement possible.GoalsFacilitate, develop, implement, and monitor a dynamic and comprehensive technology plan that supports the GVCS mission.Use research based best practices and objective data to drive all decisions that involve all uses of technology.Make the use of technology an embedded part of the instructional and administrative process.Encourage and foster an environment of managed change and responsible risk-taking that promotes innovation in the use of technology.Provide and use appropriate technology that assists all students in achieving the learning standards set forth by GVCS, New York State, and the Common Core. Provide and use appropriate technology to enhance and support curriculum and instruction.Implement a coordinated program to provide quality training opportunities for learning and teaching with technology.Employ technology to communicate and collaborate among staff, students, parents, and the community at large.Align the technology plan with other district plans, policies, and initiatives to leverage resources and synergize efforts.Implement a coordinated program for technology acquisition that is purposefully sustainable and future oriented.Allocate sufficient human and financial capital to ensure the full implementation of the technology plan.Use technology to assess, monitor, and evaluate both school management and instructional systems.Provide equitable technological opportunities for all members of the GVCS municate and practice the social, legal, and ethical use of technology.Promote and practice the secure and safe use of technology.Introduction Genesee Valley Central School has been existence since 1997 and was formed as a result of the merger of the Angelica Central and Belmont Central School Districts. All grades, Pre-kindergarten through 12, are housed in a 14 year old building located on the outskirts of the village of Belmont, New York. Approximately 570 students are enrolled at the school. There are approximately 140 district employees, of which approximately 70 are professional educators, including teachers, counselors, a librarian, a psychologist, and speech therapists. CA BOCES also has classrooms and students embedded in the school. Administration consists of a superintendent, business manager, K-6 principal, 7-12 principal, and a CSE/CIO/Curriculum administrator. The district is in a high poverty area with the percentage of students eligible for free and reduced lunches hovering in the 45- 50% range. The area tax base is limited with few businesses. Below is list of primary stakeholder representatives in the technology planning and implementation process at Genesee Valley. Technology Committee MembersLynn Kunz – Special Education TeacherCaitlin Bowen – Technology TeacherLauren Scholes - Business TeacherChris Gyr – Technology Coordinator, Parent, Community MemberBrian Edmister – K-6 Principal, Parent, Community MemberCarol McCarville – Director of Curriculum and InstructionDonna Slawson – 7-8 Social Studies TeacherCarol Spicer – K-6 Computer TeacherCarol McCarville – Director of Curriculum and InstructionAmber Grastorf – School Board president, parent, community memberAnne Cater – CA BOCES Curriculum Support Specialist All at large members of the District Curriculum Council. Historical Background In 1997 GVCS established its first formal technology plan as a newly merged school district and embarked on an aggressive plan to improve its antiquated technology infrastructure. Many management and instructional technology objectives were set and met in this original plan, the momentum of which carries through into the present day. This original plan has been revaluated and updated multiple times; in 2001, 2003, 2005, 2007, 2009, 2011, and once again in 2014. The committee that reassessed the plan 2014 has determined that there has been steady and continued progress towards meeting plan objectives and that the spirit of the previous plan has been maintained. It was also determined, as a result of this review that the plan needed to be updated again to reflect progress and to adjust to changes in the environment that the district now operates in. Advances in technology, E-Rate 2.0, the Smart Schools Bond Act, the advent of Computer Based Testing, a growing emphasis on STEM curricula, the ever present “digital divide” and the continued rollout of the Common Core Learning standards are some major new and ongoing factors that need to be incorporated into the planning process. An overriding objective of this new plan is to conserve the gains made since the initiation of the original plan and to support, enhance, and build upon those ongoing technology based activities, both management and instructional, that were started under the auspices of the first plan. In a small single building school district instructional, facilities, and administrative technology resources coexist and commingle; separating them is an artificial endeavor. Due to this underlying unification this plan holistically addresses the comprehensive technology needs of the district. Administrative and facilities technology upgrades are done with the mindset that these will positively impact the core mission of educating children. The same systems that run administrative functions and facilities also support the classrooms. Efficiencies gained in other areas lead to more time and resources to devote to teaching and learning. Another major plan objective is to continue to support and develop the GVCS student and teacher technology standards, and integrate these with the Common Core Learning Standards. The inclusion of the Curriculum Council into the planning process is indicative of the district’s intent to make all technology decisions to be first, foremost, and at their very core, curriculum decisions that lead directly to student learning gains. The updated plan also reflects an increased focus on data driven decision making, the desire to integrate various systems so that data changes are reflected simultaneously throughout the overall system, and the need to place more quality information at the fingertips of all placeholders. The updated plan also reflects the notion that learning needs to be extended outside the school building and beyond the school day, with technology being an excellent way to make this happen – provided that equitable access and opportunity exists in the greater community. It is an objective of this plan to build toward equity and opportunity. This new plan strongly reflects the fact that we are already a decade and a half into the twenty first century and we need to be at the point where “21st century learning” should be taken as a given and not as something to be striven for. This new plan also attempts to incorporate the new resources provided by the Smart Schools initiative and the new eRate guidelines, even though the parameters and interpretations of these are not clearly established at the point where this is being written. Current Status Every teacher and administrator in the district, as well as most of the support staff, have one or more wireless mobile computing devices with Internet access, office productivity software, access to the student information system (SIS) and email. The district is housed in one Prek-12th grade school. This school opened in September 2002 and a subsequent 7$M capital project was completed in 2014. The capital project contained approximately $1M of technology based upgrades, including $700K for direct classroom technology. The building is served by a gigabit (1,000 MBPS) WAN connection for high speed Internet access. The school is completely wired with a high speed 10 GigabitPS backbone LAN with 630 hardwired nodes available at 1GBPS.. All new backbone network equipment was installed in August 2013, and a new 802.11AC wireless network was also installed at the same time. A Cisco VOIP system was installed in November 2010. There are 9 mobile labs available for PreK-12th grade use. Each lab is equipped with 24 wireless notebook computers. There are over 600 mobile computers and about 80 desktops in the district. The district has deployed nearly 300 iPads. The building also has a portable TV broadcasting unit and a TV studio with the ability for streaming video over the LAN and distributing video announcements to individual classrooms. Each classroom has a networked interactive ultra-short throw projector, Apple TV, and an integrated sound system. There is also a graphics art/CAD lab and a music computer lab. There is one room designated for computer instruction for the high school and middle school and one for the elementary population. Digital signage is in use in main corridors and entranceways to display student work and to communicate school events and information. Teachers can sign out the mobile labs for integrated computer use in individual classrooms. K-4 classrooms have iPads and laptops for use in learning centers. Overall, the district has approximately 1.2 computing devices for each student. Students begin to receive formal instruction in the use of the computer as a tool and information resource in kindergarten and continue to receive this type of instruction through 8th grade. The district offers state of the art courses in computer aided design and graphic arts at the secondary level. The 7-12 technology (formerly industrial arts) curriculum has a strong technology component including computerized video editing and production and CAD using Solidworks. A college CAD course is offered. Music theory is taught using computers. READnQUIZ, SuperKids, Reading Eggs, and The Magic Penny are web and app based curriculum packages used at the elementary level. Coding apps are being introduced as early as kindergarten. There is an Internet enabled weather station at the school. Both the elementary, and the high school library are fully automated and the entire library collection is available online. The school library offers the Overdrive ebook collection. Study Island, Problem Attic, Castle Learning, ExamGen, Newsela, Vernier, and other software packages are used in grades 7-12. Business grade accounting software is used in the accounting class. Scheduling, grading, and attendance are all done electronically via the PowerSchool SIS. The PowerSchool Public portal is very popular for both students and parents/guardians GuidanceDirect is used by both guidance counselors. The psychology department uses software and iPads to administer assessments. High school math classes use calculators that connect wirelessly to teacher laptops which use a specialized software program to interact with the calculators. iPad text to speech and speech to text capabilities are used for students with special reading needs. School Messenger alerts and informs the school community about special events. The school website is a vibrant presence and a vital communications link for all district members. A community listserv and Facebook are also used to communicate with the district community at large. The IReady Diagnostic and Instruction package is used for assessment and instruction for all students in grades K-9. AP Computer Science is offered by Genesee Valley.Easy CBM is used for special education and RTI benchmarking. The grades 7 and 8 math classrooms are “flipped” with all lessons available via teacher created video. New textbook series are purchased with online components at all grade levels. Curriculum integration of technology ranges from low to high levels depending on the teacher and individual classroom. Staff technological fluency is generally high at the middle and high school level and medium at the elementary level. Use of technology as a management and productivity tool is widespread and fairly sophisticated district wide. Groupware, email, student information system database software, security surveillance system, electronic grading, cafeteria automation, data warehousing, tax collection, special education, school newsletter, electronic attendance reporting, building security systems, HVAC systems, and lighting systems as well as other types Que Centre for facilities maintenance and event planning is being implemented. Most of these platforms have become internet/web based or added internet/web based components over the last several years with this trend seen as continuing and becoming more pervasive. A major district effort continues with the rollout of a Personal Learning Initiative, with the objective being for each student to have access to their own computing device for learning. Grades 7-9 have iPads for this purpose; grades 10-12 have Windows based notebook computers. Lower grades will be gradually added to the mix. Another continuing initiative is to allow students and staff to bring in their own devices and technology –BYOT. The MLP/OASYS system is used for staff evaluation and staff development. All district initiatives are being undertaken in the context of the Common Core Learning Standards and the NYSUT evaluation framework.Technology Needs Assessment GVCS employs a variety of approaches and methods for identifying technology related needs, ascertaining the importance of those needs, and determining how those needs can best be fulfilled. The first method utilizes the departmental budget model. The functional areas of the district are divided up into departments with each department being assigned to a building level principal for the department. During the budget planning process requests for software, equipment, and training originate from department members and are presented to the appropriate building administrator after which they are reviewed by the technology coordinator and the administrative team. The administrative team judges the requests in light of the overall district strategy and technology plan. Depending on the nature of the request the school board may also have to give its stamp of approval. For the building project a public hearing was also held. The district administration may also identify a technology related need. For example, a building administrator might determine that the software accompanying a new math textbook series should be purchased along with the series after getting trial review and feedback from teachers and students. Annual surveys are also used to determine technology related needs. A sample of a staff survey and a community survey can be found on page 76. A comment page was also made available on the school website for those wishing to provide feedback on the plan. A high school civics course will be conducting a survey of high school student off campus broadband access in the Spring of 2015. Technology needs are also discussed as part of faculty meetings and curriculum council meetings. See page 76. As part of the Western New York Regional Information Center (WNYRIC) wide area network and as a participant in the WNYRIC Common Set of Learning Objectives system, the district is also obligated to review hardware and software needs on an annual basis with WNYRIC and CSLO staff members. The district is also constantly examining the educational implications of new technologies and methodologies that make use of technical tools. The district is currently investigating the BrightBytes Clarity platform to assist in better, data supported decision making for technology and curriculum. The district technology committee, comprised of representative stakeholders from the district, also provides input into technology needs based on stakeholder constituent input and individual experience. The district also assesses its technology needs in light of external factors such as regulatory requirements, vendor changes, obsolescence, and support requirements. For example, the district had installed an email archiving system to stay within legal records retention requirements. Security and privacy are priorities that strongly affect technology implementation as well. Students provide input via regular meetings with the building principal and also through regular contact with the technology coordinator. Technology Plan Evaluation and Monitoring The effective deployment and use of technology is evaluated and monitored in a variety of ways at GVCS. It is considered the responsibility of all stakeholders, at some level, to evaluate and monitor the evolution and use of technology within the District. The overall responsibility for evaluating the technology plan and monitoring its implementation rests with the district technology coordinator. The technology coordinator is also the head of the district technology committee and reports to the district superintendent. Responsibility for evaluating plan elements that involve curriculum, assessment, student outcomes, teaching, and professional development rests with the building level principals and the director of curriculum and instruction. These individuals are also members of the district technology committee and curriculum council. The technology committee is responsible for addressing plan deficiencies based on feedback from constituent members. The principals use the following evaluation processes: (1) NYSUT rubric evaluation process (that leans heavily on technology and 21st Century Learning skills) via OASYS to review activities where the use of technology is a component of the instructional strategy; reviewed two to three times per year (2) annual 5 year Curriculum plan review (3) review staff and community surveys annually. (4) Major district initiatives, such as iReady, are carefully tracked by administrators who monitor teacher implementation and student achievement on an as needed basis or as assessment data is made available; done periodically (5) Review the attendance at technology related workshops in the district and technology related conferences out of the district; done annually using the MLP system. (6) Building level principals make regular reports to the school board and administration in which all facets of their programs, including technology implementation, and use, is reviewed; this is done monthly (7) the administrative team meets once month as does the administrative cabinet and the review of technology related items regularly part of the meeting agenda. Administrators use the following strategies and mechanisms to address unmet goals: (1) Feedback via observations through the OASYS system. (2) Goals and objectives added to observations based on technology strategy progress; (3) Continuation of staff development day objectives; (4) Professional development opportunities; (5) Increase access to technology tools (hardware, software, peripherals) if current access is known to be a limiting factor; (6) Personally encourage staff to take advantage of technology related conferences and workshops; (7) Continue to develop and modify curriculum maps and plans to include student technology standards and benchmarks. (8) Future use of the BrightBytes Clarity technology to analyze technology investments and their impact on student achievement. The district technology is responsible for evaluating plan elements involving infrastructure, data management, finance, acceptable use, communication, and support. The technology coordinator uses the following evaluation process: (1) Maintains and reviews an updated inventory of all district technology resources including tablets, desktops, laptops, netbooks, projectors, smart boards, servers, network gear, software, subscriptions to Web based resources, and databases. All hardware is inventoried with both equipment numbers and age. This inventory is updated throughout the year and is reviewed at budget time and is also subject to an annual physical inventory. Inventory is also maintained through the Systems Manager MDM. (2) Review the year end technology survey; this is done annually. (3) Meet with Erie1 BOCES service representatives and district administration to determine technology affiliated service needs in areas relating to data management including data warehousing, financial management, and student information systems; done annually. (4) Develop a technology budget and maintain a prioritized needs list of items to be budgeted for and acquired; done annually. (5) Evaluate the district website on a daily basis to make sure that all information is current and that individually maintained components of the site are up to date. Usage statistics from the site are also monitored. (6) Evaluate usage of the PowerSchool public portal and maintain portal access. This is done periodically throughout the year. (7) The district acquires most of its technology through the CSLO program. All expenditures made through this program are evaluated in the context of the New York State Common Core and how these standards are supported by the technology being acquired. This is done as projects purchased through CSLO projects are developed. (8) The district technology coordinator is occasionally requested to give a report to the school board and administration on the status of technology in the district. (9) Evaluate and monitor district compliance with the Acceptable Use Policy. Compliance with the district AUP’s (pgs 26-35) is accomplished by the following: (a) all faculty, staff, and students have limited user accounts which prevents the installation of unauthorized software (b) all computers are physically checked at least once per year and can be scrutinized remotely with a software based network management tool (c) all user have unique device logins which are monitored through the Lightspeed content monitoring system – this system also flags possible abuse and generates regular reports (d) student devices are randomly checked for signs of inappropriate use and are also inspected when a teacher or staff member suspects abuse (e) all district computer users are required to review their respective AUP’s on an annual basis (f) content filtering usage reports are received and reviewed weekly by the district superintendent and technology coordinator. (10) Meet with key users of non -instructional technology to determine needs, support issues, budget priorities, and future direction. These users include the business manager, cafeteria, administrative secretaries, transportation supervisor, and the building and grounds supervisor. These meetings are conducted as needed but at a minimum of once per year. (12) Meet with students regularly as part of daily operations. All potential acquisitions of new technology are evaluated by the technology coordinator. Major potential purchases are evaluated by the technology committee, administrative team, curriculum interests, and, in some instances, by the board of education. These acquisitions are looked at in the context of supporting technology plan/district goals. Current provisions: Professional Development and Training The District 2013-2016 Professional Development Plan can be found on pages 37-42 and at the following address: district participates in the Common Set of Learning Objectives service offered via the Western New York Regional Information Center. The district has used this resource to provide for 4 days technology integrators training.The district participates in the Model Schools service offered through the local Board of Cooperative Educational services through which a wide variety of technology based professional development is offered. CA BOCES trainers come to the school on a monthly basis to work with teachers in their classrooms on technology infused learning projects. The district sponsors 4 conference days per year. Each day has a significant technology training component built –in with a variety of opportunities for all staff to choose from.The district attempts to fund summer curriculum development work involving technology initiatives. Budget pressures occasionally hinder this effort.The district has a strong peer support and mentoring system in all areas including technology support.The district provides in- house training when new equipment and/ or software is deployed, and also does the same type of training to bring new hires up to speed. Teachers can get PD credit for participating. The district participates in staff development offered by the local NYS Teachers Center.The following objectives directly support technology plan goals G, M, and O.Action Plan for Staff DevelopmentObjectiveTimelineResponsibilityBudgetEvaluationMaintain all current provisions for professional development and training as stated above.2015 -2018 Building administrators, BOCES training staff, technology coordinator, individual staff membersTechnology Department/Committee, Teacher mentors32000 yr 134000 yr 236000 yr 3Staff development survey feedback. Presence of technology components in teacher lesson plans and classroom evaluations. Presence of progress towards and completed technology goals in individual observations Annual review of technology with board, administrators, and technology coordinator.Train and familiarize staff with the new MLPProfessional development tracking system2014-2015Director of Curriculum and Instruction; Technology Coordinator. 1000Staff development survey feedback. Effective use of MLP system. Train in the use of the Que Centre system2014-2015Maintenance supervisor, Erie1 BOCES personnel , technology coordinator1000Effective use of the Que Centre systemTrain k-4 teacher in standards based electronic gradebook 2014-2015Elementary Principal, Technology Coordinator1000Parent feedback, teacher feedback on Standards report cards. Continue to train teachers to make effective use of BYOT in the classroom. 2015-2018BOCES training staffTechnology Department/Committee, 1000Teachers effectively use of BYOT in the classroom.Continue to train teachers in the use of IOS (iPAD) and other personal learning devices. 2015-2018BOCES training staffTechnology Department/Committee,1000Teachers effectively using IOS (iPAD) devices instruction.Train personnel in new equipment items listed Action plan for Equipment 2015-2018See staff development column in Action Plan for Equipment section1000Personnel effectively using new equipmentIndividualized training customized according to specific teacher and area needs, requests, tech plan alignment, curriculum plan alignment , and Common Core integration.2015-2018Building administrators, BOCES training staff, technology coordinator, individual staff membersTechnology Department/Committee1000Staff members effectively using new training in instruction, classroom observations indicating use, Train technology coordinator in new support issues2015-2018See staff development column in Action Plan for Support column. Included in budget forAction Plan for SupportIncluded in evaluation for Action Plan for SupportTrain personnel in new software items listed under Action plan for Software2015-2018See staff development column in Action Plan for Software column.Included in budget forAction Plan for SoftwareIncluded in evaluation for Action Plan for SoftwareTrain personnel in new technology related curriculum items listed under Action plan for Curriculum 2015-2018See staff development column in Action Plan for Curriculum column.Included in budget forAction Plan for CurriculumIncluded in evaluation for Action Plan for Curriculum.Train personnel in new technology related communication items listed under Action plan for Communication2015-2018See staff development column in Action Plan for Communication column.Included in budget forAction Plan for Communication.Included in evaluation for Action Plan for Communiction.Current provisions: Equipment GVCS utilizes numerous items of technology related equipment for both instructional and management purposes. Many items, including file servers and network equipment, such as switches and routers, serve dual purposes that support both classroom learning endeavors and management productivity functions. The district believes that technology should be made available at the point of instruction and has made a large investment in mobile and wireless computing resources. All new network equipment was installed in the summer of 2013. 802.11ac wireless covers the building and grounds. All of the action plan objectives for equipment in the previous plan have been met. The district maintains a constantly updated inventory of computers and tablets via the Systems Manager MDM. A fixed assets inventory firm physically takes inventory in the district on an annual basis and barcodes the equipment. Equipment purchased through Erie1 BOCES is also inventoried annually on a separate basis per legal requirements. The district will continue to purchase equipment in a cost effective manner using NYS OGS contract pricing, BOCES aidable COSERS, and any applicable grant sources. Genesee Valley is committed to increasing access to technology for both staff and students both at school and in the community at large. Preliminary discussions about using SmartSchools funds have reaffirmed this commitment. At the core of providing increased access, and at the very foundation of the entire technology plan, is the need to maintain a robust Wide Area Network and the reliable high speed Internet access that runs through the WAN. The district is committed to maintaining a robust WAN and reliable Internet access. Wi-fi is being tested on the busses to extend learning opportunities for those on long sports runs and rides to school. The district has installed a Cisco ASA appliance to enable remote access. This will allow users to access district resources from any Internet enabled device anytime and anywhere. Personal Learning Devices being acquired include both laptops and tablets. Students and teachers are allowed to take their devices home. Also, In light of this commitment to increased access, the district will continue to place a funding emphasis on maintaining a device to student ratio at the current 1.1 to 1. With exception of specialized video, photo, and CAD applications, the district only purchases laptops, tablet devices, smartphones, and mobile labs for student computing to maximize access and flexibility. All the teaching staff at GVCS have district issued laptops as do most of aides and assistants. Most of the K-12 faculty have iPads as well. All special education area teachers and students have iPads. The 7th, 8th and 9 th grade students all are participating in the district’s personal learning initiative and have iPads that are used on daily basis for instruction. Grades 10 -12 students have the option to sign out notebook computers for the year based on courses being taken and individual need. The district is committed to keeping new mobile technology, including new notebook computers, tablets, and smartphones, in the hands of its teachers, administrators, and students. Rules governing the use of personally owned technology in school by students and staff have are also liberal and relaxed. The district has placed interactive projectors, Apple TV’s, and integrated sound in all instructional spaces. Digital signs are being placed strategically in the building to promote communication and showcase student work. There are 10 mobile laptop labs and one iPad mobile cart in the district. There is a mobile TV production studio for announcements that can also be patched into the distance learning system. A portable Polycom unit can turn any space into a distance learning space. The school has purchased programmable aerial drones, a 3D printer, and is engaged in both classroom and competitive robotics activities.The following objectives directly support technology plan goals C, E, F,H, I, J and M.Action Plan for EquipmentObjectiveTimelineStaff DevelopmentResponsibilityBudgetEvaluationContinue to replace teacher and administrative computing devices on a 3 -5 year cycle. 2015-2018Technology Coordinator training for new operating systems versionsTechnology Coordinator21000 annuallyInstalled presence of updated computing devices Replace servers, WAN switches, routers, and wireless AP’s 6 year replacement cycle2015-2018Technology Coordinator training for new network management softwareTechnology Coordinator,Erie1 BOCES techs 60000 for 201760000 for 2018 Installed presence of replacement equipmentContinue Personal Learning effort to equip each student with a device2015-2018Technology coordinator, training for device managementTechnology Coordinator, 20000 annually Additional grade levels and students with personal computing devices.Continue to refresh mobile labs for student and classroom use; replace older laptops and tablets every 3 -4 years and move older laptops to reserve locations 2015-2018Technology coordinatorTechnology Coordinator, Erie1 BOCES techs18000 Installed presence of equipmentExplore application of new form factors –phablets, hybrid notebook/tablets, surface pro, Tidebreak, #etc. , 2015-2018 Technology coordinatorTechnology Coordinator, building admins, pilot teachers5000Pilot programs in processCurrent Provisions – Facilities Genesee Valley Central School has been in a brand new school building since September of 2002. This building was planned and constructed with a state of the art technological infrastructure in mind. A Phase II building project that contained significant provisions for technology upgrades, particularly in the areas of classroom presentation equipment, large group instruction rooms, and communications, was defeated in 12/08 but passed in 2012 after being scaled back. This project is 99% complete as of December 2015. Another project is in the initial planning stages and building conditioning survey was just finished. The district is currently in preliminary internal discussions about how to use SmartSchools resources in possible conjunction with a new building project. One item under discussion is the creation of an “active learning space”, which is a technology infused room that would take the place of a traditional classroom. Another area of focus is to provide more community access to technology. This could include such things as building a tower at the school and broadcasting a Wi-Max signal. A building conditioning survey is being planned for the next six months.The results of this survey may lead to another capital project. Community input is being sought for SmartSchools focus areas and objectives. The following objectives directly support technology plan goals D, F, H,I M. Action Plan for FacilitiesObjectiveTimelineResponsibilityBudgetEvaluationCreate non traditional classroom “active learning space” 2018Building administration, technology coordinator, buildings and grounds supervisor, board of ed. Architect TBD. Educational activities taking place in Creation of functional space School acts as hub for providing broadband to underserved community members 2018Building administration, technology coordinator, buildings and grounds supervisor, board of ed. ArchitectTBDCommunity members actively using broadband distributer/enabled by school Current Provisions – Support GVCS currently employs a full time year round technology coordinator who is responsible for the maintenance and support of the district’s technology infrastructure. The technology coordinator also provides support and advice for integrating technology into the curriculum. This district support is supplemented by Erie1 BOCES support that is purchased as part of various services that are acquired via BOCES including but not limited to LAN support, WAN support, PowerSchool support, Websmartt support, Schoolwires support, and Lotus Notes support. An Erie1 BOCES senior technician is contracted to work in the district one day per week. A part time CA BOCES curriculum coordinator assists with classroom tech integration. CSLO Model schools provides webinars and other staff development events. Student IT interns from Alfred State College also provide support. A teacher aide and a teaching assistant are also assigned for support for about an hour per day on average. Students occasionally volunteer their time during study halls. Administrative assistants and various other staff members ranging from custodians, to secretaries, to English teachers, to Math teachers, provide a strong and informal support group throughout the district. The following objectives directly support technology plan goals G and K.Action Plan for SupportObjectiveTimelineStaff DevelopmentResponsibilityBudgetEvaluationMaintain current provisions for support as outlined above2015-2018 Technology coordinator training in software packages, new operating systems, new services.Technology coordinator, Erie 1 BOCES services, informal support group$95K /yearAnnual survey, direct end user feedback, annual BOE report by Technology Coordinator, building administrator feedbackCurrent provisions: Software GVCS has standardized upon and deployed several major software packages and operating systems. There has been some limited divergence from this standardization due BYOT, the proliferation of devices types, open source and the fact that many of the software packages in use now are cloud and browser based. The preferred browser is Mozilla Firefox. The district utilizes Microsoft Windows 2012 as a server operating system and Windows 7 Professional as the main desktop and laptop OS. Active Directory is a core function. The district is evaluating prerelease versions of the Windows 10 operating system and the Surface Pro tablet. Linux is used in the business office for secure banking. The district an Apple Lion Lion Server for use in managing iPADs and IOS based devices. IOS 8 is the current iPad version. The importance of locally installed software packages in the district is diminishing as web and cloud based offerings proliferate. IOS apps also constitute a rapidly growing and critical part of the software offerings. New software offerings and web based products are being evaluated in the context of the NYS CCLS. Microsoft Office, including Office 365, is the standard office productivity suite used by the District. All district devices are licensed for Office through an EES subscription. The district is in its first year of widespread Office 365 use. Google Apps for Education is also available but is being phased out. GVCS has settled on Lotus Notes as its collaboration/calendaring/messaging and email platform for staff with Outlook via Office 365 for students. All employees have Notes accounts and access. Daily announcements, the district master calendar, and meeting minutes are just a few of the communications issues handled through the Lotus Notes medium. Board members also use Lotus Notes and a community news listserv runs through this platform as well. The Notes/Office 365 blend provides a powerful combination for the district for communications and productivity purposes. Notes is also integrated with the Cisco VOIP system. Some high school teachers have used the open source Moodle platform for blended learning experiences. A middle school math teacher has flipped her classroom and uses the My Big Campus package to accomplish this. GVCS also uses many targeted and special area software packages. These are used in nearly every facet of the districts operations, both instructional and managerial. A representative sample of the software used is listed next. A comprehensive list appears in the inventory section of this plan (pgs 67-74). Software and software based systems are used in special education (Cleartrack, Part200, Easy CBM, iReady, Bookshare) , speech (Earobics), transportation (Powerschool, Phoenix) , tax collection (Systems East) reading (iReady), , yearbook (Jostens), mathematics (iReady, Problem Attic, Prodigy, Lightning Grader, Examgen, T1 Navigator), library (Follett, Overdrive, ReadnQuiz), social studies (iBooks, Study Island), computer science/coding (Kodable, Scratch, Dr. Java),technology (Autocad, Solidworks), ELA (i-Ready, Superkids, Word), website (Schoolwires), science (Vernier, Discovery Education, Castle Learning), guidance (Guidance Direct) , cross-curricular (NearPod, Starboard, Promethean,Notability,ClassDojo,Twitter), maintenance (Que Centre), business office (Finance Manager, Systems East), human resources (My Learning Plan OASYS), credit recovery (Aventa Learning), CIO (Datawarehouse, Powerschool) and cafeteria operations (Websmartt). Software is also used for attendance, grading, scheduling, sports statistics, the school weather station etc... SIF is being used to automatically synchronize the SIS (PowerSchool) with the library, cafeteria, and active directory systems. All of the systems in the building ranging from lighting to building access are computer and software based. The district will continue to purchase software in a cost effective manner using NYS OGS contract pricing, BOCES aidable COSERS, and by using freeware and low cost open source alternatives where applicable. In order to increase access to technology for students and teachers, the district continues its migration toward a cloud computing web based paradigm that enables asynchronous and anywhere access. Cloud and web based resources subscribed to by the district include the following : Office 365, i-Ready, Prodigy Math, Reading Eggs, Reading A-Z, Lightning Grader , Follett Destiny, My Big Campus, Newsela, ReadnQuiz, Overdrive, Study Island, Castle Learning, Moodle, Mahara, SuperKids, Discovery Education, BrainPop, PowerSchool, School Messenger, Bookshare, Systems Manager, HighSchool Cube, Google Apps, MyLearningPlan/OASYS, Guidance Direct, Amplify, Webs that Work, School Messenger, CA Boces Coser 420 Distance Learning, and Medianet/SNAP. The following objectives directly support technology plan goals A,C,E, F,G ,H,L.Action Plan for SoftwareObjectiveTimelineStaff DevelopmentResponsibilityBudgetEvaluationContinue iReady diagnostic and instruction use for both Math and ELA for grades K-92015-2018Train new teachers in product use Director of Curriculum and Instruction, building principals, technology coordinator17000 annuallyUse of diagnostic results to inform instruction, accompany report cards, use of lessons to improve individual student progress in RTI and special education settings. More targeted RTI placements, increase ELA scores. Product aligned with Common Core. Continue use and deployment of MS Office and Office 365 via EES throughout district. Upgrade as new tested versions are available and as computers are upgraded, deploy Office apps on tablets2015-2018Online tutorials for new Office users, iPad staff development through CA BOCES, set up student accounts and teach students basic Office 365 use. All district computer users, administration, technology coordinator,Technology Dept./Committee7000 annuallyStaff development survey feedback. Presence of technology components in teacher lesson plans and classroom evaluations. Presence of progress towards and completed technology goals in individual evaluations Annual review of technology with board, administrators, and technology coordinator.Make available full text databases via the Web for staff and student research, continue Overdrive ebook rollout, continue Follett Destiny system 2015-2018Train new librarian who in turn will train staffLibrarian, technology coordinator7000 annuallyUser feedback, annual library dept. board review. Ebooks aligned with Common Core. Continue with Lotus Notes2015-2018Train users as needed as new versions are installedAll district staff4000 annuallyAnnual technology coordinator, administrator, board reviewContinue with Data Warehousing2015-2018Train teaching assistant to assist CIO Administration, Erie1 BOCES service providers, School CIO3000 annuallyAdministrative feedback and review at time of annual budget decisionContinue WebSmartt food service implementation2015-2018None needed, cafeteria staff already trainedCafeteria manager, cafeteria staff, Erie1 BOCES service providers6000 annuallyAnnual review by business manager,administration, cafeteria manager, board.Continue Implementing PowerSchool package including scheduling, grading, and attendance components, 2015-2018Train counselors, administrators, and teachers as needed when new features and updates become availableGuidance dept., teachers, administrations, technology coordinator9000 annuallyAnnual board review, technology coordinator,administration, and guidance. Continue with Photoshop, Autocad, Solidworks etc. to support Art and Technology curriculums2015-2018None needed, users already trainedTech teacher, Art teacher, technology coordinator1000 annually for upgrades and Solidworks subscriptions as neededAnnual board review technology coordinator, art/music dept., use of products to develop portfolio level student work Continue with Finale, Music box, etc. to support Music curriculum2015-2018None needed, users already trainedMusic teachers, technology coordinator500 for upgrades as needed, Make Music subscription., Annual board review technology coordinator, art/music dept. use of products to develop portfolio level student workContinue with Prodigy Math, Magic Penny, Superkids Reading, Reading Eggs to support elementary curriculum2015-2018None needed, users already trainedK-4 Teachers, technology coordinator, elementary computer lab teaching assistant 3000 for upgrades, subscription as neededAnnual board review technology admin review, Students with increased reading & math fluency, positive iReady results , products are aligned with Common Core.Continue with ReadnQuiz program in grades k-4, 2015-2018Train new teachers as neededClassroom teachers, tech coordinator, library media specialist additional books purchased under library budgetReadnQuiz test scores, product aligned with Common CoreSchoolwires, Webs that Work website implementation 2015-2018Train teachers, other users as needed when new features become availableTech coordinator, webmaster,Technology Department / Committee3000 per yearVibrant and up to date district, department ,and teacher web pagesContinue with Clear Track special ed software, continue Part 200 2015-2018Train as needed when new features become available and for new staffSpecial Education teachersCSE chair BOCES trainers2000 per yearUse by all special ed teachers and CSE chairUse LearningA-Z Reading 2015-2018None needed, users already trainedTech Coord , special education teachers1000 per year for upgrades and subscriptionsStudents with increased reading fluency, positive iReady results , products are aligned with Common Core.Implement School Messenger to communicate school events and emergencies2015-2018Train admins and secretarial staff Administration, secretarial staff 2000 per yearPresence of a functional system that informs school community in a uniform and timely fashion.Update Finance Manager to NVision 2015-2018Train Business office staffBusiness Manager, tech coordinator 9000 per yearMore comprehensive and informed financial and budgeting system results. Implement Que Centre for events, building maintenance, and technology support.2015-2018All staffErie I Boces trainers, tech coordinator, head of maintenance4000 per yearUsage statistics, presence of instructional activities utilizing these tools. Use and evaluate coding ipad apps across for k-6 2015-2018k-6 faculty Technology coord, CA BOCES trainers, Tech coord, curriculum staff development coordinator1000 per yearPresence of iPAD based coding lessons in k-6 classrooms Continue My Learning Plan & OASYS professional development and evaluation system2015-2018Train new teachers and staff as neededBuilding principals, director of curriculum and instruction, technology coordinator4000 per yearAll staff development and all evaluations staged, tracked, and recorded using system. User feedback.Extend Lightning Grader pilot2015-2018Train new pilot teachers Tech coordinator, previously trained pilot teacher.90 per year subscription per teacherTeacher feedback, student feedback from automated scoring process.Continue to use My Big Campus for flipped math instruction2015-2018Train any interested teachersTech coord, math teacher700 per year for AD integrationUsage reports, math test scores, Teacher and student feedback.Implement CodeStudio is grades K-62015-2018Train any interested teachers, teaching assistantTech coordinator Free from Students completing Code Studio coursesContinue to evaluate and deploy ebooks for LMS and core textbook replacement 2015-2018LMS, subject area teachersLMS , tech coord. Director of curriculum and instruction 2000 -5000 depending on evaluation process. Teacher and student feedback. Usage of materials , circulation statistics, presence of materials loaded on tablets, etc. Continue to use Study Island and Castle Learning 2015-2018Train new teachers as neededCa boces 3-12 teachers, tech coordinatorThrough Coser 500 per yearUse of Study Island and Castle Learning . Products are aligned with CCLS. Use TED education portal for managed video instruction2015 -2018 Train new teachers as neededTech coord, curriculum coordinator Product is free, any cost is for staff training Use of product effectively in instruction, presence in lesson plans and observations Continue to use Bookshare and read2go app for students with IEP’s.2015-2018Already trained Special ed director, tech coord, special ed teachers.Subscription free Reading gains by students using resource.Use and evaluate coding software for grades 7-12 including Amplify MOOC and Robotics C2015-2018 Tech coord, technology teacher Tech coordinatorPresence of coding courses with enrolled students , lesson plans involving coding and robotics Current provisions: Finance Annual allocations in the GVCS budget for technology related items have historically been in the 250-300K range, exclusive of items procured through capital projects. It is anticipated that this level of spending will stay increase over the next few years due to an increase in eRate funding and the passage of the Smart Schools bond act. The district will receive about 80K in eRate funding spread over the next five years and 904K in bond act funding. The spreadsheet below details the anticipated budget for the next 3 years. It does not take into account Smart School monies as there are too many unknowns at this ppoint as to how and when the district is going to use these funds. The district has hired an architectural firm to do a BCS survey which may, in turn, lead to another small building project with technology components. Regardless of the fiscal climate, GVCS practices careful fiscal management by leveraging technology acquisitions through aidable BOCES services, participating in the Erate program, and pursuing grant funding.The following objectives directly support technology plan goals A-O.Action Plan for FinanceObjectiveTimelineResponsibilityBudgetEvaluationProvide levels of technology funding necessary to meet ongoing programs and replace old equipment. 2015-2018 Administration, board, business managerSee belowVoter approved budget with allocated amount per belowContinue to pursue grant funding to fund technology projects2015-2018Administration, technology coordinatorNo allocation neededSecured grant money for technology projects, record of grants soughtPossible technology upgrades in building and/or Smart Schools project 2015-2018Administration, technology coordinatorTo be determinedPassage of voter approved building renovation,expansion projectGVCS Technology Budget 2015-2018 ItemYear 1 Year 2 Year 3Management ServicesData Warehousing300030003000Clear Track/Part200400040004000WebSmartt cafeteria700070007000Power School900090009000Lotus Notes/archiving300030003000LAN Support350003500035000Technology Coordinator&intern800008000080000SchoolWires 600060006000Telecommunication Network Services110001100011000Total158000158000158000Instructional Services and Staff DevelopmentLearning Technologies Base Support600060006000CSLO /Model Schools 150001500015000In House Training Support500050005000Total260002600026000HardwareSupplies800080008000Notebook Computers/Tablets 270002700027000Peripherals 200020002000Servers/storage /networking40005400060000Total410009100097000SoftwareEES, subscriptions, cloud services 900090009000Total900090009000Grand Total234000274000280000Current Provisions: Curriculum Achieving the best student learning outcomes possible is the highest priority at GVCS. The New York State Common Core Standards, related assessments, 21st Century Learning principles, the NYSUT evaluation rubric, and GVCS graduation requirements drive the GVCS instructional technology program and its role in the curriculum and delivery of instruction. In light of this priority, the district will identify and promote teaching strategies that integrate technology effectively into curricula and instruction in accordance with these standards and principles. This will be accomplished via the following: (1) Investigate and implement proven platforms that measure and increase student achievement through the use of technology such as the BrightBytes Clarity approach; (2) Include technology integration into formal professional observations; (3) Include technology lessons into curriculum maps; (4) purchase technology (e.g. interactive boards,apps, etexts, projectors, wireless network) to support and promote effective teaching strategies; (5) Make available professional development opportunities for technology integration; (6) Identify best practices based on experiences with similar districts and those found in professional research and publications; (7) experiment with and engage in pilot projects that test the effectiveness of new methods and new technologies in educational technology (e.g. smartphones, augmented reality, computer based gaming, robotics, etc.) , (8) Purchase programs such as iReady that have been programmed and updated to reflect state specific implementation of CCLS. The current District Professional Development and Curriculum Plans can be found at the following url: . The District has also adopted the 2012 NYSUT Practice Rubrics for its APPR plan. This rubric makes extensive and frequent references to technology integration and 21st Century Learning Principles. Teachers will need to incorporate technology in their curriculums not only to support Common Core related technology issues but also to satisfy new evaluation requirements. The district is using the the MLP OASYS system to assist in teacher evaluations. The district has also formulated both teacher and student technology standards and benchmarks (see pages 45-66 ). These standards have been updated reflect educational technology as it is addressed in the New York Common Core Learning Standards and as it is addressed in the teacher evaluation rubric. These have also been updated to reflect the districts Digital Citizenship initiative (see ) and the introduction of coding and computer science into the curriculum. Curriculums currently infused with a high level of technology integration at GVCS include the 7/8 and 9-12 Math department, the 7/8 and 9-12 Technology program, 7/8 Social Studies, the RTI and special education classes, and the 9-12 high school business program. If technology were removed from these areas, instruction and student learning would be severely hindered. All grades 7-9 students have district issued iPads with Notability and other productivity apps installed. The 7th and 8th grade social studies program uses on iBook textbook, and the entire 7/8th grade math classes are “flipped”. Grades 10-12 students can sign out laptops for the year based on need and teacher approval. Moderate integration is found in grades K-6. At this level integration is highly individual teacher dependent. Although other standards are addressed, most of the technology infused instruction in the district is related to NYS CCLS for ELA as highlighted in NYS and CCLS for ELA (pages 75-76) and in Math “Use appropriate tools strategically(pages 76-77) . The district is also heavily invested in online and blended learning offerings. GV currently serves as host for college calculus via distance learning and subscribes to college statistics and biology. AP computer science is offered via the Amplify MOOC. Credit recovery is offered through Aventa on line. A full array of online courses are offered through the CA Boces coser and student enrollment is robust. iReady computer based diagnostic testing is performed 3 times per year for grades K-9 and iReady online lessons are used for to bolster the scores of underperforming students. Formal instruction in the use of the computer* as a tool begins in the kindergarten and ends in the eighth grade. The introduction of coding skills in kindergarten began this year as a pilot, with some other grades also being involved based on teacher interest. AP Computer Science was offered for the first time this year. By the time GVCS students are at the secondary level most can effectively use a computer to gather, create, disseminate, and synthesize information. Current plans are to intensify computer instruction in the lower grades so that students entering 7th grade will be proficient in using the computer and related technologies. Ensuring that students are effective users of the computer as a tool is a great asset as teachers can conduct technology based instruction without having to spend valuable time reviewing basic computer literacy. * any device with significant processing and computational capacity: tablet, laptop, smartphone, graphing calculator, etc.. The following objectives directly support technology plan goals B,C,E,F,L,M,and N. Action Plan for CurriculumObjectiveTimelineStaff DevelopmentResponsibilityBudgetEvaluationImplement GVCS teacher and student standards and benchmarks , based on 21st Century Skills and NYS CCLS, which include the use of technology embedded in the curriculum2015 -2018Individual teacher training opportunitiesThrough BOCES Model schools and CSLO as well as locally developed activities. Administration, all teaching staff, technology coordinatorTechnology dept/committee, BOCESTrainers, curriculum coordinator., 24000 annualTeacher annual reviews; presence of standards in lesson plans, presence of standards in evaluations, student skill level assessments Continue iReady benchmarking, diagnostics, and lessons. 2015 -2018Director of curriculum and instructionK-9 teachers, administrators Expenditures show under software areaAll applicable K-9 students enrolled and using program successfully, student growth scoresContinue to reevaluate current programs that use technology as instructional vehicle to achieve curriculum goals,Buy into BrightBytes Clarity program if becomes available as a Boces service to assist in evaluating district technology approach2015 -2018Tech coordinatorCurriculum coordinator , administration All teaching staff, administrators, technology coordinatorTechnology dept/committeeCommunity Expenditures show under software areaObserved and evaluated teacher instruction using technology component, annual departmental board reviews, administrative team review., decisions made based on Clarity data. Evaluate and acquire supplementary technology components that accompany new textbook series in all content areas.2015 -2018Make use of training offered by publishers as needed and where applicable.Teaching staff, administrative team, technology coordinatorTechnology dept/committeeWill be budgeted as new series are evaluated and purchasedObserved and evaluated classroom instruction using supplementary components, annual dept. board reviews.Incorporate instruction covering the ethical use of technology in all mandatory computer courses at an age appropriate level. Focus on online safety.2015 -2018Training offered to new teachers, reinforcement in-service for existing puter lab teaching assistants, building administrators, technology coordinator Technology department / committee ,k-12 facultyIncorporated in first item above(24K)Observed and evaluated computer use instruction detailing the ethical use of technology.Increase course offerings ( in both hosting and receiving courses) using distance learning focusing on AP and low level enrollment secondary courses2015 -2018Train involved teachers as needed.High school guidance department, high school faculty , CABOCES dl coordinator curriculum coordinatorCosts, such as teacher salaries and DL Coser budgeted elsewherePresence of increased course offerings and student enrollment in secondary distance learning based programs. Incorporate Newsela into 7/8 Ela, Social studies curriculum2015 -2018Train involved teachers as needed 7-8 Computer lab teaching assistanttechnology coordinatorBudgeted under softwareRegular use of program in 7/8 classrooms. Supports CCLS. Implement CodeStudio learning resource for K-6 computer science instruction2015 -2018Train involved teachers as K-6, train computer lab teaching assistanttechnology coordinatorcurriculum coordinatorFree resourceEffective use of program in k-6 coding instructionIncorporate open source Textbooks in high school science , digital textbook pilot 2015 -2018Train hs science teacher technology coordinatorhs science teacher Budgeted under softwareEmbedded use ofOpen source text in physics and living environment Continue to incorporate iPads into instruction using Notability and Office apps for iPad 2015 -2018Continue to train teachers as neededtechnology coordinator, curriculum coordinator Budgeted under software and equipment Embedded use of Ipad and related apps in k-12 education Incorporate digital citizenship into 8th grade social studies curriculum2015 -2018Train Social studies teacherSocial studies teacher, tech coord, curriculum coordinatorBudgeted under softwareAssess and provide students with digital citizenship certificates. Incorporate Reading Eggs , Superkids, and Magic Penny into K-2 ELA . Products aligned with CCLS.2015-2018Train k-2 teachers, elementary computer elementary computer assistant. K-2 teachers, CA BOCES trainerBudgeted under COSER Integrated use of program in K-2 early literacy instruction. Improved test scores.Incorporate Office 365 into mainstream instruction2015-2018Train teachers and administrators,Instruct students technology coordinator, curriculum coordinatorBudgeted under software Integrated use of product in instruction, presence in lesson plans and evaluationsl.Curriculum, Curriculum Products, and Grade Level Projects Supporting NYS CCLS & 21st Century Learning The curriculum products listed below are aligned with NYS CCLS and are used by GVCS. ReadnQuiz iReady Math Newsela 365 ( see Anchor standard 6) Island Learning Attic Provisions: Communication The district is continuing its mission of maintaining a vibrant, interactive, and resource rich website to support one of the technology plans goals: “Employ technology to communicate and collaborate among staff, students, parents, and the community at large”. The website, , allows for parents to sign in for special communications and provide direct links to teacher contact information. Teachers are required to maintain up to date sites containing everything from school supply lists to the types of technology being used in the classroom. The site also enables access to the district technology plan. The print version of the school newsletter is posted online. The site also serves as a portal to sign into the PowerSchool public portal that parents and students can securely access to view their grades, attendance, and other data. All progress reports and report cards for grades K-12 are available through the Public Portal. The district also subscribes to School Messenger to automatically distribute announcements about district events via phone, email, and text messages and to notify the school community about emergency events.The district has a social media presence with two Facebook accounts (one maintained by the k-6 principal and the other by the superintendent) and a district Twitter account. A Lotus Notes based listserv is used to distribute general information and news alerts to any community members who wish to subscribe. The educational technology plan is disseminated to the community at large via the school website. The bimonthly print school newsletter also contains a brief summary of the plan and also refers to the website link. Both the website and newsletter will contain timely articles about new technology initiatives in the district. There is also an online version of the print newsletter available via the school website. GVCS informally collaborates with outside agencies such as the nonprofit Accord Corporation on an informal, as needed basis. Accord oversees the Head Start program in the school. The district does not formally plan with adult literary services providers in the area because the providers – Literacy Volunteers of Allegany County, Belmont Vocational BOCES Center, and the Allegany County Department of Corrections, all run self -contained and self -sufficient programs with few technology based components. GVCS has an open facilities policy that allows community groups to use the school technology resources for educational purposes as long as a facilities use form is filled out and any custodial overtime is paid for. School visitors and community members can obtain temporary access to the schools network with a guest log in. Non- profit groups can borrow school technology for short term one time uses if these uses are approved by the administration. The school has also purchased a portable tv studio equipment with a wireless camera that will allow the district to broadcast graduations, athletic events, concerts, and meetings both locally and over the Internet. The district has an account with High School Cube for online live broadcasting. A guest wi-fi network is available for community members and visitors on campus.Wi-fi is being installed on the school buses to extend the school day on long bus runs, field trips, and sports runs. The district is exploring ways of providing broadband access to its underserved rural community by leveraging Smart Schools funds and forming partnerships with other local organizations. The following objectives directly support technology plan goals H and M. Action Plan to for Communication & CollaborationObjectiveTimelineStaff developmentResponsibilityBudgetEvaluationPromote the flow of positive communications among all district stakeholders, with a special emphasis on teachers and parents, through the use of the PowerSchool Public Portal and the school website, 2015-2018Annual in-service offered for existing teachers on new features in Powerschool and Schoolwires, 1 day training for new staff.All district administration,faculty, and staff technology coordinator Technology department / committeeExpenditures reflected in above categories- see softwareUsage statistics from PowerSchool and Schoolwires. Feedback from parents and teachers.Promote the flow of communications among all district stakeholders through the use of School Messenger for automating the delivery of district event information via phone, text, and email communication. 2015-2018Training for secretarial staff and administration as needed for new School Messenger features.All district administration,faculty, and staffExpenditures reflected in above categories- see softwareUsage statistics from the School Messenger system. Promote the flow of communications among all district stakeholders through the use of the new portable TV studio. 2015-2018Tech club coordinator and designated student assistants. Technology teacher, technology coordinator, tech club advisor. Expenditures reflected in equipment budget aboveUse of new system to broadcast school events to public. Promote the flow of communications among all district stakeholders through the use of social media 2015-2018None neededdistrict administrationNone needed Public feedback and use of district social media channels Current Provisions: Data Privacy and SecurityGVCS takes data privacy and security seriously and has taken steps to ensure that sound measures are in place in this regard. A draft copy of the Parents Bill of Rights for Data Privacy and Security can be found at systems that deal with sensitive data are protected by up to date versions of SSL or TLS and strict password policies are enforced. Genesee Valley Central School Internet Safety Cyberbullying Policy This policy can be found at the following address: Valley Central School Technology Acceptable Use Policy The following is the GVCS employee computer use agreement and the separate student agreement that is found that is found in the student handbooks. Students and parents are required to sign off on these handbooks and the documents contained therein. Employees electronically sign off on their AUP at the start of each school year. Genesee Valley Central SchoolEMPLOYEE COMPUTER USE AGREEMENTEvery Genesee Valley Central School (GVCS) employee will be required to read and acknowledge this Employee Computer Use Agreement. Computer use is often a valuable and necessary component of an employee's work. In addition, varying work responsibilities result in access to information sources such as software, programs, the Internet, and the district's computer network. Although employees may have access to these information sources, their use must be specially authorized. Access and authorization to information and equipment carry a corresponding responsibility to their appropriate use. Access should be primarily for educational and professional or career development activities. Electronic mail and telecommunications shall not be utilized to share confidential information about students or staff without authorization. No staff member may disclose, use, or disseminate any personal information regarding students or staff without authorization. All hardware, including computers and equipment, is the property of GVCS and will fall under the guidelines listed below. Expectations of employees include, but are not limited to, the following:1)Student Personal Safetya.Employees who supervise students with access to technical resources shall be familiar with the GVCS Student Internet Use Agreement and enforce its provisions.b.All student computer use must be supervised.2)Illegal or Destructive Activitiesa.Employees shall not go beyond their authorized access to the district network or other computer equipment or software including the files or accounts of others.b.Employees shall not disrupt or attempt to damage or disrupt any computer, system, system performance, or data.c.Employees shall not use district equipment to engage in illegal acts.3)System Securitya.Employees are responsible for the security of their computer equipment, files and passwords.b.Employees shall promptly notify their immediate supervisor of security problems.c.Employees with access to student records may not use, release, or share these records except as authorized by Federal and State law.4)Inappropriate ConductThe following are prohibited when using any technical resource:a.Obscene, profane, lewd, vulgar, rude, inflammatory, threatening or disrespectful language;b.Potentially damaging, dangerous, or disruptive material;c.Personal or generalized harassment in violation of district policies; andd.False or defamatory information.5)Plagiarism and Copyright Infringementa.Works may not be plagiarized.b.The rights of copyright owners are to be respected. Copyright infringement occurs when an individual inappropriately reproduces a work that is protected by copyright. If an employee is unsure whether or not a work can be used, the copyright owner should be contacted for permission.c.Software copyrights and software licenses must be strictly respected.6)Inappropriate Access to Materiala.Technical resources shall not be used with material that is profane, obscene (pornographic), or advocates illegal acts, violence, or illegal discrimination.b.Inadvertent inappropriate access shall be reported immediately to the supervisor.7)Expectation of PrivacyEmployees have no expectation of privacy in files, disks, or documents that have been created in, entered in, stored in, downloaded from, or used on district equipment.8)Services and Assumption of RisksGVCS makes no warranties of any kind, whether express or implied, for services provided and is not responsible for any damages suffered while on the system to include loss of data and inaccurate or poor quality information obtained from the system. Users are responsible for backing up data stored on the hard drive of any computer assigned to them. 9)Disciplinea.Staff members who engage in unacceptable use may lose access to the Information Technology System and may be subject to further discipline under the law or in accordance with applicable collective bargaining agreements.b.Deliberate violations of this agreement (e.g., malicious acts or omissions; searching for, viewing or otherwise visiting pornographic or sexually explicit sites) are cause for disciplinary action.10)Unacceptable UsesThe following uses will be regarded as not acceptable:a.Illegal or malicious use, including downloading or transmitting of copyright protected material such as music, videos and games.b.Use for racial, sexual or other harassment in violation of district policy.c.To access, view, or transmit pornographic or obscene material.d.To solicit personal information with the intent of using such information to cause emotional or physical harm.e.To disrupt the work of other users. This includes the propagation of computer viruses and use of the Internet to make unauthorized entry to any other Internet resource.f.Use for private business purposes. This includes the installation or loading of personal business programs onto your computer for your use for tasks not associated with your GVCS job duties.g. Attaching and using unauthorized equipment on the GVCS network. 11)EtiquetteThe following general principles should be adopted:a.Be polite; do not be abusive in messages to others.b.Use appropriate language; remember that you are a representative of GVCS and that you are using a non-private network.c.Do not disrupt the use of the Internet by other users.12)E-Maila.Every user is responsible for all e-mail originating from their user ID (e-mail address). Forgery or attempted forgery of electronic mail is prohibited. b.Attempts to read, delete, copy or modify the e-mail of other users are prohibited.c.E-mail is NOT private. The District Superintendent (or designee) has the right of access to all e-mail sent or received. In the event of GVCS being involved in any legal proceedings, any relevant e-mails (including Internet e-mail) may have to be disclosed, on the same basis as the case for written documents.d.Forwarding of chain letters is not allowed. All forwards sent to multiple parties need to be verified for authenticity before being sent. e.Excessive personal use of email, during the work day, may result in disciplinary action. f. Do not email large files and/or many files during the regular 8-5 workday. I have read the Employee Computer Use Agreement. I understand that violation of this Agreement may be grounds for disciplinary action, including termination.__________________________________________________________________________Print NameEmployee SignatureDateGenesee Valley Central School Student Acceptable Use Policy STUDENT USE OF COMPUTERIZED INFORMATION RESOURCESProgram ImplementationThe Genesee Valley School District (GVCS hereafter) recognizes that effective use of technology is important to our students and will be essential to them as adults. Consequently, the School System will provide access to various computerized information resources through the District's computer system (DCS hereafter) consisting of software, hardware, computer networks and electronic communications systems. This may include access to electronic mail, "on-line services," "WiFi" and the "Internet." The District shall provide personnel support for such usage.The DCS is for educational and/or research use only and must be consistent with the goals and purposes of the GVCS District. The standards of acceptable use as well as prohibited conduct by students accessing the DCS, as outlined in District policy and regulation, are not intended to be all-inclusive. Students are held to the same standards of good behavior whether they are using school computer networks or any other electronic media or communications, including a student's own personal technology or electronic device while on school grounds or at school events. In addition to the specific standards of student conduct delineated in this regulation, the general requirements of acceptable student behavior expected under the District's school conduct and discipline policy and the Code of Conduct also apply to student access to the DCS. Communications on the network are often public in nature. General school rules for behavior and communications apply.Legal and ethical implications of software use will be taught to students of all levels where there is such software use. In addition, the Building Principal or his/her designee and/or classroom teacher will be responsible for informing District students of rules and regulations governing student access to the DCS.In order to match electronic resources as closely as possible to the approved District curriculum, District personnel will review and evaluate resources in order to offer "home pages" and menus of materials which comply with Board guidelines governing the selection of instructional materials. In this manner, staff will provide developmentally appropriate guides to students as they make use of telecommunications and electronic information resources to conduct research and other studies related to the District curriculum. As much as possible, access to the District's computerized information resources will be designed in ways which point students to those which have been reviewed and evaluated prior to use. While students may be able to move beyond those resources to others which have not been evaluated by staff, students shall be provided with guidelines and lists of resources particularly suited to the learning objectives.Standards of Conduct Governing Student Access to the District Computer SystemInappropriate use of the DCS may result in disciplinary action, including suspension or cancellation of access. Prior to suspension or revocation of access to the DCS, students will be afforded applicable due process rights. Each student who is granted access will be responsible for that usage. The DCS is provided for students in support of their educational program and to conduct research and communicate with others. Student access to external computer networks not controlled by the District is provided to students who act in a considerate and responsible manner. Likewise, students are expected to observe the same standards of behavior when using their own personal technology or electronic devices on school grounds or at school events. Individual users of the District's computerized information resources are responsible for their behavior and communications over the District computer network. It is presumed that users will comply with District standards and will honor the agreements they have signed.Student data files and other electronic storage areas will be treated like school lockers. This means that such areas shall be considered to be GVCS District property and subject to control and inspection. The computer coordinator may access all such files and communications without prior notice to ensure system integrity and that users are complying with the requirements of District policy and regulations regarding student access to the DCS. Students should NOT expect that information stored on the DCS will be private.During school, teachers will guide students toward appropriate materials. Outside of school, parents/guardians bear responsibility for such guidance as they do with information sources such as television, telephones, movies, radio and other potentially offensive/controversial media.Use of the DCS which violates any aspect of GVCS District policy; the Code of Conduct; and federal, state or local laws or regulations is strictly prohibited and may result in disciplinary action in compliance with applicable District guidelines and/or federal, state and local law including, but not limited to, suspension and/or revocation of access to the DCS. In addition to the District's general requirements governing student behavior, specific activities shall be prohibited by student users of the DCS including, but not limited to, the following:1)Using the DCS to obtain, view, download, send, print, display or otherwise gain access to or to transmit materials that are unlawful, obscene, pornographic or abusive.2)Use of obscene or vulgar language.3)Harassing, insulting, bullying, threatening or attacking others.4)Damaging, disabling or otherwise interfering with the operation of computers, computer systems, software or related equipment through physical action or by electronic means.5)Using unauthorized software on the DCS.6)Changing, copying, renaming, deleting, reading or otherwise accessing files or software not created by the student without express permission from the computer coordinator.7)Violating copyright law, including the illegal file sharing of music, videos and software.8)Employing the DCS for non-educational, commercial purposes, product advertisement or political lobbying.9)Disclosing an individual password to others or using others' passwords.10)Transmitting material, information or software in violation of any District policy or regulation, the District Code of Conduct, and/or federal, state and local law or regulation.11)Revealing personal information about oneself or of other students including, but not limited to, disclosure of home address and/or telephone number.12)Accessing personal, interactive sites (such as Facebook) unless under the direct supervision of a staff member. This includes the use of a student's personal cell phone or digital device to access such social networking sites.13)Creating or using a website or blog which may cause a substantial disruption in the school environment or interfere with the rights of others.14)Using a digital device (such as cell or camera phones), electronic technology and/or media to facilitate cheating, plagiarism, work accounts are to be used only by the authorized owner of the account. Any user of the DCS that accesses another network or computer resources shall be subject to that networks acceptable use policy.When using a personal electronic device to access external networks, including the Internet, on school grounds, users agree to use the DCS network and register the device to be used on the network. Accessing the Internet and other external networks on school grounds via another non DCS network is an AUP violation. If a student or a student's parent/guardian has a District network account, a non-district network account, or any other account or program which will enable direct or indirect access to a District computer, any access to the DCS in violation of District policy and/or regulation may result in student discipline. Indirect access to a District computer shall mean using a non-district computer in a mannerwhich results in the user gaining access to a District computer, including access to any and all information, records or other material contained or stored in a District computer.Sanctions1)Violations may result in suspension and/or revocation of student access to the DCS as determined in accordance with appropriate due process procedures.2)Additional disciplinary action may be determined at the building level in accordance with existing practices and procedures regarding inappropriate language or behavior, as well as federal, state and local law.3)When applicable, law enforcement agencies may be involved.SecuritySecurity on any computer system is a high priority, especially when the system involves many users. Users of the DCS identifying a security problem on the District's system must notify the teacher in charge. A student is not to demonstrate the problem to other users. Attempts to log on to the DCS as a computer coordinator may result in restriction or suspension of user privileges. Any user identified as a security risk or having a history of problems with other computer systems may be denied access to the DCS. Further, any violations regarding the use and application of the DCS shall be reported by the student to the teacher in charge.Notification/Authorization Student access to the DCS will automatically be provided to those students who have returned and submitted reviewed and signed student handbooks, including this AUP and student agreement contained therein. Access will be provided unless the parent has submitted written notification to the District that such access not be permitted.GVCS DISTRICTSTUDENT AGREEMENT FOR USE OF DISTRICTCOMPUTERIZED INFORMATION RESOURCESIn consideration for the use of the GVCS District's Computer System (DCS), I agree that I have been provided with a copy of the District's policy on student use of computerized information resources and the regulations established in connection with that policy. I agree to adhere to the policy and the regulations and to any changes or additions later adopted by the District. I also agree to adhere to related policies published in the Student Handbook.I understand that failure to comply with these policies and regulations may result in the loss of my access to the DCS. Prior to suspension or revocation of access to the DCS, students will be afforded applicable due process rights. Such violation of District policy and regulations may also result in the imposition of discipline under the District's school conduct and discipline policy and the Code of Conduct. I further understand that the District reserves the right to pursue legal action against me if I willfully, maliciously or unlawfully damage or destroy property of the District. Further, the District may bring suit in civil court pursuant to General Obligations Law Section 3-112 against my parents or guardians if I willfully, maliciously or unlawfully damage or destroy District property.____________________________________________Student Signature____________________________________________DateParent/Guardian SectionI have read the Genesee Valley Central School Computer Ethics Policy in the Student Handbook. I hereby release the District, its personnel, and any institutions with which it is affiliated, from any and all claims and damages of any nature arising from my child’s use of, or inability to use, the district system. I accept full responsibility for supervision if and when my child’s use is not in a school setting. I will emphasize to my child the importance of following the rules for personal on-line safety.I give my permission for Genesee Valley Central to issue an account for my child and verify that the information contained in this format is correct.Parent/Guardian Name: _________________________________________________________________Parent/Guardian Signature: ______________________________________________________________Home Address: ________________________________________________________________________Phone: ________________________________________________Date: ______________Please have your child return the completed document to their homeroom teacher. If you have any questions regarding the Computer Ethics policy, please do not hesitate to contact the school at 268-7900.Thank you for your cooperation.GVCSD Internet Safety /Content Filtering Policy In 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. The District will provide for the education of students regarding appropriate online behavior including interacting with other individuals on social networking Web sites and in chat rooms, and regarding cyberbullying awareness and response. 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:a)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, instant messaging and other forms of direct electronic communications. As determined by the appropriate building administrator, the use of e-mail, chat rooms, as well as social networking Web sites, may be blocked as deemed necessary to ensure the safety of such students;b)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;c)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; andd)Appropriate supervision and notification to minors regarding the prohibition as to unauthorized disclosure, use and dissemination of personal identification 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.Under the Protecting Children in the 21st Century Act, students will also be educated on appropriate interactions with other individuals on social networking Web sites and in chat rooms, as well as cyberbullying awareness and response.Access to Inappropriate Content/Material and Use of Personal Technology or Electronic DevicesDespite the existence of District policy, regulations and guidelines, it is virtually impossible to completely prevent access to content or material that may be considered inappropriate for students. Students may have the ability to access such content or material from their home, other locations off school premises and/or with a student's own personal technology or electronic device on school grounds or at school events.The District is not responsible for inappropriate content or material accessed via a student's own personal technology or electronic device or via an unfiltered Internet connection received through a student's own personal technology or electronic device.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.The District has provided reasonable public notice and has held at least one (1) public hearing or meeting to address the proposed Internet Safety/Internet Content Filtering Policy prior to Board adoption. Additional public notice and a hearing or meeting is not necessary when amendments are made to the Internet Safety Policy in the future.The District's Internet Safety/Internet Content Filtering Policy must be made available to the FCC upon request. Furthermore, appropriate actions will be taken to ensure the ready availability to the public of this policy as well as any other District policies relating to the use of technology.The Internet Safety/Internet Content Filtering Policy is required to be retained by the school for at least five (5) years after the funding year in which the policy was relied upon to obtain E-rate funding.GVCSD 2013-2016 Professional Development Plan2012-2013 Professional Development Team: Carol McCarville, Curriculum Coordinator Brian Edmister, PK- 6 Principal Jean Vallance Director of Special Education Teresa Swarthout, Special Education Donna Slawson, HS Social Studies Chris Gyr, Technology Coordinator Lynn Kunz, Special Education District Mission: Genesee Valley Central School will create a culture that fosters continuous learning, growth and value of the individual so that our students can be productive in the 21st Century. District Goals: The School Board of the Genesee Valley School District has determined the following goals: · Foster positive relationships and a sense of community among all stakeholders · Cultivate initiative and a lifelong love of learning · Prepare our graduates for success in the 21st Century · Be recognized as a high performing school district · Provide the necessary resources to fulfill our mission while being good stewards of those resources · Encourage the use of technology by staff & students Professional Development Plan Alignment with New York State Standards. Improving student learning is the highest priority at Genesee Valley Central School District. The New York State Common Core Standards, assessments and graduation requirements drive all GVCSD student instructional programs. Additionally, teacher survey results and other data help make informed decisions regarding the professional development that must be provided in order to help students meet high standards. Because many of our district students are at risk of not meeting the standards, on-going assessments are critical to help inform decisions regarding changes in instructional delivery as well as curriculum modifications. Additionally, professional development will be provided to aid teachers in learning more about the changing population of students we serve so staff are well-equipped to support student success. It is anticipated that all instructional faculty, including long-term substitutes, will participate fully in scheduled Superintendent Conference Day’s and early release days for a minimum of 20 hours of district-provided professional development per year. Additional hours will be earned through participation in district-based workshops and professional development events as well as district -approved conferences, workshops, and action-research in accordance with contractual requirements. Needs Assessment Sources Below are the sources of data used to identify student needs as well as professional development needs. School Report Card- 3-8 Assessment Data and Regents Data I-Ready Diagnostic Assessment data Student Attendance Rates Graduation and Drop-out rates Student Performance Results Disaggregated by Ethnicity, Gender, SES, and other special Needs ? State benchmarks for Student Performance Longitudinal Data Teacher Proficiency Data Business and Industry Feedback Discipline Data (Referrals, VADIR Reports) Goals, Outcomes, and Objectives Measurable Goal #1: The percentage of students in Grades 3-8 achieving Levels 3 and 4 on the NYS ELA and Math assessments will increase 2 percentage points for each year the PDP is in effect. Measurable Goal #2: The percentage of students achieving at or above 75 on the English Regent’s exam required for graduation will increase by 4 percentage points for each year the PDP is in effect. Measurable Goal #3: The percentage of students achieving at or above a score of 80 on the Math Regent’s exam required for graduation will increase by 4 percentage points for each year the PDP is in effect. Measurable Goal #4: Time spent out of class due to discipline will decrease by 2% each year the PDP is in effect, PK-12. 2012- 2016 Measurable Goal #1: The percentage of students in Grades 3-8 achieving Levels 3 and 4 on the NYS ELA and Math assessments will increase by 2 percentage points each year the plan is in effect as compared to the previous year. Teacher Need Professional Development to Support Need Person(s) Responsible Person(s) Involved Time Frame Success Measure(s) Teachers of ELA and Math need to understand the construct of the state Teachers will engage in collaborative analysis of sample items and related Director of Curriculum and Instruction Principals All PK-8 teachers of ELA and Math Special Education Faculty Ongoing as materials are released, beginning 7/01/2013 The percentage of students achieving Level 3 and above will increase 2 percentage CCS assessment. materials (including rubrics ) released by SED. Curriculum Coordinator Intervention Specialists points. Teachers of ELA and Math need to identify group weaknesses demonstrated by assessment results, iready diagnostic results and student work samples. Teachers will engage in collaborative analysis of assessment results along with student work samples one level above and below their own. Director of Curriculum and Instruction Curriculum Coordinator All PK-8 teachers of ELA and Math Teaching Assistants Special Education Faculty Intervention Specialists Ongoing beginning 07/01/2013 and through the life of the plan. The percentage of students achieving Level 3 and above will increase 2 percentage points. Teachers of ELA and Math need to be able to identify program weaknesses as evidenced in student work samples and assessment trend reports. Teachers will engage in collaborative analysis of student work samples across grade levels as well as assessment trend data at both the state and local levels. Director of Curriculum and Instruction Principals Curriculum Coordinator All PK-8 teachers of ELA and Math Teaching Assistants Special Education Faculty Intervention Specialists Ongoing beginning 07/01/2013 and through the life of the plan. The percentage of students achieving Level 3 and above will increase 2 percentage points. Teachers of ELA and Math need to be able to use information reflected in the data to inform instruction and make curricular decisions. Teachers will participate in both formal (scheduled) and informal data reviews that foster discussion and decisions around curriculum and instruction Director of Curriculum and Instruction Principals All PK-8 teachers of ELA and Math Teaching Assistants Special Education Faculty Intervention Specialists Ongoing beginning 07/01/2013 and through the life of the plan. The percentage of students achieving Level 3 and above will increase 2 percentage points. 2013-2016 Measurable Goal #2: The percentage of students achieving at or above 75 on the English Regent’s exam required for graduation will increase by 4 percentage points for each year the plan is in effect as compared to the previous year. Measurable Goal #3: The percentage of students achieving at or above a score of 80 on the Math Regent’s exam required for graduation will increase by 4 percentage points for each year the plan is in effect as compared to the previous year. Teacher Need Professional Development to Support Need Person(s) Responsible Person(s) Involved Time Frame Success Measure(s) All 9-12 teachers need to be aware of the construct of the CCS ELA and Math Regent’s exams Teachers will engage in collaborative analysis of all materials released by SED. Director of Curriculum and Instruction Curriculum Coordinator 7-12 Principal All 9-12 teachers of core academic subjects Special Education faculty Teaching Assistants Ongoing beginning 07/01/2013 and through the life of the plan. The percentage of students achieving 75 on ELA and 80 on Math Regent’s will increase by 4 percentage points. All 9-12 teachers need to be aware of the cross-disciplinary support required for success on the CCS ELA and Math Regent’s exams Teachers will participate collegial cross-disciplinary events focusing on the CCS. Director of Curriculum and Instruction Curriculum Coordinator 7-12 Principal All 9-12 teachers of core academic subjects Special Education faculty Teaching Assistants Ongoing beginning 07/01/2013 and through the life of the plan. The percentage of students achieving 75 on ELA and 80 on Math Regent’s will increase by 4 percentage points. All 8-12 ELA and Math teachers need to be able to identify student weaknesses demonstrated in data results and student work products. Teachers will engage in collaborative analysis of local and state assessment results along with student work . Director of Curriculum and Instruction Curriculum Coordinator All 8-12 Math and ELA teacher Special Education faculty Teaching Assistants Ongoing beginning 07/01/2013 and through the life of the plan. The percentage of students achieving 75 on ELA and 80 on Math Regent’s will increase by 4 percentage points. All 8-12 ELA and Math teachers need to be able to identify program weaknesses as evidenced in student work product and assessment trend results, both state and local. Teachers will engage in collaborative analysis of student work samples across grade levels as well as multi-year assessment trend data. Director of Curriculum and Instruction Curriculum Coordinator All 8-12 Math and ELA teacher Special Education faculty Teaching Assistants Ongoing beginning 07/01/2013 and through the life of the plan. The percentage of students achieving 75 on ELA and 80 on Math Regent’s will increase by 4 percentage points. 2013-2016 Measurable Goal #4: Discipline referrals at all levels will decrease 2% as compared to the previous year for each year the plan is in effect. Teacher Need Professional Development to Support Need Person(s) Responsible Person(s) Involved Time Frame Success Measure(s) All Pk-12 teachers need to be able to deliver instruction in an atmosphere conducive to learning. Professional development around the “Positive behavior intervention Supports” program (PBIS) PBIS Team Ongoing beginning 07/01/2013 and through the life of the plan. Discipline referrals school-wide will decrease 2%. Additional professional development activities to address district goals, initiatives, and state mandates will include: Participation of all new instructional faculty in the Genesee Valley Central School District Mentoring Program (attached), as required by Part 100.2 of the Commissioner’s regulations. Participation of all PK-12 instructional faculty and administration in professional development designed to meet needs that arise from changes in APPR legislation. Participation of all PK-12 faculty and staff in professional development events to meet state mandates, including but not limited to: Bullying and SAVE Legislation Blood Borne Pathogens Fire Safety and AED Training OSHA Requirements Participation of all Special Education faculty in professional development events specific to their discipline and in accordance with the District Quality Improvement Plan (QIP), including but not limited to the following: IEP Writing NYSAA mandated training, work sessions, and collegial reviews Program reviews Transition workshops EDI and SDI Participation of all PK-8 faculty in professional development events that support the implementation of Response to Intervention, including but not limited to: Formative Assessments Computer-based assessment and progress monitoring programs Participation of all PK-12 faculty in continuing curriculum awareness, design and alignment sessions in order to continue to implement the Common Core Standards in Math and Literacy effective July 1, 2011. Participation of all PK-12 faculty in professional development events designed to strengthen the understanding of the unique needs of our student population and create an atmosphere of safety and tolerance for all members of the Genesee Valley Central School District community. 2013-2016 GVCS Equipment Management Policy The purpose of this policy is to provide general guidelines for the acquisition, disposal, inventorying, maintenance, security, and selection of technology related equipment. Network operating system (NOS), operating system (OS), and application software compatibility and needs will drive and determine computing equipment acquisition and selection. Software selection and acquisition will, in turn, be driven by the need to meet educational and productivity goals specified in the technology plan. Acquisition of non-computer based equipment will be driven by the need to achieve specific technology plan objectives. All desktop computers file servers, and related peripherals will be acquired network ready and network compatible. To ensure compatibility all acquisitions of this type of equipment will be subject to approval by the district technology coordinator.The district will acquire the bulk of its computing equipment from a list of five previously identified and approved vendors. This list will be updated on an annual basis by the technology coordinator. Vendors approved by the WNYRIC will automatically be accepted and approved by the district. An approved vendor must have the following characteristics: (1) a proven and consistent record of high product quality, service, delivery, and performance; (2) competitively priced products; (3) an accomplished record of technological innovation; (4) products that integrate well with other systems and products in a networked environment; (5) financial and market share stability; (6) strong and supported product guarantees and warranties. All equipment acquired will be purchased at or below state contract and BOCES bid sheet pricing. Whenever possible, purchases will be made in bulk to obtain quantity discount/economy of scale pricing. Whenever possible, equipment will be acquired through leasing arrangements and/or aidable BOCES programs. This will not only leverage purchasing power, but it will also act as hedge against rapid obsolescence and rapidly falling commodity prices. All equipment will be marked with indelible and unique inventory tag upon receipt. All equipment will be entered into the districts’ network management software package upon receipt. This package will track equipment location, usage, downtime, age, inventory number, and maintenance logs. This network management package will also contain a security element that will deny unauthorized personnel from altering and damaging critical systems resources by altering software and changing configuration settings. All desktop computing equipment, including iPADS and tablets, will be replaced (or thoroughly upgraded) on a rotating five year FIFO (first in, first out) basis. Every year 25% of all computers will be upgraded or replaced. Other equipment will be replaced on an as needed basis as determined by the technology committee. All equipment will be operated in accordance with the GVCS Technology Acceptable Use Policy. The district will apply sufficient resources, either through in-house personnel or outside subcontracting (or a combination of both), to ensure that all equipment is operating in a manner that promotes safe, reliable, and efficient utilization. All equipment will be placed on a regular maintenance schedule that will include annual cleaning, defragging discs, deleting unnecessary files, etc... The district will recognize the fact that adequately trained users are necessary to properly maintain equipment by providing opportunities for and requiring user training for equipment. All equipment will be disposed of in accordance to state law and local board of education guidelines. Equipment earmarked for disposal will be stripped of all usable items such as memory chips before being thrown out or auctioned off. The technology coordinator will develop a “performance profile” for all desktop computing equipment. This profile will be a generic description of the basic configuration sought for all desktop computing devices that will be purchased during the six month time frame that the “performance profile” covers. The technology committee will be responsible for developing and updating this information every six months. Equipment will not be purchased unless it is closely aligned with the performance profile. The district will purchase new technologies, including equipment, at the product life cycle point of widespread acceptance by expert users. This will ensure that technology is not purchased at the end of the product life cycle when it will soon be rendered obsolete nor will it be purchased at the leading edge for the product life cycle when costs are high and widespread adoption is uncertain. Exceptions to this policy will only be made if extensive testing of a new product has been undertaken by district personnel in a pilot project scenario or if dramatic cost savings make the technology attractive. Keeping equipment secure will be accomplished by supervising equipment when it is in use during periods of instruction and by limiting access (except for authorized personnel) to equipment during off hours. Equipment that must be kept accessible beyond times when supervision is available will be locked and bolted in place whenever possible. Additional security for computer based equipment will be provided by using a user password system that will only allow users access according to designated levels of security. The district will purchase and install security software that will prevent users from altering critical computer resources without proper authorization. All equipment will be set up and used in areas with adequate ventilation, lighting, shelter, and power.Software Management Policy The purpose of this document is to provide general guidelines for managing software technology resources at Genesee Valley Central School District. All district software acquired will directly support one or more technology plan objectives. All software acquired will be for specifically identified curricular or productivity purposes. Software selection and acquisition will be driven by the need to meet educational and productivity goals identified in the district technology plan. All software will be used in accordance with the GVCS Technology Acceptable Use Policy. All software acquired will be network ready and network compatible. The only exception to this will be in those isolated cases where specialized “standalone” applications are necessary. To ensure compatibility with the district network, all software acquisitions will be approved by the district technology coordinator.All software acquired will be licensed to GVCS. A network management software package will used for managing district technology resources including software. This package will track and inventory installed software, have the capability to detect illegally installed software on district machines, and will also be able to ensure that no more than the licensed number of copies of any software title are in simultaneous use district wide (metering). The network management package will also enable the remote installation of software from a central location. This management package will also contain a security element that will prevent unauthorized agents from accessing critical systems software resources. The district will purchase new technologies, including software, at the product life cycle point of widespread acceptance by expert users. This will ensure that software is not purchased at the end of the product life cycle when it is near obsolescence nor will it be purchased at the beginning of the product life cycle when costs are high and widespread adoption is uncertain. All software acquired will be purchased at or below state contract and BOCES bid sheet pricing. Whenever possible, purchases will be made in bulk to obtain quantity discount, economy of scale, and site license pricing. Whenever possible, software will be acquired through aidable BOCES programs. The district will always perform a thorough investigation into the performance and reliability of all software packages prior to making a quantity acquisition of any software. This will be accomplished by obtaining a preview of the software and/or purchasing and testing a single version of the software prior to obtaining a site license or multiple copies. Another approach will be to buy the software (if it has a 30-60 day return policy) and test the software before the return period expires. The software will be tested by both network system operators and end users before a determination is made to acquire it. The district will recognize the fact that the adequately trained users are necessary to properly and effectively use software resources by providing opportunities for and requiring user training on software platforms. Software will be upgraded or replaced on an as needed basis as determined by the technology committee.Software subscriptions and Web based applications are subject to this policy.Note: The term “computer” and “technological device” in the following section refers to any device with significant processing and computational capacity: tablet, laptop, smartphone, graphing calculator, etc.. The term “software” refers to any programmed resource, including IOS apps, locally installed packages, and interactive websites. GVCS Student Technology Standards – Scope and Sequence – Core Concepts and Basic FunctionsCore Concepts and Basic FunctionsStudents can operate technology systems and technological devices in an effective and efficient manner. Students have a solid understanding of technological devices and technology systems.Grades K-4 Grade 4 BenchmarksIdentify the physical components of a technological system as either input, output, or as a processing device.Identify uses of technology in the community and how it has changed the community and the people living there. Demonstrate correct care and use of technology tools.Use input and output devices to successfully operate technology tools.Describe the differences between hardware and software.Accurately describe technology using age appropriate vocabulary.Define multimedia, cloud computing, and use age appropriate multimedia technology and interactive web resources.Use a variety of technology and technology resources to support both independent and directed learning experiences that involve problem solving, information retrieval, analysis, communication, creativity, writing, and the illustration of concepts and ideas. Identify and use technology tools, including simple coding apps and techniques, to collect, analyze, manipulate, and display data.Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NYS CCLS Anchor Standard 7. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NYS CCLS Anchor Standard #8.Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. NYS CCLS Anchor Standard 5.Core Concepts & Basic Functions – Scope and Sequence K-4KindergartenFirstSecondThirdFourth1. Locate the letters of his/her name on keyboard. 2. Begin to use the space bar with thumb only. 3. Recognize letters and numbers on keyboard and on monitor screen.4. Learn and use cursor, enter, space bar, and backspace keys.5. Point, click, and place cursor using the mouse.6. Introduce proper care of equipment. 7. Know what an icon is and how to use it. 8. Navigate independently through developmentally appropriate instructional software. 9. Demonstrate an understanding that communication can occur between two computers.10. Type username and password to login.11. Write a simple program using a coding app. Code Studio course 1.1. Use the number and letter keys. 2. Use shift key for capitalization. 3. Use basic punctuation marks. 4. Use the escape key. 5. Transcribe simple sentences using a word processor.6. Use word processing software to produce simple documents. 7. Take proper care of equipment. 8. Demonstrate an understanding that electronic communication can occur among computers at many different locations. 9. Write a simple program using a coding app. Complete Code Studio course 1.1. Know proper body position for keyboard use.2. Know home row and correct keystrokes for home row use using two hands on the keyboard. 3. Start using keystrokes properly for keys that require “reach”.4. Write simple sentences and transcribe simple paragraphs using a word processor.5. Use grade level appropriate vocabulary to describe text, font, scroll, and graphic, multimedia.7. Demonstrate a basic understanding of email8,Demonstrate a basic understanding of coding. Start Code Studio Course 2. 1. Use correct keyboarding technique for entire keyboard.2. Describe input and output as it relates to computers.3. Describe the difference between hardware and software.4. Be able to independently delete, retrieve, open, and save files.5. Create and edit word processed documents.6. Learn to cut, copy, paste, and highlight and be able to describe these procedures in grade level appropriate vocabulary.7. Locate and use information in electronic databases.8. Recognize the difference between print and electronic databases.10. Send correspondence via email.11. Understand the concept of a web site12. Demonstrate a basic understanding of coding. Complete Code Studio Course 2.1. Keyboard with correct technique at least 10 wpm with 95% or greater accuracy.2. Recognize and use word processing terms and functions such as overwrite, replace, text wrap, spell check, insert, format, etc.3. Describe a computer virus.4. Identify and understand the differences between networked and non networked computers.5. Use information obtained electronically to create a computer generated project.6. Develop a simple database and enter and edit information.7. Demonstrate a basic understanding of coding. Start Code Studio Course 3.Scope and Sequence – Cultural IssuesCultural IssuesStudents understand the social, legal, and ethical issues related to technology.Students observe and practice the safe, secure, legal, and ethical use of technology. Students have a basic understanding of digital citizenship.Grades K-4 Grade 4 BenchmarksIdentify uses of technology in the community and how it has changed the community and the people living there.Demonstrate correct care and use of technology tools.Work cooperatively with others when using technology in the classroom. Describe the ownership (copyright) of electronically generated work. Demonstrate and practice the responsible use of technology. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres. NYS CCLS Anchor Standard 11.Cultural Issues Scope and Sequence Grades K-4KindergartenFirstSecondThirdFourth1. Introduce proper care of equipment. 2. Demonstrate respect for the rights of others when using the computer. 3. Identify ways that people use computers as a tool to make work easier. 4. Demonstrate an age appropriate understanding of digital citizenship and internet safety.1. Demonstrate respect for the rights of others when using the computer.2. Describe how people use technology in their jobs. 3. Demonstrate an age appropriate understanding of digital citizenship and internet safety.1. Demonstrate respect for the rights of others when using the computer.2. Describe how people use technology in their jobs. 3. Demonstrate an age appropriate understanding of digital citizenship and internet safety.1. Demonstrate respect for the rights of others when using the computer.2. Describe how people use technology in their jobs. 3. Demonstrate an age appropriate understanding of digital citizenship and internet safety.1. Demonstrate respect for the rights of others when using the computer.2. Describe how people use technology in their jobs. 3. Demonstrate an age appropriate understanding of digital citizenship and internet safety.Scope and Sequence – Technology Information Processing ToolsTechnology Information Processing ToolsStudents use a variety of technologies, formats, and media to locate, access, analyze research, interpret, synthesize, apply, and communicate information.Students use technological tools to collaborate and communicate with multiple audiencesGrades K-4 Grade 4 BenchmarksUse telecommunications technologies to obtain information and communicate with others with adult assistance.Define multimedia and use age appropriate multimedia technology and resources, including using simple coding apps.Use a variety of technology and technology resources to support both independent and directed learning experiences that involve problem solving, information retrieval, analysis, communication, creativity, writing, and the illustration of concepts and ideas. Integrate and Evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NYS CCLS Anchor Standard 2.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NYS CCLS Anchor Standard #8.Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres. NYS CCLS Anchor Standard 11.Technology Information Processing Tools - Scope and Sequence K-4KindergartenFirstSecondThirdFourth1. Use grade appropriate curriculum software including letter and number recognition, sequencing skills, patterns and shapes, matching, and simple math skills. 21. Navigate independently through developmentally appropriate instructional software and web 2.0 sites. 3. Demonstrate an understanding that communication can occur between two computers. 4. Identify the computer as a resource for finding information. 5. Create a simple program using Kodable or similar app.1. Use grade level appropriate instructional software( & web 2.0) to practice addition and subtraction, recognize and use spelling words, problem solve with emphasis on patterns, colors, shapes, and sequencing; counting and number recognition; sight word identification and phonics. 2. Use word processing software to produce simple documents. 3. Demonstrate an understanding that electronic communication can occur among computers at many different locations. 4. Explore a multimedia reference source with adult assistance.5.Use basic art, graphics, and paint programs for structured creative purposes.6. Create a simple program using Kodable or similar app1. Use grade appropriate curriculum related software ( & web 2.0) such as math drill and practice, word decoding, phonics, comprehension, and beginning map skills.2. Use word processing software to type spelling and vocabulary words and to create simple sentences. 3. Use multimedia reference sources with assistance.4. Draw conclusions using information gathered from electronic resources.5. Demonstrate a basic understanding of email.6. Use graphics and paint programs to illustrate a story and/or act as a story starter,7. Use a desktop publishing program to create a greeting card and/or sign.8. Create a simple program using Kodable or similar app1. Use grade appropriate curriculum based software( & web 2.0.) resources. 2. Create and edit word processed documents.3. Use grade appropriate multimedia reference sources.4. Recognize the difference between print and electronic databases.5. Locate and use information in electronic databases.6. Evaluate the usefulness of information obtained via electronic means.7. Understand the concept of a web site.8. Send correspondence via email.9. Enter, sort, and find data in prepared spreadsheets and databases.10. Publish a simple class newsletter.11, Create a simple program using Kodable or similar app1. Use grade appropriate curriculum based software( & web 2.0.) resources. 2. Recognize and use word processing terms and functions such as overwrite, replace, text wrap, spell check, insert, format, etc.3. Cite sources for information garnered from electronic sources.4. Select appropriate search strategies to access and retrieve information from various electronic sources with guidance.5. Organize and store information gathered from various electronic sources.6. Evaluate information garnered electronically for content and usefulness.7. Use information obtained electronically to create a computer generated project.8. Develop a simple database and enter and edit information.9. Search and sort prepared databases for information to use in class projects.10. Enter data in a prepared spreadsheet to perform calculations. Recognize and interpret the changes that occur.11. Create a table/graph from spreadsheet data.12. Use email as a form of communication on a class project.13. Create a simple program using Kodable or similar appScope and Sequence – Technology Creativity and Productivity Tools Technology Creativity and Productivity ToolsStudents use technology tools to promote learning, enhance productivity, and to stimulate creativity.Students use technology tools to produce plans, create models, prepare designs, process data, create art, and produce publications.Grades K-4 Grade 4 BenchmarksDefine multimedia and use age appropriate multimedia technology and resources.Identify and use technology tools to collect, analyze, manipulate, and display data. Use a variety of technology and technology resources to support both independent and directed learning experiences that involve problem solving, information retrieval, analysis, communication, creativity, writing, and the illustration of concepts and ideas. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NYS CCLS Anchor Standard #8.Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres. NYS CCLS Anchor Standard 11.Technology Creativity and Productivity Tools – Scope and Sequence K-4KindergartenFirstSecondThirdFourth1. Use grade appropriate curriculum software 1. Use grade appropriate curriculum based software( & web 2.0.) resources including letter and number recognition, sequencing skills, patterns and shapes, matching, and simple math skills. 2. Navigate independently through developmentally appropriate instructional software. 3. Use simple graphics software and choose graphics relevant to a story. 4. Create a simple program using Kodable or similar app1. Use grade level appropriate instructional software to practice addition and subtraction, recognize and use spelling words, problem solve with emphasis on patterns, colors, shapes, and sequencing; counting and number recognition; sight word identification and phonics.2. Transcribe simple sentences using a word processor. 3. Explore a multimedia reference source with adult assistance.4. Create a simple program using Kodable or similar app1. Use grade appropriate curriculum related software such as math drill and practice, word decoding, phonics, comprehension, and beginning map skills.2. Use multimedia reference sources with assistance.3. Draw conclusions using information gathered from electronic resources.4.Demonstrate a basic understanding of email.5.Use graphics and paint programs to illustrate a story and/or act as a story starter,6. Use a desktop publishing program to create a greeting card and/or sign.7. Create a simple program using Kodable or similar app1. Use grade appropriate curriculum based software.2. Use grade appropriate multimedia reference sources.3. Evaluate the usefulness of information obtained via electronic means.4. Enter, sort, and find data in prepared spreadsheets and databases.5. Send correspondence via email.6. Publish a simple class newsletter.7. Create a simple program using Kodable or similar app1. Use grade appropriate curriculum based software.2. Use information obtained electronically to create a computer generated project.3. Develop a simple database and enter and edit information.4. Search and sort prepared databases for information to use in class projects.5. Enter data in a prepared spreadsheet to perform calculations. Recognize and interpret the changes that occur. 4. Search and sort prepared databases for information to use in class projects.6. Create a table/graph from spreadsheet data.7. Create a simple program using Kodable or similar appScope and Sequence – Technology Problem-solving and Decision-making ToolsStudents use technology to assist in making informed decisions and to help solve problems in both simulated and real world situations. Grades K-4 Grade 4 BenchmarksUse a variety of technology and technology resources to support both independent and directed learning experiences that involve problem solving, information retrieval, analysis, communication, creativity, writing, and the illustration of concepts and ideas.Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. NYS CCLS Anchor Standard 5.Technology Problem-solving and Decision-making Tools – Scope and Sequence K-4KindergartenFirstSecondThirdFourth1. Use grade appropriate curriculum software including letter and number recognition, sequencing skills, patterns and shapes, matching, and simple math skills. 2. Navigate independently through developmentally appropriate instructional software. 1. Use grade level appropriate instructional software to practice addition and subtraction, recognize and use spelling words, problem solve with emphasis on patterns, colors, shapes, and sequencing; counting and number recognition; sight word identification and phonics.1. Use grade appropriate curriculum related software such as math drill and practice, word decoding, phonics, comprehension, and beginning map skills.2. Draw conclusions using information gathered from electronic resources.1. Use grade appropriate curriculum based software.2. Evaluate the usefulness of information obtained via electronic means.1. Enter data in a prepared spreadsheet to perform calculations. Recognize and interpret the changes that occur. 2. Search and sort prepared databases for information to use in class projects.Scope and Sequence – Core Concepts and Basic FunctionsCore Concepts and Basic FunctionsStudents can operate technology systems and technological devices in an effective and efficient manner. Students have a solid understanding of technological devices and technology systemsGrades 5-8Grade 8 BenchmarksExplain the capabilities, limitations, and important issues of technology and their impact in a technological society. Identify and describe the impact of developments in new and emerging technology and their effect on society. Use common input and output devices effectively and independently. Use both content specific and general purpose technology tools, including coding, to bolster personal productivity and to support and facilitate learning throughout the curriculum.Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NYS CCLS Anchor Standard 7. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NYS CCLS Anchor Standard #8.Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. NYS CCLS Anchor Standard 5.Core Concepts and Basic Functions – Scope and Sequence 5-8 FifthSixthSeventhEighth1. Use keyboarding skills to improve speed and accuracy.2. Distinguish between the components of a LAN and a WAN. 3. Use punctuation, spelling, grammar check, and thesaurus in word processing program.4. Integrate text and graphics to publish a simple document.5. Operate peripheral devices such as printers and digital cameras with assistance.6. Explain basic computer theory in a grade level appropriate fashion (bit, byte, binary, RAM, ROM etc.)7. Create a simple multimedia presentation with correct references to source materials.8. Use a graphics software package to create and modify a bitmap file using basic commands such as crop, fill, etc.9. Use a web browser for basic Internet navigation.10. Finish Code studio course 3. 1. Be proficient in the use of the keyboard to increase productivity and accuracy.2. Describe uses of computer technology in science and industry. 3. Be familiar with Internet based terms and functions such as home page, web page, hypertext, URL, etc...4. Operate peripheral devices with a minimum of assistance.5. Become familiar with Scratch and create an interactive story. 1. Practice keyboarding at 25 wpm with 95% or greater accuracy.2. Design a simple web page.3. Operate computers and peripheral devices effectively and independently.4. Identify the best technological tool that can be used to accomplish a given task.5. Design, build, and control simple computer controlled models and systems.6. Describe and explain the parts of an Internet address.7. Program a virtual robot with Robot.nxt. 1. Identify and explain the potential impact of emerging developments and trends in technology on society and the workplace.2. Identify and analyze the global impact of technological change.3. Use CAD software to design a simple product and create a simple building layout.4. Electronically produce, edit, and manipulate video footage independently.5. Use graphics software to apply filters and special effects to images. 6 .Program a virtual robot with Robot.nxt.Scope and Sequence – Cultural IssuesCultural IssuesStudents understand the social, legal, and ethical issues related to technology.Students observe and practice the safe, secure, legal, and ethical use of technology.Students have a good understanding of digital citizenship.Grades 5-8Grade 8 BenchmarksExplain the capabilities, limitations, and important issues of technology and their impact in a technological society. Identify and describe the impact of developments in new and emerging technology and their effect on society.Evaluate, identify, and describe career, educational, and occupational opportunities related to technology. Discuss and explain the basic legal and ethical issues associated with the use of technology and electronic information and demonstrate these issues through responsible use. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres. NYS CCLS Anchor Standard 11.Cultural Issues – Scope and Sequence 5-8FifthSixthSeventhEighth1. Be familiar with the District Acceptable Use Policy.2. Create a simple multimedia presentation with correct references to source materials.3. Demonstrate an age appropriate understanding of digital citizenship and internet safety.1. Use appropriate Internet and network etiquette.2. Identify bias, conflicting and erroneous information, and propaganda in information gathered from electronic resources.3. Combine information from several electronic sources into a student presentation with correct acknowledgement of information sources.4. Model ethical, safe behavior in regards to security, passwords, respect for others, and personal information when using technology.5. Describe uses of computer technology in science and industry. 1. Evaluate and describe the impact of technology on the skills needed in the workplace.2. Identify, describe, and analyze the impact of technological changes on society.3. Identify and explore career and occupational opportunities related to technology.4. Demonstrate an age appropriate understanding of digital citizenship and internet safety.1. Describe and investigate occupations dependent on technology.2.Demonstrate an understanding of intellectual property, copyright, and ownership by using appropriate bibliographic format to cite sources used in documents, papers, products, and presentations.4. Demonstrate an age appropriate understanding of digital citizenship and internet safety.Scope and Sequence – Technology Information Processing ToolsTechnology Information Processing ToolsStudents use a variety of technologies, formats, and media to locate, access, analyze research, interpret, synthesize, apply, and communicate information.Students use technological tools, including social media, to collaborate and communicate with multiple audiences. Grades 5-8Grade 8 BenchmarksAccess and gather electronic information and evaluate it for utility, accuracy, and its relevancy to a predetermined learning outcome. Use both content specific and general purpose technology tools, including coding, to bolster personal productivity and to support and facilitate learning throughout the curriculum. Use technology tools and resources to create, design, present, and produce products that represent and communicate educational outcomes and knowledge of the curriculum. Use telecommunications technologies to effectively communicate and collaborate with others to develop products and solve problems. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NYS CCLS Anchor Standard 6. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NYS CCLS Anchor Standard 7. Technology Information Processing Tools – Scope and Sequence 5-8FifthSixthSeventhEighth1. Use grade appropriate curriculum software.2. Search and sort information using one criterion.3. Compare and contrast information gathered from various electronic sources.4. Create a simple multimedia presentation with correct references to source materials.5. Perform a simple analysis of a spreadsheet generated graph.6. Use a web browser for basic Internet navigation.7. Be familiar with at least two major Web search engines.8. Use local and global network communication systems with supervision.9. Integrate text and graphics to publish a simple document.10. Use social media for educational communication purposes.11. Finish Code studio course 3.1. Use grade appropriate curriculum software.2. Be familiar with Internet based terms and functions such as home page, web page, hypertext, URL, etc...3. Use search engines and search strategies to locate online information.4. Identify bias, conflicting and erroneous information, and propaganda in information gathered from electronic resources.5. Combine information from several electronic sources into a student presentation with correct acknowledgement of information sources.6. Search and sort for information in a database using more than one criterion and use the results to make simple inferences.7. Enter data into a prepared spreadsheet to evaluate simple ‘what if” statements.8. Create spreadsheets using simple formulas with a familiarity of order of operations. 9. Use and create tables and charts in a document and import information from spreadsheets and databases into a word processing document.10. Use social media for educational communication purposes.11. Become familiar with Scratch and create an interactive story. 1. Use grade appropriate curriculum related software.2. Select and use technology tools to collect, analyze, and display data in a content subject area.3. Design a simple web page.4. Evaluate the information found via electronic means as to validity, relevance, utility, content, and appropriateness.5. Create, modify, and use a spreadsheet related to a class assignment.6. Create, modify, and use a database related to a classroom assignment.7.. Use social media for educational communication purposes.8. Program a virtual robot with Robot.nxt.1. Use grade appropriate curriculum related software.2. Integrate student created databases, graphics, and spreadsheets into word processed documents and multimedia presentations. 3. Research, create, publish, and present projects related to content areas using a variety of technological tools.4. Produce graphs from a spreadsheet and explain the rationale for choosing a particular chart/table type to best represent data.5. Electronically produce, edit, and manipulate video footage independently.6. Use social media for educational communication purposes.7. Program a virtual robot with Robot.nxt.Scope and Sequence – Technology Creativity and Productivity ToolsTechnology Creativity and Productivity ToolsStudents use technology tools to promote learning, enhance productivity, and to stimulate creativity.Students use technology tools to produce plans, execute computer programs, create models, prepare designs, process data, create art, and produce publications.Grades 5-8Grade 8 BenchmarksUse telecommunications technologies to effectively communicate and collaborate with others to develop products and solve problems.Use both content specific and general purpose technology tools to bolster personal productivity and to support and facilitate learning throughout the curriculum.Use technology tools and resources to create, design, present, and produce products that represent and communicate educational outcomes and knowledge of the curriculum.Select and use the technology best suited to accomplish a given task and that which is most appropriate to solve a given problem. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. NYS CCLS Anchor Standard 5.Technology Creativity and Productivity Tools – Scope and Sequence 5-8FifthSixthSeventhEighth1. Use grade appropriate curriculum software.2. Search and sort information using one criterion.3. Use punctuation, spelling, grammar check, and thesaurus in word processing program.4. Compare and contrast information gathered from various electronic sources.5. Create a simple multimedia presentation with correct references to source materials.6 .Perform a simple analysis of a spreadsheet generated graph.7. Use a graphics software package to create and modify a bitmap file using basic commands such as crop, fill, etc.8. Integrate text and graphics to publish a simple document.9. Finish Code studio course 3.1. Use grade appropriate curriculum software.2. Combine information from several electronic sources into a student presentation with correct acknowledgement of information sources.3. Search and sort for information in a database using more than one criterion and use the results to make simple inferences.4. Enter data into a prepared spreadsheet to evaluate simple ‘what if” statements.5. Use word processing and desktop publishing tools to routinely create documents relating to content areas.6. Create spreadsheets using simple formulas with a familiarity of order of operations. 7. Use and create tables and charts in a document and import information from spreadsheets and databases into a word processing document.1. Use grade appropriate curriculum related software.2. Use and explain multiple search strategies to find information electronically.3. Identify the best technological tool that can be used to accomplish a given task.4. Design, build, and control simple computer controlled models and systems.5. Design a simple web page.6. Select and use technology tools to collect, analyze, and display data in a content subject area.7. Select and describe appropriate spreadsheet functions to solve problems related to content areas.8. Create, modify, and use a database related to a classroom assignment.9. Create, modify, and use a spreadsheet related to a class assignment.10. Program a virtual Robot using Robot.nxt1. Use grade appropriate curriculum related software.21. Integrate student created databases, graphics, and spreadsheets into word processed documents and multimedia presentations. 3. Use CAD software to design a simple product and create a simple building layout.4. Use graphics software to apply filters and special effects to images. 5. Electronically produce, edit, and manipulate video footage independently.6. Research, create, publish, and present projects related to content areas using a variety of technological tools.7. Produce graphs from a spreadsheet and explain the rationale for choosing a particular chart/table type to best represent data.8. Use 3D modeling software.9. Program a virtual Robot using Robot.nxtScope and Sequence – Technology Problem Solving and Decision-making ToolsTechnology Problem-solving and Decision- making ToolsStudents use technology to assist in making informed decisions and to help solve problems in both simulated and real world situations. Grades 5-8Grade 8 BenchmarksSelect and use the technology best suited to accomplish a given task and that which is most appropriate to solve a given problem.Use both content specific and general purpose technology tools to bolster personal productivity and to support and facilitate learning throughout the curriculum.Use technology tools and resources to create, design, present, and produce products that represent and communicate educational outcomes and knowledge of the curriculum.Use telecommunications technologies to effectively communicate and collaborate with others to develop products and solve problems.Integrate and Evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NYS CCLS Anchor Standard 2.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NYS CCLS Anchor Standard 6. Technology Problem-solving and Decision- making Tools – Scope and Sequence 5-8FifthSixthSeventhEighth1. Use grade appropriate curriculum software.2. Compare and contrast information gathered from various electronic sources.3. Perform a simple analysis of a spreadsheet generated graph.1. Use grade appropriate curriculum software.21. Combine information from several electronic sources into a student presentation with correct acknowledgement of information sources.3. Search and sort for information in a database using more than one criterion and use the results to make simple inferences.4. Enter data into a prepared spreadsheet to evaluate simple ‘what if” statements.1. Use grade appropriate curriculum related software.2. Select and use technology tools to collect, analyze, and display data in a content subject area.3. Select and describe appropriate spreadsheet functions to solve problems related to content areas.4. Create, modify, and use a database related to a classroom assignment.5. Create, modify, and use a spreadsheet related to a class assignment.6. Identify the best technological tool that can be used to accomplish a given task.7. Use and explain multiple search strategies to find information electronically.1. Use grade appropriate curriculum software.2 .Produce graphs from a spreadsheet and explain the rationale for choosing a particular chart/table type to best represent data.3. Research, create, publish, and present projects related to content areas using a variety of technological tools.Scope and Sequence – Core Concepts and Basic FunctionsCore Concepts and Basic FunctionsStudents can operate technology systems and technological devices in an effective and efficient manner. Students have a solid understanding of technological devices and technology systems.Grades 9-12 Grade 12 BenchmarksIdentify and describe the roles, issues relating to, advantages, disadvantages, and capabilities of current and emerging technologies in regards to their effects on both and individuals and society. Routinely and effectively use a variety of technologies to access, analyze, interpret, produce, create, synthesize, apply, and communicate information for research, personal growth, collaboration, communication, publication, productivity, and creative purposes. Make quality, informed choices when selecting and applying the technology tools and resources to be used to problem solve and perform tasks in both simulated and real world scenarios. Routinely and effectively use a variety of technological tools and resources to conduct investigations, problem solve, and successfully complete assignments in all subject areas. Use the appropriate technological resources to support self motivated personal education and life long learning experiences. Explore and evaluate new and emerging technologies in a methodical and logical fashion.Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NYS CCLS Anchor Standard 7. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NYS CCLS Anchor Standard #8.Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres. NYS CCLS Anchor Standard 11.Core Concepts and Basic Functions – Scope and Sequence 9-12NinthTenthEleventhTwelfth1. Know and use computer file management including moving files, copying files, retrieving files, formatting disks, creating folders, deleting folders, renaming files and folders, using network volumes, backing up data, recognizing file types and file extensions. Use cloud computing technologies for file sharing , storage, backup and retrieval.2. Use social media for educational and professional communication.3. Know and use database techniques including adding and deleting fields and records; database report creation; effective database querying including the use of logical operators; manipulation of field properties and sizes; import and export information to and from a database; create a database form; draw conclusions from information derived from a database.4. Know and use spreadsheet techniques including formula creation; formatting cells; creating charts and graphs from spreadsheet data; moving data within the spreadsheet; edit data within a spreadsheet; use and create simple macros; import and export data from other applications into/out of a spreadsheet; draw conclusions from information derived from a spreadsheet; use spreadsheets to problem solve and explore concepts in math, science, and other subjects.5. Know and use telecommunications technology including accessing the Internet and using it as a research tool; use email and email attachments for educational purposes; use appropriate and secure behavior online; import Internet information into other applications while still respecting copyrights; understand the basic components of Internet functionality and Internet addresses.6. Know and use presentation software techniques to create multimedia presentations including the use of data and components imported from other applications as well as effective personal presentation techniques.7. Know and use desktop publishing software to create desktop publications that represent the use of basic page layout and fundamental visual design techniques.8. Know and use video editing software and hardware to create video footage that indicates knowledge of basic editing and visual design methods.9. Know and use web authoring software to create web pages based on a of basic page layout and web design practices.10. Know and use basic computer science fundamentals including basic programming using Java, Python, or similar. Scope and Sequence – Cultural IssuesCultural IssuesStudents understand the social, legal, and ethical issues related to technology.Students observe and practice the safe, secure, legal, and ethical use of technology, including the use of social media and internet safety. Students have a good understanding of and practice digital citizenship.Grades 9-12 Grade 12 BenchmarksExhibit ethical, legal, and responsible behavior in the use of computers, information, technology tools, and systems.Identify and describe the roles, issues relating to, advantages, disadvantages, and capabilities of current and emerging technologies in regards to their effects on both and individuals and society. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres. NYS CCLS Anchor Standard 11.Cultural Issues – Scope and Sequence 9-12NinthTenthEleventhTwelfth1. Know and use telecommunications technology including accessing the Internet and using it as a research tool; use email and email attachments for educational purposes; use appropriate and secure behavior online; import Internet information into other applications while still respecting copyrights; understand the basic components of Internet functionality and Internet addresses, as well as Internet safety. Use social media as a communications and research tool.2. Use appropriate formats and copyright guidelines to cite sources of information in papers, projects, and multimedia presentations.3. Demonstrate an understanding of and practice commonly accepted rules of etiquette, ethics, and legal precepts when using telecommunications technology such as the Internet, email, and instant messaging. 4. Select and effectively use the appropriate technologies to gather information and make informed decisions about career, workplace, and higher educational opportunities.Scope and Sequence – Technology Information Processing ToolsTechnology Information Processing ToolsStudents use a variety of technologies, formats, and media to locate, access, analyze research, interpret, synthesize, apply, and communicate information.Students use technological tools to collaborate and communicate with multiple audiences.Grades 9-12 Grade 12 BenchmarksRoutinely and effectively use a variety of technologies to access, analyze, interpret, produce, create, synthesize, apply, and communicate information for research, personal growth, collaboration, communication, publication, productivity, and creative purposes. Make quality, informed choices when selecting and applying the technology tools and resources to be used to problem solve and perform tasks in both simulated and real world scenarios. Routinely and effectively use a variety of technological tools and resources to conduct investigations, problem solve, and successfully complete assignments in all subject areas. Use the appropriate technological resources to support self motivated personal education and lifelong learning experiences.Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NYS CCLS Anchor Standard 2.Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. NYS CCLS Anchor Standard 5.Technology Information Processing Tools – Scope and Sequence 9-12NinthTenthEleventhTwelfth1. Routinely use office productivity software to create reports and presentations in a variety of content and subject areas.2. Demonstrate refined knowledge and skills in word processing, keyboarding, desktop publishing, web authoring, video editing, spreadsheets, databases, multimedia, and telecommunications when undertaking content area assignments and projects.3. Know and use database techniques including adding and deleting fields and records; database report creation; effective database querying including the use of logical operators; manipulation of field properties and sizes; import and export information to and from a database; create a database form; draw conclusions from information derived from a database.4. Know and use spreadsheet techniques including formula creation; formatting cells; creating charts and graphs from spreadsheet data; moving data within the spreadsheet; edit data within a spreadsheet; use and create simple macros; import and export data from other applications into/out of a spreadsheet; draw conclusions from information derived from a spreadsheet; use spreadsheets to problem solve and explore concepts in math, science, and other subjects.5. Know and use telecommunications technology including accessing social media and web 2.0 resources, and using these as a research tool; use email and email attachments for educational purposes; use appropriate and secure behavior online; import Internet information into other applications while still respecting copyrights; understand the basic components of Internet functionality and Internet addresses.6. Know and use presentation software techniques to create multimedia presentations including the use of data and components imported from other applications as well as effective personal presentation techniques.7. Know and use desktop publishing software to create desktop publications that represent the use of basic page layout and fundamental visual design techniques.8. Know and use video editing software and hardware to create video footage that indicates knowledge of basic editing and visual design methods.9. Know and use web authoring software to create web pages that are based on a fundamental knowledge of basic page layout and web design practices.10. Select and effectively use the appropriate technologies to create art and utilize as a means of artistic expression.11. Select and effectively use the appropriate technologies to communicate with and understand other cultures and languages.12. Select and effectively use the appropriate technologies to conduct experiments, simulations, and research when undertaking content area assignments and projects. 13. Select and effectively use the appropriate technologies to collect, analyze, and display data when undertaking educational tasks.14. Select and effectively use the appropriate technologies to gather information and make informed decisions about career, workplace, and higher educational opportunities.15. Know and use basic computer science fundamentals including basic programming using Java, Python, or similar.Scope and Sequence – Technology Creativity and Productivity Tools Technology Creativity and Productivity ToolsStudents use technology tools to promote learning, enhance productivity, and to stimulate creativity.Students use technology tools to produce plans, create models, prepare designs, process data, create art, and produce publications.Grades 9-12 Grade 12 BenchmarksRoutinely and effectively use a variety of technologies to access, analyze, interpret, produce, create, synthesize, apply, and communicate information for research, personal growth, collaboration, communication, publication, productivity, and creative purposes. Use the appropriate technological resources to support self- motivated personal education and life- long learning experiences.Routinely and effectively use a variety of technological tools and resources to conduct investigations, problem solve, and successfully complete assignments in all subject areas. Make quality, informed choices when selecting and applying the technology tools and resources to be used to problem solve and perform tasks in both simulated and real world scenarios. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres. NYS CCLS Anchor Standard 11.Technology Creativity and Productivity Tools – Scope and Sequence 9-12NinthTenthEleventhTwelfth1. Routinely use office productivity software to create electronic reports and presentations in a variety of content and subject areas.2. Demonstrate refined knowledge and skills in word processing, keyboarding, desktop publishing, web authoring, video editing, spreadsheets, databases, multimedia, and telecommunications when undertaking content area assignments and projects.3. Know and use word processing skills including keyboarding at 40 wpm with proper technique; create and use simple macros; merge graphics, tables, and charts into a document; use templates; develop proofreading skills; create a document from rough draft to final output on the computer.4. Know and use database techniques including adding and deleting fields and records; database report creation; effective database querying including the use of logical operators; manipulation of field properties and sizes; import and export information to and from a database; create a database form; draw conclusions from information derived from a database.5. Know and use spreadsheet techniques including formula creation; formatting cells; creating charts and graphs from spreadsheet data; moving data within the spreadsheet; edit data within a spreadsheet; use and create simple macros; import and export data from other applications into/out of a spreadsheet; draw conclusions from information derived from a spreadsheet; use spreadsheets to problem solve and explore concepts in math, science, and other subjects.6. Know and use telecommunications technology including accessing social media and web 2.0 resources, and using these as a research tool use email and email attachments for educational purposes; use appropriate and secure behavior online; import Internet information into other applications while still respecting copyrights; understand the basic components of Internet functionality and Internet addresses.7. Know and use presentation software techniques to create multimedia presentations including the use of data and components imported from other applications as well as effective personal presentation techniques.8. Know and use desktop publishing software to create desktop publications that represent the use of basic page layout and fundamental visual design techniques.9. Know and use video editing software and hardware to create video footage that indicates knowledge of basic editing and visual design methods.10. Know and use web authoring software to create web pages that are based on a fundamental knowledge of basic page layout and web design practices.11. Select and effectively use the appropriate technologies to create art and utilize as a means of artistic expression.12. Select and effectively use the appropriate technologies to communicate with and understand other cultures and languages.13. Select and effectively use the appropriate technologies to conduct experiments, simulations, and research when undertaking content area assignments and projects. 14.14. Select and effectively use the appropriate technologies to collect, analyze, and display data when undertaking educational tasks.15. Know and use basic computer science fundamentals including basic programming using Java, Python, or similar.Scope and Sequence – Technology Problem-solving and Decision-making ToolsTechnology Problem-solving and Decision- making ToolsStudents use technology to assist in making informed decisions and to help solve problems in both simulated and real world situations. Grades 9-12 Grade 12 BenchmarksRoutinely and effectively use a variety of technologies to access, analyze, interpret, produce, create, synthesize, apply, and communicate information for research, personal growth, collaboration, communication, publication, productivity, and creative purposes. Use the appropriate technological resources to support self motivated personal education and lifelong learning experiences.Routinely and effectively use a variety of technological tools and resources to conduct investigations, problem solve, and successfully complete assignments in all subject areas. Make quality, informed choices when selecting and applying the technology tools and resources to be used to problem solve and perform tasks in both simulated and real world scenarios. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. NYS CCLS Anchor Standard 5.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NYS CCLS Anchor Standard 6. Technology Problem-solving and Decision- making Tools – Scope and Sequence 9-12NinthTenthEleventhTwelfth1. Demonstrate refined knowledge and skills in word processing, keyboarding, desktop publishing, web authoring, video editing, spreadsheets, databases, multimedia, and telecommunications when undertaking content area assignments and projects.2. Know and use database techniques including adding and deleting fields and records; database report creation; effective database querying including the use of logical operators; manipulation of field properties and sizes; import and export information to and from a database; create a database form; draw conclusions from information derived from a database.3. Know and use spreadsheet techniques including formula creation; formatting cells; creating charts and graphs from spreadsheet data; moving data within the spreadsheet; edit data within a spreadsheet; use and create simple macros; import and export data from other applications into/out of a spreadsheet; draw conclusions from information derived from a spreadsheet; use spreadsheets to problem solve and explore concepts in math, science, and other subjects.4. Know and use telecommunications technology including accessing social media and web 2.0 resources, and using these as a research tool; use email and email attachments for educational purposes; use appropriate and secure behavior online; import Internet information into other applications while still respecting copyrights; understand the basic components of Internet functionality and Internet addresses.5. Select and effectively use the appropriate technologies to conduct experiments, simulations, and research when undertaking content area assignments and projects. 6. Select and effectively use the appropriate technologies to collect, analyze, and display data when undertaking educational tasks.7. Know and use basic computer science fundamentals including basic programming using Java, Python, or similar.GVCS Technology Standards for TeachersCore Concepts and Basic Functions: Essential Skills and KnowledgeTeachers demonstrate a fundamental, basic awareness of the advantages technology can provide for all students in all grade levels and content areas. Teachers demonstrate a specific and developed understanding of the advantages that technology can provide for all students and content areas within their primary level of instructional responsibility.Teachers demonstrate, know, and use the skills, concepts, and competencies related to technology as described in the GVCS Technology Standards for Students.Teachers demonstrate lifelong learning, continual personal skill development, and awareness in regards to current and emerging educational technologies. 2. Teaching, Learning, and Curriculum: Design, Delivery, and AssessmentTeachers select and create effective technology enhanced learning experiences that address NYS CCLS, are aligned with GVCS student technology standards, promote 21st Century Leaning skills, are relevant to all learners, and are appropriate for meeting curriculum objectives. Teachers evaluate and apply contemporary research on teaching and learning with technology. Teachers use technology resources to better assess, understand, and meet the learning needs of all students.Teachers facilitate, manage, and direct student centered learning activities in a technology enriched environment.3. Professional Practice and Productivity: Application, Communication, and DevelopmentTeachers routinely use and apply technology to increase personal and overall workplace productivity by using technology based data management tools and technology based communications tools, including social media. Teachers use technology to communicate with all members of the educational community (peers, pupils, parents, and the community at large) in order to sustain and promote student learning.Teachers regularly engage in technology related professional development and continuously evaluate their professional practices in the context of using technology to support and enrich the learning process for all students. 4. Cultural Issues: Ethical, Legal, and Social Issues Teachers exemplify and instruct in regards to the legal, social, and ethical issues and practices surrounding the use of technology.Teachers exemplify and instruct in regards to the safe and healthy use of technology resources.Teachers promote equitable access to technology resources for all students and equitably apply these resources to empower all learners.Teachers instruct and model Digital Citizenship and Internet Safety.GVCS Technology Standards for Teachers – Specific Competencies & ResponsibilitiesCompetency Focus Area 1: ComputersProperly start, shut down, log in, and log off computer system.Access, use, and navigate the local area network.Name, rename, open, print, save, copy, paste, cut and retrieve files using local, removable, networked, and remote cloud based storage locations. Work with and between two or more applications simultaneously.Know and use both local and networked folder and directory structures.Properly use storage and application media including cloud storage. Know and use available software programs.Be familiar with ijnteractive web applications and cloud computing.Navigate both application software and system software using all input devices including speech and touch as well as traditional methods. Create, identify, rearrange, and use icon, windows, menus, and shortcuts.Modify existing lessons and teaching practices to make use of the computer and create new lessons and new methods to utilize the computer. Be familiar with tablets, smartphones, and laptops as educational computing devices.Demonstrate and use the computer as a teaching and learning tool. Coordinate and manage the use of available computer system resources.Instruct, support, and manage student use of computer systems within the context of the GVCS student technology standards and the NYS CCLS. Exemplify and instruct in the safe, healthy, legal, and ethical use of computer systems including ergonomics, District AUP guidelines, Digital Citizenship, and equipment security. Exercise appropriate backup procedures when using computer systems.Connect a computer to a presentation device.Integrate the use of computers into NYS CCLS standards based and curriculum oriented teaching and learning activities.Provide all students with equitable access to computer technology resources.Engage in professional development activities that enhance knowledge of using computer technology resources as teaching and learning tools. Competency Focus Area 2: Computer Peripherals (includes printers, scanners, digital cameras, interactive projectors, etc.)Properly connect peripherals to computer and establish communication between the devices.Photograph images relevant to an educational undertaking with a digital camera and transfer the images to a computer. Save the images in the appropriate format to an appropriate storage location. Insert the digital images into relevant software applicationsScan items relevant to an educational endeavor with a scanner and transfer the images to a computer. Save the images in the appropriate format to an appropriate storage location. Insert the digital images into relevant software applications.Connect a tablet device to a notebook, wireless network, or desktop computer and create and synchronize files relevant to an educational endeavor.Print educationally relevant files and images from a variety of applications. Change print settings as needed according to the task at hand. Manage print jobs. Demonstrate and use various peripheral devices as teaching and learning toolsModify existing lessons and teaching practices to make use of computer peripherals and create new lessons and new methods that utilize computer peripherals. Coordinate and manage the use of available peripheral device resources Instruct, support, and manage student use of peripheral devices within the context of the GVCS student technology standards. Exemplify and instruct in the safe, healthy, legal, and ethical use of peripheral devices including district AUP guidelines, copyright, privacy, and equipment security. Integrate the use of peripheral devices into standards based and curriculum oriented lessons and learning activities.Provide all students with equitable access to peripheral device technology resources.Engage in professional development activities that enhance knowledge of using peripheral device resources as teaching and learning tools. Competency Focus Area 3: Curriculum Based SoftwareIdentify, know, and use available software specific to content areas, standards, and curriculum.Evaluate new curriculum software for potential purchase based on NYS CCLS, 21st Century Learning objectives, and student needs.Demonstrate and use curriculum based software resources as teaching and learning tools.Modify existing lessons and teaching practices to make use of curriculum based software resources and create new lessons and new methods that utilize curriculum based software resources.Coordinate and manage the use of available curriculum based software resources. Instruct, support, and manage student use of curriculum based software resources within the context of the NYS CCLS, 21st Century Learning objectives, and the GVCS student technology standards. Exemplify and instruct in the safe, healthy, legal, and ethical use of curriculum based software resources including licensing and copying restrictions. Integrate curriculum based software resources into standards based and curriculum oriented lessons and learning activities.Provide all students with equitable access to curriculum based software resources. Engage in professional development activities that enhance knowledge of using curriculum based software as teaching and learning tools. Competency Focus Area 4: Telecommunications and Internet TechnologiesAccess and navigate educationally relevant resources on the Internet using a web browser.Know and use a variety of search engines and search strategies to find information for an educational purpose on the Internet.Use bookmarks to organize Internet based resources.Use electronic mail including composing, sending, deleting, forwarding, reading, responding, saving, organizing, creating group address lists, using attachments, and being aware of virus threats that arrive via email.Use email to communicate with parents, colleagues, and students where applicable.Be familiar with educational web 2.0 technologies, cloud computing, and social networking applications. Create and maintain class/course web pages.Demonstrate and use telecommunications and Internet resources as teaching and learning tools.Modify existing lessons and teaching practices to make use of telecommunications and Internet resources and create new lessons and new methods that utilize telecommunications and Internet resources.Coordinate and manage the use of available telecommunications and Internet resources.Actively engage in professional development opportunities that are delivered via telecommunications and Internet technologies.Instruct, support, and manage student use of telecommunications and Internet resources within the context of the GVCS student technology standards. Exemplify and instruct in the safe, healthy, legal, and ethical use of telecommunications and Internet technologies including online safety, District AUP, copyright, appropriate bibliographic citation, bias, credibility, authorship, and other information quality issues.Integrate telecommunications and Internet resources into standards based and curriculum oriented lessons and learning activities.Provide all students with equitable access to telecommunications and Internet resourcesEngage in professional development activities that enhance knowledge of using telecommunications and Internet resources as teaching and learning petency Focus Area 5: Productivity and Applications SoftwareWord, Office 365, etc. : Create a new blank document. Efficiently enter text. Copy, cut, and paste text. Change text type, format, color, and style. Change margins, page orientation, alignment, tab stops, line spacing, add bullets, create header, create footers, add page numbers, create tables, insert pictures, add word art, and create a template. Spell check. Identify and use common menu commands and toolbars. Add and remove toolbars. Save and print. Excel: Manipulate an existing spreadsheet and interpret the changes that occur. Understand the concept and utility of a spreadsheet. Create (from scratch) a spreadsheet relevant to an educational or personal productivity purpose complete with rows, columns, headings, formulas, and functions. Enter data into the cells. Create a graph from the spreadsheet information. Insert and delete rows and columns. Change the width and height of rows and columns. Copy, cut, and paste information within the sheet. Use the fill down and fill across command. . Identify and use common menu commands and toolbars. Add and remove toolbars. Embed a spreadsheet into a Word document. Save and print. Database (Access, Works, or FileMaker Pro): Manipulate an existing database and interpret the changes that occur. Understand the concept and utility of a database. Create (from scratch) a database relevant to an educational or personal productivity purpose complete with multiple fields and records. Enter data into the fields. Sort the data using various criteria. Delete and add records. Identify and use common menu commands and toolbars. Embed a database into a Word document. Save and print. PowerPoint, Prezi, ShowMe: Create a multimedia presentation relevant to an educational purpose from scratch. Incorporate visual and audio effects including animations. Insert pictures and perform basic text editing. Identify and use common menu commands and toolbars. Use the slide sorter. Add backgrounds. Save, print, and present.Desktop Publishing (Publisher, PageMaker): Create, from scratch, a publication relevant to an educational or personal productivity purpose. Identify and use common menu commands and tool palettes. Insert pictures, objects, and perform basic text editing. Select objects and move and resize objects and text. Use formatting changes including borders, shading, and changing font attributes. Spell check. Save and print in color. Web Authoring Create (either from scratch or using a template) a simple classroom or course web presence of at least two linked pages. Add pictures, text, and hyperlinks, Save and publish to the web. Classroom (Power Teacher): Use the PowerTeacher Grades program to maintain an up to date and comprehensive electronic record of all grading and assessment activity for all classes. Record period attendance and discipline logs through PowerTeacher. Demonstrate and use productivity and application software technology resources as teaching and learning tools.Modify existing lessons and teaching practices to make use of productivity and application software technology resources, web 2.0, social media sites, and create new lessons and new methods to make use of all of these productivity and application software technology resources.Coordinate and manage the use of available productivity and application software technology resources.Instruct, support, and manage student use of productivity and application software technology resources within the context of the NYS CCLS and GVCS student technology standards. Exemplify and instruct in the safe, healthy, legal, and ethical use of productivity and application software technology resources. Integrate productivity and application software technology resources into standards based and curriculum oriented lessons and learning activities. Provide all students with equitable access to productivity and application software technology resources.Engage in professional development activities that enhance knowledge of using productivity and application software technology resources as teaching and learning tools.Become familiar with basic computer coding apps such as Kodable and Scratch. ? InventoryComputerLabsClass-roomsLibrary orMedia CtrAdmin.OfficeOtherLocationPlanned Future AcquisitionsYear 1Year 2Year 3 Computers (list by type)? Laptops and iPADS 570160247130959595B.desktop?1401153000Number of computers listed above that are Internet ready? 100%? 100%?? 100%?? 100%?? 100%? ? ? Number of computers listed above equipped for multimedia?? 100%? 100%?? 100%?? 100%?? 100%? ? ? Peripheral Devices? ? ? ? ? ? ? ? A. Printers682124444B. Scanners? 21? ? 0? 00C. Modems (below 28.8 Kbps)? ? ? ? ? ? ? ? D. Modems (28.8 Kbps or above)? ? ? ? ? ? ? ? E. Assistive/Adaptive Devices? ? ? ? ? ? ? ? F. Digital Cameras? 014021222G. TV Monitors? 00118?0? H. VCRs/Laser Disk Players? 0? 0000? ? ? I. Projection Devices?583113? 0? ? J. Satellite Dishes? ? ? ? ? ? ? ? K. Video Cameras? 36? ? 1333Software (list by type) ? ? ? ? ? ? ? ? A. see pages 65-72? ? ? ? ? ? ? ? B.? ? ? ? ? ? ? ? Network Equipment? ? ? ? ? ? ? ? A. Hubs (switches) ? ? ? ? ? 12? ? ? B. Routers? ? ? ? ? 1? ? ? C. Servers? ? ? ? 3? ? 2D. Wireless Access Points? 4? 40? 1? 0? 38? ? 40? Number of rooms wired for internal connections? 4? 83? 2? 8? 44 (all rooms in bldg.) ? ?? Telecommunication Links? ? ? ? ? ? ? ? A. 1 GBPS Ethernet Broadband ? 4? 83? 2? 8? 44 (all rooms in bldg.) ? ?? B. ISDN? ? ? ? ? ? ? ? C. Dedicated cable/microwave? ? ? ? ? ? ? ? Resources - Software & Web Description License Qty.ActivInspireinteractive whiteboard software from Promethean site license Adobe Acrobatcreate PDF communications 2Adobe Flasha cross-platform, browser-based application runtime that provides uncompromised viewing of expressive applications, content, and videos across browsers and operating systems free licenseAdobe Readerview, print and collaborate on PDF files free licenseAdobe Shockwavedisplays Web content that has been created by Adobe Director free licenseApple iPad apps apps available on GVCS iPads see listAudacityFree, Cross-Platform Sound EditorAutoCad software for professional drafting free license Band in a Boxintelligent automatic musical accompaniment program 10Adobe PremiereVideo editing 10Castle Learning Online problems and test review -siteCivilizationhistory based empire building strategy game10Cisco Anyconnectvirtual private network connection software site licenseClearTrackspecial education tracking software site licenseCodeStudioBrowser based coding course freeChromeweb browser free Dragonspeech to text dictation 4Earobics Speech 3ExamGenregents review test banks siteExamviewtest generator siteFinalemusic composition 12Finance Managerschool finance - business office and human resource siteFirefox web browser freeFitness Gramphysical education siteFollet /Destiny library automation siteGoogle Appsweb 2.0 education tools freeGuidance Directguidance resources 3ImageFilerid card creation1Internet Explorer web browser freeIREADY Math and Reading Diagnostic and Instruction 450Itunesmedia hub freeJumpstart K, 1st,2nd Gradeslower elementary curriculum 25Kahn AcademyKidWorksmultimedia creativity tool25Kurzweilassisitive text to speech 10Lightning Grader LightspeedTest scanning and scoring 2content filtering siteLogMeInremote access 2Lotus Notesemail, calendar, groupware 140MakeMusicmusic composition 5Lightning Grader 2MediaNet /Snaponline media resources siteMac OS Lion/LeopardMicrosoft Office /Office 365productivity suite operating system 4Microsoft EES licenseMoodle/Maharafree, open-source web application for producing modular internet-based coursesMusic Acemusic fundamentals 25My Big Campus site My Learning Plan/OASYSPd tracking and evaluation system siteNutrikidsfood and nutrition 1Overdrive sitePart200special education SIS image editing freeParallelsrun Windows on a Mac 1Pcanywhereremote access 5Photoshopimage editing 12Problem Attic Test bank 1PowerDVDDVD playback freePowerSchoolSIS sitePowerTeacher Gradebook online gradebook siteRoxio Creatordisc authoring freeRoxio Videowavevideo editing freeShmooponline teacher resources 1Skype for Educatorsdistance learning and communication freeSolidworkscomputer aided design and modeling 12Sony Vegas Provideo editing 12SRI -Scholastic Reading Inventory computer-based reading assessment siteStudy Islandon line test review siteSymantec AVSecurity siteT1 Navigator software runs programmable calculators siteTraveleremail client for mobile devices siteVNCremote access freeWestPoint Bridgebuilderbridge design freeWebsmarttcafeteria management siteWindows 7 Pro &, 2012 Server R2operating systems Microsoft EES licenseWindows Livetool set including video editing, messaging, online storage, etc. freeSchool MessengerGlobal alert and messaging system siteCisco Meraki Systems ManagerfreeRobot.nxt 5Que Centre siteHardware Resources Available ActiveExpressions Computer LabsDigital Cameras and CamcordersDigital Voice RecorderDistance Learning LabDocument CamerasIPAD cartsLego RobotsLaptop Carts iPadsNetwork Printers and CopiersPortable TV studio Promethean Boards and SlatesScannersSwivl RobotWebCamsApp Name Type Quantity 123 Color HDELA20123 World HDSocial Studies202nd GradeELA13rd GradeELA1ABC PrintELA20AdditionMath20AlgebraMath5Algebra 1Math5Algebra KaiserMath5AlphabetELA20Alphabet CarELA20Animals HDSpeech 2AnyconnectProductivitysiteArtReference2Art StudioArt20ArtikPixFullSpeech 2ArtRageArt2AtomiumScience1BalloonsGeneral Ed20Behavior Tracker ProSpecial Ed1Big NumbersMath20BloombergReferencefreeBlusterELA20BrainPOPGeneral EdfreeBTP Speech 2BugMathMath20CalculusMath1ChemTouchScience1ChicktionaryELA20ClassSpeech 2CombinedSpeech 2Comic BookELA20Common CoreReferencefreeConstitutionSocial Studies1CramProductivity1DictionaryReference1Doceri RemoteProductivity1Docs to GoProductivity20Drawing PadArt5DropboxProductivityfreeEleMintsScience1English GrammarELA1EnterABCELA20FeatureSpeech 2FileBrowserProductivity20FirstWordsELA20FlashCardletGeneral Ed20FlashMathMath20FormulasMath20FractionsMath20Frog DissectionScience1FunctionSpeech 2GarageBandMusic40Geo WalkSocial Studies20GeographyReference20Goldilocks EarthSocial Studies20GoodReaderProductivity1Google EarthGeneral EdfreeGrade7 MathMath5Grammar UpELA1GreaterThanMath20GroupBoardProductivity1HangmanELA20History LiteSocial StudiesfreeHowStuffWorksProductivity20Hyper MathMath20iCramMasterProductivity20iDisplayProductivity1iMathsMath20InsightProductivityfreeInspire ProArt2iSentenceELA20iTalkProductivity1iWriteWordsELA20JumboMath20KeynoteProductivity20Kids WordsELA20Kitty WordsSpeech 20Letters A-ZELA20Lit AnalysisELA1Little PatternsGeneral Ed20Log Me In IgnitionProductivity1Magic PennyELAsiteMagic School Bus OceansScience20Office for iPadEESsiteMake a WordELA20MapsSocial Studies20Match AnimalsGeneral Ed20Math Monster SqueezeMath20Math Everday SubMath20Math 8 Test PrepMath5Math BingoMath40Math DreamMath20Math DrillsMath20Math ExpertMath20Math MagicMath20Math PetsMath20Math QuizzerMath20Math Ref FreeMathfreeMath SheetsMath20MathEdge +/-Math20MathEdge XMath20MathemagicsMath20Me Studying AlgebraMath20MercuryProductivityfreeMiddleSchoolMathMath5MisspellELA1MoleculesScience1Money CalcMath20Moodle EZGeneral Ed20mTouch+Productivity20Music TheoryMusic1My CalculatorMath20My First ClockMath20My Spelling TestELA20MyTalk LiteProductivityfreeNASASciencefreeNotability free ProductivityNumber Line WizardMath20NumbersMath20NumbersProductivity20Oregon TrailSocial Studies20P183Math20PagesProductivity40PDF ExpertProductivity20PDFReader ProProductivity20PeekProductivity1PenultimateProductivity2Photo Shop ExpressArt5Pianist ProMusic1Pocket CloudProductivityfreePocket PairsSpeech 2PocketPhonicELA2PocketSLPSpeech 2PopMathMath20PowerTeacherProductivityfreePre-algebraMath1Puzzle MapSocial Studies20QuickOffice HDProductivity20Read2GoELA20Rocket MathMath20SayitAgainSpeech 3Scrabble ELA2ShowMeGeneral EdfreeSight WordsELA20Sketchbook ProArt5SLPConsSpeech 2Smarty SpeechSpeech 2sMoleBuilderScience1Solar SystemScience1Sound NoteProductivity1Speakit!Productivity20SpeechNotesProductivity20SpellBoardELA20Spelling TestELA20SqueezeMath20Stack the StatesSocial Studies20Starfall ABCsELA20StarWalkScience20StoryBuddyELA20SuVoB1SATELA1TaptoTalkProductivity20TapTypingTyping20TeachMe 1st GradeGeneral Ed20TeachMe KindergartenGeneral Ed20TEDReferencefreeThesaurusReference1TimesTablesMath20Top-itMath20Tric-TracMath20TypeFastTyping20Typing BeeTyping20Typing ClassTyping20US Geo (Discovery)Social Studies20USA ManualSocial Studies20Verb PowerELA20WDNBSpeech 2WebstersReference1WGTSpeech 2WikipanionReference1Wolfram AlphaReference1Word MagicELA10Word Search 2ELA20Word WagonELA20WordsELA20World AtlasReference20WritePadProductivity1Kodable Programming free with in app purchasesTechnology and New York CCLS for ELAIntegrate and Evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. NYS CCLS Anchor Standard 2.Determine or clarify the meaning of unknown and multiple meaning words and phrases using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. NYS CCLS Anchor Standard 4.Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. NYS CCLS Anchor Standard 5.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. NYS CCLS Anchor Standard 6. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NYS CCLS Anchor Standard 7. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NYS CCLS Anchor Standard #8.Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres. NYS CCLS Anchor Standard 11.Link to Technology and New York CCLS for ELA and New York Math CCLS5 Use appropriate tools strategically. Math page 7 ccMathematically proficient students consider the available tools when solving a mathematical problem. These tools might includepencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statisticalpackage, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade orcourse to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained andtheir limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generatedusing a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge.When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions,explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able toidentify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solveproblems. They are able to use technological tools to explore and deepen their understanding of concepts.use technology mindfully to work with the mathematics page 8Mathematics | High School—ModelingModeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is theprocess of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understandthem better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social,and everyday situations can be modeled using mathematical and statistical methods. When making mathematicalmodels, technology is valuable for varying assumptions, exploring consequences, and comparing predictions withdata.A model can be very simple, such as writing total cost as a product of unit price and number bought, or using aIn situations like these, the models devised depend on a number of factors: How precise an answer dowe want or need? What aspects of the situation do we most need to understand, control, or optimize?What resources of time and tools do we have? The range of models that we can create and analyze isalso constrained by the limitations of our mathematical, statistical, and technical skills, and our ability torecognize significant variables and relationships among them. Diagrams of various kinds, spreadsheetsand other technology, and algebra are powerful tools for understanding and solving problems drawnfrom different types of real-world situations 56Technology plays an important role in statistics and probability by making it possible to generate plots, regressionfunctions, and correlation coefficients, and to simulate many possible outcomes in a short amount of time. 57Connections to Functions and Modeling. Functions may be used to describe data; if the data suggest a linearrelationship, the relationship can be modeled with a regression line, and its strength and direction can be expressedthrough a correlation coefficient.Link to NYS Math Common Core Standards Minutes approving Internet Safety Policy ( this was included in the last three year approved tech plan). Technology Access Survey Link Staff Tech Survey Link provide input and feedback to develop the new District Technology Plan – page link Council Agenda Link ................
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