five year technology plan/ smart schools investment...
TRANSCRIPT
5
www.scha lmont .o rg
CENTRAL SCHOOL DISTRICT
Five Year Technology Plan/Smart Schools Investment Plan
2014-2018
Five Year Technology Plan 2 0 1 4 - 2 0 1 82
TABLE OF CONTENTS
DISTRICT INFORMATION, MISSION, VISION . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCTION/RATIONALE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
THE CASE FOR 21ST CENTURY COMPETENCIES . . . . . . . . . . . . . . . . . . . . . . . . .5
DEFINITION OF THE FIVE SUPPORT SYSTEMS . . . . . . . . . . . . . . . . . . . . . . . . . . .6
21ST CENTURY STUDENT OUTCOMES & SUPPORT SYSTEMS . . . . . . . . . . . . . . .8
21ST CENTURY SKILLS OUTCOMES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
21ST CENTURY SYSTEMS ALIGNMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
ISTE-NETS & MILE GUIDE CONSIDERATION FOR DISTRICT TECHNOLOGY PLAN . .11
STRATEGIC OBJECTIVES & STUDENT OUTCOMES . . . . . . . . . . . . . . . . . . . . . . .17
GOALS FOR INSTRUCTIONAL TECHNOLOGY PLAN
• Goal 1: Educational Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
• Goal 2: Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
• Goal 3: Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
• Goal 4: Educational Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
• Goal 5: Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
• Goal 6: Policymaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
STUDENT STANDARDS & SKILLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
EXAMPLES OF 21ST CENTURY SKILLS IN THE CLASSROOM . . . . . . . . . . . . . . .28
TECHNOLOGY “AT A GLANCE” BY GRADE LEVEL . . . . . . . . . . . . . . . . . . . . . . . .30
TECHNOLOGY INFRASTRUCTURE EXPANSION & PURCHASES . . . . . . . . . . . . . .43
APPENDICES
• Appendix A: Technology Infrastructure Timeline . . . . . . . . . . . . . . . . . . . . . 50
• Appendix B: Associated Board of Education Policies 7315, 7316, 7317 . . . . 60
SuperintendentDr . Carol A . Pallas
Business AdministratorJoseph Lenz
Director of CurriculumBronson Knaggs
Board of EducationMichael Pasquarella President
John DiCocco Vice President
Joseph Amoroso Gregory Campoli Amelia Hallam Robert Sheehan Kevin Thompson
Schalmont Central School District4 Sabre Drive • Schenectady, New York 12306
Telephone: (518) 355-6200 • Fax: (518) 355-9203 www.schalmont.org
Produced in cooperation with the Capital Region BOCES Communications Service. Updated May 2015.
2
3
District InformationThe Schalmont Central School District spans across five towns and three counties to serve approximately 1,800 students in kindergarten through twelfth grade . The district is home to three school buildings—Jefferson Elementary School, Schalmont Middle School and Schalmont High School .
Jefferson is a large building, split into two houses—one for grades K-2 and one for grades 3-4 . The middle school comprises grades 5-8, and is located on the same campus as the high school, which serves grades 9-12 .
Students consistently meet or exceed state standards for academic performance . In 2014, Schalmont ranked 14th out of 85 area school districts in the Albany-based Business Review’s annual school district rankings . In 2005, the district was ranked 49th .
While academics are at the heart of education, students also have access to a variety of extracurricular programs that expand the learning experience beyond the classroom and offer unique, creative outlets for expression .
Schalmont produces scholar-athlete teams, accomplished artists, award-winning musicians and civic-minded youth who volunteer their time to help community members in need .
In return, Schalmont has enjoyed the support of active, involved parents, businesses and residents who have been instrumental in developing and maintaining a strong instructional program .
In recent years, district officials have made difficult decisions and initiated a variety of cost-saving measures, including closing two elementary schools, to address
declining enrollment, decreasing revenues and increasing costs . At the same time, the percentage increase of the school tax levy
has been reduced . The district has remained at or under its tax levy limit for the past several years .
• Student enrollment: 1,815
• Teachers: 188
• Support staff: 217
• Administrators: 11
• 2014-15 Budget: $45,797,561
• In 2015, 95 .5 percent of Schalmont High School graduates earned a Regents diploma, and 87 percent went on to attend a two- or four-year college .
• In addition to the state-required core curriculum, students have access to a pre-engineering program, Career and Technical Education pathway, and more than 20 honors, advanced placement and college-level courses .
• As part of a $9 .7 million capital project, approved by voters in 2007, high school students have access to a state-of-the-art multimedia suite featuring 21st-century courses integrating technology in a project-based learning environment .
• The district is fortunate to operate the grant-funded Schalmont Teachers Institute, which is largely responsible for providing professional development activities .
• Students are led by a talented and experienced management team as well as a cadre of highly involved instructional staff .
Schalmont At-A-Glance
The staff and community of Schalmont Central School District will provide programs, resources and facilities to foster a positive learning environment . Each individual will be encouraged and assisted to grow emotionally, intellectually, physically, and socially to meet the challenges of the future .
Mission Statement
We strive to provide educational opportunities that will engage every student and build capacity in order to prepare students with the necessary 21st century competencies to compete and excel in a complex, evolving, and interconnected world .
Vision Statement
3
Five Year Technology Plan 2 0 1 4 - 2 0 1 84
To succeed in the 21st century and an evolving and increasingly complex and globalized economic environment students must possess the skills and knowledge to become career and college ready .
Following guidance from the Partnership for 21st Century Skills Organization and using the International Standards for Technology in Education, the Schalmont Central School District Technology Committee has developed a comprehensive global communications and technology plan for implementation over the next five years .
While the plan is a roadmap for our work with students over the next five years, it will be continuously updated based on implementation, feedback, and the evolving nature of technology in our world . In this way the plan becomes a framework upon which a culture of learning and technology integration will live, grow, and thrive at Schalmont .
The Partnership for 21st Century Skills has emerged as the leading advocacy organization focused on infusing 21st Century skills in education . The Partnership encourages schools and districts to bring together a team from the business community, education leadership, and other community stakeholders to define a powerful vision for 21st Century education that ensures every child’s success as citizens and workers in the 21st Century . The Schalmont Central School District Technology Committee, comprised of stakeholders from the recommended areas, has worked over the course of a year and a half to research, plan, and develop a technology plan that will bring us well into the 21st Century .
Introduction: Rationale “This plan will serve as a framework upon which a culture of learning and technology integration will live, grow and thrive at Schalmont.”
—Superintendent Dr. Carol Pallas
The district’s 26-member technology committee was established in February 2013 to review the district’s existing technology plan, research requirements to support next generation, computer-based assessments and design a technological framework around the educational shifts associated with the state’s new learning standards.
DISTRICT TECHNOLOGY COMMITTEEImran Abbasi, High School Principal
Chase Campbell, High School Teacher
Rachel Cardinal, Student
Anthony Cassale, High School Teacher
Kennedy Cronk, Student
Michael Della Villa, Board of Education Member
Walter Dixon, Community Member
Debbie Falcone, Data Information Specialist
Linda Fasano, Middle School Librarian
Carrie Fiske, Jefferson Teacher
Steve Frank, Community Member
John George, Middle School Teacher
Joby Gifford, Jefferson Principal
Taylor Gould, Student
Benjamin Harrington, Community Member
Lori Hurley, Middle School Teacher
Gabrielle Juers, Student
Bronson Knaggs Director of Curriculum
Joe Lenz, Business Administrator
Terri McCreadie, Network Administrator
Danielle Motyka, Student
Angelo Santabarbara, Community Member
Ann Schulman, High School Teacher
Sarah Scotti, Jefferson Teacher
Kevin Stearns, Student
Wendy Stearns, High School Teacher
4
5
The success of U.S. education in the 21st Century depends upon student acquisition of 21st Century skills because:
1. EDUCATION IS CHANGING: We can no longer claim that the U .S .
educational results are unparalleled . Students around the world outperform American students on assessments that measure 21st Century skills . Today’s teachers need better tools to address this growing problem .
2. COMPETITION IS CHANGING INTERNATIONALLY:
Innovation and creativity no longer set U .S . education apart . Innovators around the world rival Americans in breakthroughs that fuel economic competitiveness .
3. THE WORKPLACE, JOBS, AND SKILL DEMANDS ARE CHANGING:
Today every student, whether he/she plans to go on to a four-year college, trade school, entry-level job requires 21st Century skills to succeed . We need to ensure that all students are qualified to succeed in work and life in this new global economy . [http://www .p21 .org]
The Case for 21st Century Competencies
Imran Abbasi, High School Principal
Chase Campbell, High School Teacher
Rachel Cardinal, Student
Anthony Cassale, High School Teacher
Kennedy Cronk, Student
Michael Della Villa, Board of Education Member
Walter Dixon, Community Member
Debbie Falcone, Data Information Specialist
Linda Fasano, Middle School Librarian
Carrie Fiske, Jefferson Teacher
Steve Frank, Community Member
John George, Middle School Teacher
Joby Gifford, Jefferson Principal
Taylor Gould, Student
Benjamin Harrington, Community Member
Lori Hurley, Middle School Teacher
Gabrielle Juers, Student
Bronson Knaggs Director of Curriculum
Joe Lenz, Business Administrator
Terri McCreadie, Network Administrator
Danielle Motyka, Student
Angelo Santabarbara, Community Member
Ann Schulman, High School Teacher
Sarah Scotti, Jefferson Teacher
Kevin Stearns, Student
Wendy Stearns, High School Teacher
The technology committee also considered the requirements associated with next generation assessments and computer-based testing. New York State is a cooperating state in the new Partnership for Assessment of Readiness for College and Careers (PARCC) next generation Computer Based Assessments (CBAs). Presently, NYS is field testing these assessments and Schalmont CSD is taking part in these field tests at the Middle School level. Although the Board of Regents has not yet determined whether to adopt the PARCC assessments when they are available, we do know that both the NYS and PARCC assessments will be implemented with the support of technology. As indicated by the State Education Department in a memo to school districts dated January 2013, “It is advisable that school and districts aspire to the capacity to administer computer-based assessment simultaneously to all students in a single tested grade within elementary, middle, or high school grade span.” In following this advice, the Schalmont CSD has conducted an audit of our current infrastructure and technological compatibility using the PARCC assessment administration capacity planning tool to meet recommended PARCC requirements. These specifications and recommendations are delineated in Appendix A: Technology Expansions, Purchases & Timeline.
Next Generation Assessments
5
Five Year Technology Plan 2 0 1 4 - 2 0 1 86
1. Standards• Focus on 21st century skills, content knowledge,
and expertise .
• Build understanding across and among coresubjects as well as 21st century interdisciplinarythemes .
• Emphasize deep understanding rather than shallowknowledge
• Engage students with real world data, tools, andexperts they will encounter in college, on thejob, and in life; students learn best when activelyengaged in solving meaningful problems .
• Allow for multiple measures of mastery .
2. Assessment• Supports a balance of assessment, including
high quality high standardized testing along witheffective, formative, and summative classroomassessments .
• Emphasizes useful feedback on studentperformance that is embedded into everydaylearning .
• Requires a balance of technology enhanced,formative, and summative assessments thatmeasure student mastery of 21st century skills .
• Enables development of portfolios of student workthat demonstrate mastery of 21st century skills toeducators and prospective employers .
• Enables a balanced portfolio of measures to assessthe educational system’s effectiveness in reaching highlevels of student competency in 21st century skills .
Definition of the Five Support Systems
All 21st Century skills initiatives must focus on the integration of support systems to meet the needs of the 21st Century learner. These support systems revolve around five components:
1. Standards
2. Assessment
3. Curriculum and Instruction
4. Professional Development
5. Learning Environment
The Schalmont Central School District recognizes that it will take an aligned, comprehensive approach across several support systems to help children develop the cognitive, academic, emotional, and physical competencies they will need to succeed in 21st Century life .
6
7
5. Learning Environments • To create learning practices, human support, and
physical environments that will support the teaching and learning of 21st century skills outcomes .
• Support professional learning communities that enable educators to collaborate, share best practices, and integrate 21st century skills into classroom practices .
• Enable students to learn in relevant, real-world, 21st century contexts (e .g ., through project-based or other applied work) .
• Allow equitable access to quality learning tools, technologies, and resources .
• Provide 21st century architectural and interior designs for group, team, and individual learning .
• Support expanded community and international involvement in learning, both face to face and online .
3. Curriculum and Instruction • Teaches 21st century skills discretely in the context
of core subjects and 21st century interdisciplinary themes .
• Focuses on providing opportunities for applying 21st century skills across content areas and for a competency based approach to learning .
• Enables innovative learning methods that integrate the use of supportive technologies, inquiry, and problem-based approaches and higher order thinking skills .
• Encourages the integration of community resources beyond school walls .
4. Professional Development• Highlights ways teachers can seize opportunities for
integrating 21st century skills, tools, and teaching strategies into their classroom practice-and help them identify what activities they can replace/de-emphasize .
• Balances direct instruction with project-oriented teaching methods .
• Illustrates how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other 21st century skills .
• Enables 21st century professional learning communities for teachers that model the kind of classroom learning that best promotes 21st century skills for students .
• Cultivates teachers ability to identify students particular learning style, intelligences, strengths, and weaknesses .
• Helps teachers develop their abilities to use various strategies (such as formative assessments) to reach divers students and create environments that support differentiated teaching and learning .
• Supports the continuous evaluation of students 21st century skills development .
• Encourages knowledge sharing amongst communities of practitioners, using face to face, virtual, and blended communications . Uses a scalable and sustainable model of professional development .
The Schalmont Central
School District, through the
implementation of this technology
plan, will adopt a 21st Century
skills curriculum and employ
methods of instruction that
integrate innovative, research-
proven teaching strategies,
modern learning technologies, and
real-world resources and contexts.
7
Five Year Technology Plan 2 0 1 4 - 2 0 1 88
21st Century Student Outcomes & Support Systems
21ST CENTURY CONTENT/CORE ACADEMIC SUBJECT MASTERY
It is important to note that no 21st Century skills implementation can be successful without developing core academic subject knowledge and understanding among all students . These skills revolve around global awareness, financial, economic, business, and entrepreneurial literacy, civic literacy, environmental literacy, and health and wellness awareness . For this reason core academic subjects are a bedrock component of our technology framework .
LEARNING AND INNOVATION SKILLS
Students who can think critically and communicate effectively must build on a base of core academic subject knowledge . This involves critical thinking and problem-solving skills, communication skills, creativity and innovation skills, collaboration skills, contextual learning skills, and information and media literacy skills .
INFORMATION, MEDIA, AND TECHNOLOGY SKILLS
To be able to live, learn, and work in a technology and media-suffused environment students need to be able to navigate through and evaluate an abundance of information, adapt to rapid changes in technology tools, collaborate and make individual contributions, and demonstrate competency with a variety of technology tools and applications .
LIFE SKILLS
These revolve around the skills of leadership, ethics, accountability, adaptability, personal productivity, people skills, personal responsibility, self-direction, and social responsibility
Image reprinted with permission from Partnership for 21st Century Skills, http://www.p21.org
8
9
21st Century Skills Outcomes In addition to core subject
mastery, the district
Technology Committee asked
ourselves the following
questions:
Are we helping students
become…
• Critical Thinkers?
• Problem Solvers?
• Good Communicators?
• Good Collaborators?
• Information and Technology
Literate?
• Flexible and Adaptable?
• Innovative and Creative?
• Globally Competent?
• Financially Literate?
A focus of our work as a
committee has been to first
determine the outcomes we
expect for all of our students
and then make determinations
of the technology tools that we
can integrate K-12 to support
the attainment of these
outcomes .
COLLEGE AND CAREER READINESS
The Partnership for 21st Century Skills defines 21st Century Standards as those that:
“Focus on 21st Century skills, content knowledge, and expertise. They build understanding across and among core subjects as well as 21st Century interdisciplinary themes. They emphasize a deep understanding rather than shallow knowledge. They engage students with real world data, tools, and experts they will encounter in college, on the job, and in life. Students learn best when actively engaged in solving meaningful problems. 21st Century standards allow for multiple measures of mastery.”
To succeed at college, career, and life in the 21st Century students must be supported in mastering both content and skills . The Schalmont Central School District Technology Committee has categorized eight support systems towards helping students achieve the outcomes of 21st Century Skills initiatives .
These support systems were cross-checked against the International Standards for Technology in Education (ISTE) to create the comprehensive five-year plan . In addition, the committee analyzed and reviewed the existing District Technology Plan in order to determine what components of that plan should be sustained and where there were gaps between ideology and implementation that needed to be addressed .
9
Five Year Technology Plan 2 0 1 4 - 2 0 1 810
21st Century System Alignment
The Milestones for Improving Learning & Education Guide is being used to help assess and guide the district’s approach in developing a model for 21st century learning.
10
11CU
RRIC
ULUM
CCLS
, 21s
t Cen
tury
Skil
ls sh
ould
find
their
w
ay in
to le
sson
s/uni
ts ea
ch ye
ar a
nd h
ave
asse
ssm
ents
base
d on
the
abilit
y to
mee
t the
se
goal
s and
reac
h te
chni
cal p
rofic
iency
. Pos
sible
- an
elem
ents
of m
ultim
edia
des
ign
class
in w
hich
stu
dent
s lea
rn a
utho
ring
tool
s.
Teac
hers
shar
e id
eas -
use
STI
as s
tora
ge sp
ot.
A sy
stem
atic
prog
ress
ion
of k
now
ledge
bui
ldin
g ar
ound
aut
horin
g to
ols.
Use
com
mun
ity p
rojec
ts as
bas
is fo
r cur
ricul
um
like
lock
pro
ject i
n CE
A. E
ach
year
from
mid
-ele
men
tary
shou
ld in
clude
som
e as
pect
of
tech
-orie
nted
crea
tion
or p
rodu
ct d
evelo
pmen
t; A
syste
mat
ic pr
ogre
ssio
n of
kno
wled
ge b
uild
ing
arou
nd a
utho
ring
tool
s.
Curri
cula
that
allo
ws f
or a
mor
e op
en, fl
uid
know
ledge
bui
ldin
g m
odel,
whi
ch h
as a
s an
intri
nsic
mea
sure
fore
casti
ng a
nd p
redi
ctio
n
ISTE
-NET
S
1. C
reat
ivity
and
Inno
vatio
n:
St
uden
ts d
emon
stra
te c
reat
ive
th
inki
ng, c
onst
ruct
kno
wle
dge,
and
de
velo
p in
nova
tive
prod
ucts
an
d pr
oces
ses
usin
g te
chno
logy
.
a. A
pply
exi
stin
g kn
owle
dge
to g
ener
ate
new
idea
s, pr
oduc
ts, o
r pro
cess
es
b. C
reat
e or
igin
al w
orks
as
a m
eans
of
pers
onal
or g
roup
exp
ress
ion
c. Us
e m
odel
s an
d si
mul
atio
ns to
exp
lore
com
plex
sys
tem
s an
d is
sues
d. Id
entif
y tr
ends
and
fore
cast
pos
sibi
litie
s
INST
RUCT
ION
Stud
ent-D
riven
Pro
jects,
PBL
, Gam
e Ba
sed
Lear
ning
, Stu
dent
Cho
ice in
Lear
ning
, Stu
dent
Te
achi
ng, G
oogl
e Dr
ive.
Mor
e ro
om fo
r ope
n-en
ded
assig
nmen
ts in
term
s of
fina
l pro
duct
. A sy
stem
atic
prog
ress
ion
of
know
ledge
bui
ldin
g ar
ound
aut
horin
g to
ols.
Mor
e ro
om fo
r ope
n-en
ded
assig
nmen
ts in
term
s of
fina
l pro
duct
. A sy
stem
atic
prog
ress
ion
of
know
ledge
bui
ldin
g ar
ound
aut
horin
g to
ols.
Com
mun
ity sp
eake
rs as
instr
ucto
rs; st
uden
ts
take
lead
in so
lving
an
issue
pro
vided
like
in
gov
ernm
ent c
lass
. Use
of s
imul
atio
ns o
r in
tera
ctive
mod
els fo
r les
sons
thro
ugho
ut th
e ye
ar.
ASS
ESSM
ENT
PIG
(Gra
de 1
2) P
SA, 4
th G
rade
Pp
inclu
ding
pi
ctur
es, M
ovie
Mak
er (H
S), P
LW P
rojec
ts, Li
brar
y Pr
ojec
ts K-
4, E
lectro
nic P
rotfo
lios,
Prez
i, 21
st
Skills
.
Open
-end
ed o
r cho
ice b
ased
ass
ignm
ents
allo
w
for t
he cr
eatio
n of
uni
que
learn
ing
prod
ucts.
Proj
ect w
ith ju
dges
from
pro
fess
iona
l com
mun
ity.
Open
-end
ed o
r cho
ice b
ased
ass
ignm
ents
allo
w
for t
he cr
eatio
n of
uni
que
learn
ing
prod
ucts.
Mod
el-ba
sed
asse
ssm
ents
and
lab-
like
envir
onm
ents.
Asse
ssm
ents
that
eva
luat
e stu
dent
abi
lities
of
fore
shad
owin
g, id
entif
ying
caus
e an
d ef
fect
rela
tions
hips
, and
incr
ease
d fo
rmat
ive
asse
ssm
ent.
LEA
RNIN
G E
NVI
RON
MEN
T
Stud
ent o
wne
d, st
uden
t cre
ated
rubr
ics a
nd
eval
uatio
n pr
oces
s. St
uden
t clu
b th
at w
ould
sh
owca
se/m
anag
e a
porti
on o
f the
Sch
alm
ont
web
site
with
stud
ent w
ork,
Lega
cy P
rojec
ts,
Blog
s, Sk
ype,
virtu
al fi
eld tr
ips.
Com
mun
ity sp
eake
rs as
instr
ucto
rs, o
penn
ess t
o di
ffere
nt ta
kes o
n as
signm
ents,
and
em
phas
is on
iden
tifyin
g an
d us
ing
diffe
rent
met
hods
of
solvi
ng p
robl
ems o
r acc
ompl
ishin
g ta
sks.
Avai
labi
lity o
f app
ropr
iate
tech
infra
struc
ture
to
allo
w fo
r pro
duct
crea
tion
assig
nmen
ts an
d les
sons
. Reli
able
acce
ss to
tech
nolo
gy a
nd
ampl
e in
struc
tiona
l tim
e gi
ven
at lo
wer
leve
ls so
stud
ents
have
tech
nica
l pro
ficien
cy w
ith
auth
orin
g pr
ogra
ms.
***O
vera
rchi
ng id
ea o
f a te
chno
logy
or
auth
orin
g clu
b. W
ould
thes
e in
tere
st stu
dent
s?
PRO
FESS
ION
AL
DEV
ELO
PMEN
T
PBL,
Prez
i, lea
rnin
g fro
m o
ther
edu
cato
rs an
d stu
dent
s, fo
cus o
n 21
st Ce
ntur
y Skil
ls, G
oogl
e Dr
ive; T
echn
olog
y-us
e PD
as a
mea
sure
of A
PPR
(Util
ize st
aff w
ith e
xper
tise)
; Tur
n-ke
y mod
el of
pr
ofes
siona
l dev
elopm
ent.
Stud
ent-c
ente
red
prof
essio
nal d
evelo
pmen
t (stu
dent
s des
ign
and
pres
ent/t
each
und
er e
duca
tor g
uida
nce)
We
will
need
an
ince
ntive
for t
his.
EDUC
ATIO
NA
L LE
AD
ERSH
IP
Desig
nate
d ed
ucat
or le
ader
s/tec
h co
ordi
nato
rs
who
hav
e bu
ilt-in
tim
e to
do
rese
arch
, dev
elop
PD, a
nd in
sert
into
clas
sroom
s to
give
micr
o-les
sons
or a
id te
ache
rs in
tech
app
licat
ions
.
Stud
ent h
avin
g pa
rt in
eva
luat
ing,
rubr
ics th
at
inclu
de se
lf an
d pe
er e
valu
atio
ns. F
oste
ring
stude
nt le
ader
ship.
Pote
ntia
l use
of a
med
ia cl
ub fr
om m
iddl
e sc
hool
or
eve
n lo
wer
to th
e hi
gh sc
hool
leve
l.
PART
NER
ING
Betw
een
distr
ict co
mm
unica
tions
and
our
stu
dent
wor
k (D
igita
l Pho
togr
aphy
Cla
ss,
etc.)
, pro
vidin
g re
al-w
orld
out
lets f
or st
uden
t pr
esen
tatio
ns o
r disp
lay o
f wor
k.
Shar
ing
teac
her-g
ener
ated
rubr
ics.
RPI s
tude
nt e
xpos
are
an
exce
llent
exa
mpl
e of
co
mm
unity
par
tner
ing.
We
as a
dist
rict h
ave
to b
e w
illing
to g
ive u
p in
struc
tiona
l tim
e to
em
brac
e an
d ev
en se
ek o
ut th
ese
oppo
rtuni
ties.
Pote
ntia
l use
of a
med
ia cl
ub fr
om m
iddl
e sc
hool
or
eve
n lo
wer
to th
e hi
gh sc
hool
leve
l.
POLI
CYM
AKI
NG
Oppo
rtuni
ties f
or st
uden
t ow
nersh
ip o
f the
ir en
viron
men
t, ne
w u
ser a
gree
men
ts as
par
t of
Web
2.0
.
We
will
have
to lo
ok in
to le
gal a
spec
ts of
stu
dent
-cre
ated
cont
ent a
nd it
s use
s in
the
class
room
(mov
ing
forw
ard)
.
A m
ovin
g po
rtfol
io p
olicy
with
the
infra
struc
ture
to
mat
ch it
wou
ld b
e id
eal a
lthou
gh p
oten
tially
co
stly.
A ve
ry re
al lo
ok a
t the
nec
essit
y of m
akin
g tim
e fo
r tec
hnica
l pro
ficien
cy a
spec
ts of
less
ons a
nd
units
a p
art o
f eac
h ye
ar’s
plan
s. Ho
w w
ould
this
be p
ossib
le? H
ow d
o w
e ro
ll it
out w
ithou
t bein
g ov
erw
helm
ing?
How
do
we
supp
ort t
each
ers
who
may
nee
d he
lp?
CURR
ENT
PLA
N
Curre
nt p
lan
is so
mew
hat C
C al
igne
d. It
doe
s m
entio
n th
e in
clusio
n of
crea
tion-
orien
ted
lesso
ns b
ut m
ore
deta
il is
need
ed.
1. CREATIVITY & INNOVATIONIS
TE-M
ILE
GU
IDE
11
Five Year Technology Plan 2 0 1 4 - 2 0 1 812CU
RRIC
ULUM
Use
Rubi
con,
Goo
gle
Docs
, Voi
ceth
read
, Edm
oto,
an
d/or
oth
er d
igita
l/soc
ial n
etw
orks
to re
gula
rly
com
mun
icate
and
colla
bora
te o
n pr
ojec
ts, cl
ass
wor
k, st
udyin
g, a
nd re
sear
ch.
Curri
culu
m d
esig
n th
at is
crea
tive,
inclu
des
activ
ities
, mee
ts Co
mm
on C
ore
learn
ing
with
a
focu
s on
face
-to-fa
ce co
mm
unica
tion
as w
ell a
s 21
st ce
ntur
y skil
ls.
A cu
rricu
lum
that
has
inte
gral
ben
chm
ark
units
th
at w
ill de
velo
p m
edia
skills
and
pre
sent
atio
n sk
ills.
ISTE
-NET
S
2. C
omm
unic
atio
n &
Col
labo
ratio
n
Stud
ents
use
dig
ital m
edia
and
en
viro
nmen
ts to
com
mun
icat
e an
d w
ork
colla
bora
tivel
y, in
clud
ing
at a
dis
tanc
e, to
su
ppor
t ind
ivid
ual l
earn
ing
and
cont
ribut
e to
the
lear
ning
of o
ther
s.
a. In
tera
ct, c
olla
bora
te, a
nd p
ublis
h w
ith
peer
s, ex
pert
s, or
oth
ers
empl
oyin
g a
varie
ty o
f dig
ital e
nviro
nmen
ts a
nd m
edia
.
b. C
omm
unic
ate
info
rmat
ion
and
idea
s ef
fect
ivel
y to
mul
tiple
aud
ienc
es u
sing
a
varie
ty o
f med
ia a
nd fo
rmat
s.
c. De
velo
p cu
ltura
l und
erst
andi
ng a
nd
glob
al a
war
enes
s by
eng
agin
g w
ith
lear
ners
of o
ther
cul
ture
s.
d. C
ontr
ibut
e to
pro
ject
team
s to
pro
duce
or
igin
al w
orks
or s
olve
pro
blem
s.
INST
RUCT
ION
(Use
of I
pad
Apps
like
alg
ebra
touc
h, u
se o
f Go
ogle)
Instr
uctio
n de
signe
d to
mee
t the
skills
nec
essa
ry
to u
se th
e so
ftwar
e pr
ogra
ms /
appl
icatio
ns.
Desig
n les
sons
to e
naga
e w
ith so
ciocu
ltura
l id
eas a
nd re
aliti
es in
oth
er n
atio
ns (t
his c
an
be a
chiev
ed w
ith a
Stu
dent
-Con
tent
-Edu
cato
r Re
latio
n if
few
oth
ers a
re p
ossib
le.
ASS
ESSM
ENT
(Elec
troni
c por
tfolio
s, vid
eos)
Mas
tery
leve
l ex
pect
atio
ns w
ith m
ultip
le op
portu
nitie
s for
re
visio
n an
d re
flect
ion.
Ru
brics
des
igne
d to
gra
de in
divid
ual s
tude
nts
on g
roup
pro
jects
(for e
xam
ple,
onlin
e cla
ss
disc
ussio
n on
clas
sroom
read
ing
mat
eria
l)
Final
pro
jects
CB
A to
be
desig
ned
and
used
with
rela
tive
regu
larit
y to
prep
are
stude
nts f
or su
ch ch
allen
ges
in th
e fu
ture
.
Peer
Ass
essm
ent a
nd se
lf-re
flect
ion
oppo
rtuni
ties.
A
smal
ler re
lianc
e on
qua
ntita
tive
data
and
a
grea
ter e
xplo
ratio
n of
qua
litat
ive w
ork
and
asse
ssm
ent.
LEA
RNIN
G E
NVI
RON
MEN
T
An in
frastr
uctu
re a
nd su
ppor
t stru
ctur
e th
at
mak
es co
nsta
nt a
nd fr
eque
nt co
mm
unica
tions
an
d co
llabo
rativ
e pr
ojec
ts via
ble
and
relia
ble.
Skyp
e, w
ebsit
es (b
logs
) tw
itter,
Goo
gle A
pps,
Drop
Box,
Prez
i, Bl
ackb
oard
, Vim
eo, F
aceb
ook,
vin
e,tex
ting,
e-m
ail,
Insta
gram
,
PRO
FESS
ION
AL
DEV
ELO
PMEN
T
Turn
-key
pro
fess
iona
l dev
elopm
ent i
n IC
T an
d co
llabo
rativ
e pr
actic
es.
Ongo
ing
prof
essio
nal d
evelo
pmen
t /co
ntin
uous
ch
ange
s in
tech
nolo
gy.
Pare
nt co
ntac
t thr
ough
tech
nolo
gy, s
tude
nt
conn
ectio
n th
roug
h te
chno
logy
.
EDUC
ATIO
NA
L LE
AD
ERSH
IP
Tech
nolo
gy sp
ecia
list o
r coo
rdin
ator
s who
ar
e gi
ven
set t
ime
for t
ech
inte
grat
ion
wor
k in
depe
nden
t of t
heir
class
room
tim
e. Sp
ecia
lists
w
ho a
re e
xpec
ted
to co
ntin
ue e
duca
tion
and
wor
k w
ith te
ache
rs to
inte
grat
e te
ch le
sson
s and
sk
ill de
velo
pmen
t and
dev
elop
train
ing
mod
ules
. Di
rect
kno
wled
ge a
nd co
mfo
rt on
the
part
of
educ
ator
s and
stud
ent i
n try
ing
“big
thin
gs”
or
“new
idea
s” a
nd h
avin
g th
e ab
ility t
o ha
ve th
em
not w
ork.
PART
NER
ING
Esta
blish
par
tner
ship
s with
com
pani
es (T
witt
er,
Goog
le Ap
ps) t
o de
velo
p th
eir e
xistin
g so
ftwar
e to
bet
ter m
eet t
he e
duca
tiona
l nee
ds in
a
class
room
env
ironm
ent.
Skyp
e m
eetin
gs w
ith
partn
ers,
Voice
thre
ad, P
rezi,
etc
.
POLI
CYM
AKI
NG
A di
rect
pol
icy th
at a
llow
s edu
cato
rs an
d stu
dent
s gre
ater
free
dom
in u
tilizi
ng th
e te
chno
logi
es a
nd a
pplic
atio
ns o
f the
21s
t cen
tury
w
hile
in th
e sc
hool
env
ironm
ent.
CURR
ENT
PLA
N
Allu
ded
to in
par
ts, ye
t not
freq
uent
ly re
alize
d in
pra
ctice
.
2. COMMUNICATION & COLLABORATION
ISTE
-MIL
E G
UID
E
12
13CU
RRIC
ULUM
Esta
blish
a “
who
care
s” co
mpo
nent
in th
e fo
rm
of a
rese
arch
pro
ject t
hat s
teer
s the
stud
ents
to
focu
s bey
ond
imm
edia
te co
nten
t to
addr
ess
auth
entic
issu
es a
nd a
udien
ces (
rese
arch
pr
ojec
ts, e
tc).
Colla
bora
te w
ith st
uden
ts to
esta
blish
ess
entia
l qu
estio
ns a
nd th
emes
for s
tude
nts t
o “c
hew
” on
and
det
erm
ine
a pa
th o
f inq
uiry
that
wor
ks
best
for t
hem
.
Prov
ide
time
and
acce
ss to
a va
riety
of r
esou
rces
fo
r stu
dent
s to
brow
se, u
se, a
nd co
nsum
e (a
nd
disc
ard
base
d on
app
ropr
iate
ness
of t
he so
urce
)
Stud
ents
are
give
n op
portu
nitie
s to
cont
inua
lly
refle
ct o
n th
eir o
wn
prog
ress
bas
ed o
n an
es
tabl
ished
fram
ewor
k.
Stud
ents
will
shar
e th
eir re
sults
/pro
duct
s and
da
ta w
ith va
rious
aut
hent
ic au
dien
ces u
sing
digi
tal p
rese
ntat
ions
and
/or v
irtua
l spa
ces.
ISTE
-NET
S
3. R
esea
rch
& In
form
atio
n Fl
uenc
y:
Stud
ents
app
ly d
igita
l too
ls to
gat
her,
eval
uate
, and
use
info
rmat
ion.
a. P
lan
stra
tegi
es to
gui
de in
quiry
.
b. L
ocat
e, o
rgan
ize,
ana
lyze
, eva
luat
e,
synt
hesi
ze, a
nd e
thic
ally
use
info
rmat
ion
from
a v
arie
ty o
f sou
rces
and
med
ia.
c. Ev
alua
te a
nd s
elec
t inf
orm
atio
n so
urce
s an
d di
gita
l too
ls b
ased
on
the
appr
opria
tene
ss to
spe
cific
task
s.
INST
RUCT
ION
Exte
nd b
eyon
d te
xtbo
ok a
nd tr
aditi
onal
m
ater
ials,
inco
rpor
atin
g in
terd
iscip
linar
y con
tent
, co
llabo
ratio
n, a
nd re
sour
ces b
eyon
d th
e cla
ssro
om.
Stud
ents
are
give
n in
struc
tion
in th
e us
e of
m
obile
App
s and
oth
er vi
rtual
spac
es in
ord
er to
co
llabo
rate
with
pee
rs an
d te
ache
rs.
Usin
g su
ch to
ols a
s Blo
om’s
Taxo
nom
y of
Cogn
itive
Dom
ain,
stud
ents
will
be in
struc
ted
in
a va
riety
of t
echn
ique
s in
gath
erin
g da
ta.
Stud
ents
will
be g
iven
time
and
acce
ss to
a
varie
ty o
f res
ourc
es b
ased
on
an e
ssen
tial
ques
tion
or th
eme.
Usin
g a
tech
niqu
e fo
r inq
uiry
th
at th
ey d
ecid
e w
ill w
ork
best
for t
hem
...
ASS
ESSM
ENT
Stud
ent-c
reat
ed co
mpr
ehen
sive
(show
ing
grow
th
over
tim
e) e
-por
tfolio
s tha
t are
self-
and
pee
r-as
sess
ed a
nd sh
ared
with
par
ents
and
peer
s.
Peer
-revie
w a
nd st
uden
t-to-
stude
nt e
valu
atio
n,
perh
aps p
artn
ered
with
stud
ents
in o
ther
scho
ol
distr
icts.
LEA
RNIN
G E
NVI
RON
MEN
T
Colla
bora
tive
with
teac
her a
s the
facil
itato
r and
al
low
stud
ents
to cr
eate
lear
ning
exp
erien
ces
base
d on
the
fram
ewor
k pu
t for
th b
y the
in
struc
tor. S
tude
nts a
re a
ccou
ntab
le to
ass
ess
and
colla
bora
te w
ith p
eers
and
instr
ucto
r, an
d pe
er-re
view
is a
valid
sour
ce o
f for
mat
ive
asse
ssm
ent.
Give
stud
ents
a pl
atfo
rm to
focu
s on
their
ow
n lea
rnin
g sty
les so
they
can
succ
essfu
lly
navig
ate
the
learn
ing
proc
ess.
Mob
ile A
pps a
nd o
ther
virtu
al sp
aces
read
ily
avai
labl
e to
stud
ents
and
teac
hers
to co
llabo
rate
.
PRO
FESS
ION
AL
DEV
ELO
PMEN
T
Educ
ate
educ
ator
s on
wha
t the
visio
n is
and
wha
t it l
ooks
like
, and
give
tim
e to
pro
cess
and
ex
perim
ent w
ith te
chni
ques
.
Prov
ide
ongo
ing
prof
essio
nal d
evelo
pmen
t in
the
inqu
iry m
odel
as a
dyn
amic
viabl
e pr
oces
s for
all
cont
ent a
rea
rese
arch
.
EDUC
ATIO
NA
L LE
AD
ERSH
IP
Prov
ide
rese
arch
mod
els a
nd fr
amew
ork
enco
mpa
ssin
g CC
LS, c
onte
nt st
anda
rds,
tech
nolo
gy st
anda
rds f
or a
ll co
nten
t are
a te
ache
rs to
use
effe
ctive
ly w
ith th
eir st
uden
ts.
PART
NER
ING
Brin
g in
peo
ple
in th
e re
sear
ch fi
eld w
ho ca
n de
mon
strat
e th
e ef
fect
ive u
se o
f tec
hnol
ogy a
nd
rese
arch
in a
mea
ning
ful a
uthe
ntic
way
, as i
n th
e re
al w
orld
.
Partn
er w
ith sc
hool
libr
aria
n to
pus
h in
to
class
room
s or l
earn
ing
spac
es to
co-fa
cilita
te th
e in
quiry
pro
cess
.
POLI
CYM
AKI
NG
Acce
ss to
varie
ty o
f sou
rces
with
out b
eing
fette
red
by w
eb fi
lters
and
othe
r hin
dran
ces.
CURR
ENT
PLA
N
3. RESEARCH & INFORMATION FLUENCY
ISTE
-MIL
E G
UID
E
13
Five Year Technology Plan 2 0 1 4 - 2 0 1 814CU
RRIC
ULUM
Inqu
iry b
ased
lear
ning
opp
ortu
nitie
s.
Intro
duce
and
inte
grat
e 21
st Ce
ntur
y Lea
rnin
g Sk
ills in
all
cont
ent a
reas
.
ISTE
-NET
S
4. C
ritic
al T
hink
ing,
Pro
blem
Sol
ving
&
Dec
isio
n M
akin
g:
Stud
ents
use
crit
ical
thin
king
ski
lls to
pla
n an
d co
nduc
t res
earc
h, m
anag
e pr
ojec
ts,
solv
e pr
oble
ms,
and
mak
e in
form
ed
deci
sion
s us
ing
appr
opria
te d
igita
l too
ls
and
reso
urce
s.
a. Id
entif
y an
d de
fine
auth
entic
pro
blem
s an
d si
gnifi
cant
que
stio
ns fo
r inv
estig
atio
n
b. P
lan
and
man
age
activ
ities
to d
evel
op a
so
lutio
n or
com
plet
e a
proj
ect
c. Co
llect
and
ana
lyze
dat
a to
iden
tify
solu
tions
or c
ompl
ete
a pr
ojec
t
d. U
se m
ultip
le p
roce
sses
and
div
erse
pe
rspe
ctiv
es to
exp
lore
alte
rnat
ive
solu
tions
INST
RUCT
ION
Prov
ide
form
al te
chno
logy
edu
catio
n fo
r stu
dent
s in
gra
des K
-12.
Instr
uctio
n is
stude
nt-c
ente
red,
di
ffere
ntia
ted,
inqu
iry-b
ased
, pro
ducin
g pr
oduc
ts
that
dem
onstr
ate
cont
ent m
aste
ry a
nd cr
itica
l th
inkin
g sk
ills.
Intro
duce
sam
ples
of a
uthe
ntic
prob
lems (
such
as
cybe
rbul
lying
) and
ask
ss w
hat q
uesti
ons w
ould
th
ey n
eed
to a
sk to
und
ersta
nd th
is pr
oblem
. Al
low
stud
ents
to g
o th
roug
h pr
oces
s and
refle
ct
on w
hat s
teps
wer
e ne
cess
ary t
o co
mpl
ete
the
task
. In
trodu
ce a
nd d
evelo
p in
divid
ual a
nd/o
r co
llabo
rativ
e ele
ctro
nic p
ortfo
lios.
Ut
ilize
Libra
ry M
edia
Cen
ter t
o sh
owca
se a
va
riety
of t
echn
olog
y res
ourc
es. I
nvite
com
mun
ity
mem
bers
to sh
are
expe
rtise
rela
ted
to th
e pr
ojec
t.
ASS
ESSM
ENT
Syste
mat
ic an
d ph
ased
ass
essm
ents
avai
labl
e th
at a
sses
s pro
cess
as w
ell a
s end
resu
lt. P
eer
and
self
refle
ctio
ns b
ased
off
of a
ltern
ative
as
sess
men
t mod
els (d
iary,
ess
ay, c
ritiq
ue w
orks
)
LEA
RNIN
G E
NVI
RON
MEN
T
Dire
ct k
now
ledge
and
com
fort
on th
e pa
rt of
ed
ucat
ors a
nd st
uden
ts in
tryin
g “b
ig th
ings
” or
“ne
w id
eas”
and
hav
ing
the
abilit
y to
have
th
em n
ot w
ork.
PRO
FESS
ION
AL
DEV
ELO
PMEN
T
Prov
ide
ongo
ing
PD in
crea
sing
teac
hers’
aw
aren
ess a
nd im
plem
enta
tion
of 2
1st C
entu
ry
Lear
ning
Skil
ls.
EDUC
ATIO
NA
L LE
AD
ERSH
IP
Succ
esse
s of l
esso
ns a
nd u
nits
desig
ned
with
cr
itica
l thi
nkin
g in
min
d hi
ghlig
hted
and
exp
lore
d as
a g
roup
. Pot
entia
l for
lead
ers t
o be
iden
tified
to
keep
up
to d
ate
on re
sear
ch.
PART
NER
ING
POLI
CYM
AKI
NG
CURR
ENT
PLA
N
4. CREATIVE THINKING, PROBLEM SOLVING & DECISION MAKINGIS
TE-M
ILE
GU
IDE
14
15CU
RRIC
ULUM
Mat
eria
ls fo
r ins
truct
ion.
Id
entif
y tec
hnol
ogica
l skil
ls ne
eded
for j
obs.
****
A hi
gh sc
hool
leve
l cla
ss in
med
ia li
tera
cy
and
com
pute
r skil
ls as
a p
rere
quisi
te to
gr
adua
te w
ould
offe
r a st
rong
setti
ng in
whi
ch
to te
ach
and
advo
cate
dig
ital c
itize
nshi
p, gl
obal
aw
aren
ess a
nd m
edia
, cre
atio
n, a
utho
ring,
and
re
sear
ch sk
ills.
Curri
culu
m (c
ross
-cur
ricul
ar) t
o su
ppor
t the
in
struc
tion.
ISTE
-NET
S
5. D
igita
l Citi
zens
hip
Stud
ents
und
erst
and
hum
an, c
ultu
ral,
and
soci
etal
issu
es re
late
d to
tech
nolo
gy a
nd
prac
tice
lega
l and
eth
ical
beh
avio
r.
a. A
dvoc
ate
and
prac
tice
safe
, leg
al,
and
resp
onsi
ble
use
of in
form
atio
n an
d te
chno
logy
.
b. E
xhib
it a
posi
tive
attit
ude
tow
ard
usin
g te
chno
logy
and
sup
port
s co
llabo
ratio
n,
lear
ning
, and
pro
duct
ivity
.
c. De
mon
stra
te p
erso
nal r
espo
nsib
ility
for
lifel
ong
lear
ning
.
d. E
xhib
it le
ader
ship
for d
igita
l citi
zens
hip.
INST
RUCT
ION
For s
tude
nts/p
aren
ts/te
ache
rs de
mon
strat
e un
derst
andi
ng o
f cyb
er sa
fety,
legal
, eth
ical a
nd
safe
ty is
sues
, and
pro
tect
ion
of p
erso
nal I
D.
Tied
dire
ctly
to cu
rricu
lum
. Rea
l life
exa
mpl
es
that
are
pur
pose
ful a
nd e
ncou
rage
and
m
otiva
te st
uden
ts to
use
tech
nolo
gy b
eyon
d en
terta
inm
ent.
ASS
ESSM
ENT
Track
, cat
egor
ize, a
nd re
port
infra
ctio
ns re
late
d to
di
gita
l citi
zens
hip.
Dem
onstr
ate
digi
tal c
itize
nshi
p via
repo
rt ca
rd.
LEA
RNIN
G E
NVI
RON
MEN
T
Dem
onstr
ate
posit
ive so
cial b
ehav
ior (
follo
ws
rules
).
Suffi
cient
tech
nolo
gy se
tting
(i.e.
stud
ent
com
pute
rs, S
mar
tboa
rds,e
tc.)
PRO
FESS
ION
AL
DEV
ELO
PMEN
T
Incr
ease
teac
her k
now
ledge
to e
nsur
e co
nsist
ent
unde
rstan
ding
of d
igita
l citi
zens
hip
EDUC
ATIO
NA
L LE
AD
ERSH
IP
Prom
ote
and
enfo
rce
digi
tal c
itize
nshi
p
(teac
hers/
adm
inist
rato
rs)
PART
NER
ING
Pare
nt e
duca
tion
and
awar
enes
s pro
gram
s on
the
uses
(pos
itive
and
neg
ative
) of t
echn
olog
y, de
vices
, and
Web
2.0
).
POLI
CYM
AKI
NG
Teac
her/s
tude
nt u
ser a
gree
men
t
CURR
ENT
PLA
N
Curre
nt p
lan
is so
mew
hat C
C al
igne
d. It
doe
s m
entio
n th
e in
clusio
n of
crea
tion-
orien
ted
lesso
ns b
ut m
ore
deta
il is
need
ed.
5. DIGITAL CITIZENSHIPIS
TE-M
ILE
GU
IDE
15
Five Year Technology Plan 2 0 1 4 - 2 0 1 816CU
RRIC
ULUM
Grad
e-lev
el te
chno
logy
ben
chm
arks
. The
crea
tion
of a
low
-gra
de te
chno
logy
clas
s ( a
spec
ific c
lass
w
ith a
teac
her)
or d
evelo
p a
sepa
rate
/inte
grat
ed
tech
nolo
gy cu
rricu
la (c
omm
on ru
brics
) tha
t can
be
valu
e-ad
ded
and
grad
e sp
ecifi
c but
follo
w
stude
nts t
hrou
gh sc
hool
.
Deve
lop
a co
mm
on te
chno
logy
app
roac
h, te
rms
and
com
mon
app
lied
theo
ry th
at w
ill be
par
t of a
di
strict
-wid
e te
chno
logy
curri
cula
pla
n.
Curri
cula
has
a m
easu
red,
tier
ed sy
stem
of
tech
nolo
gy sk
ill de
velo
pmen
t int
egra
ted
with
su
bjec
t are
as in
an
auth
entic
man
ner.
ISTE
-NET
S
6. Te
chno
logy
Ope
ratio
ns &
Con
cept
s:
Stud
ents
dem
onst
rate
a s
ound
un
ders
tand
ing
of te
chno
logy
con
cept
s, sy
stem
s, an
d op
erat
ions
.
a. U
nder
stan
d an
d us
e te
chno
logy
sy
stem
s.
b. S
elec
t and
use
app
licat
ions
eff
ectiv
ely
and
prod
uctiv
ely.
c. Tr
oubl
esho
ot s
yste
ms
and
appl
icat
ions
.
d. Tr
ansf
er c
urre
nt k
now
ledg
e to
lear
ning
of
new
tech
nolo
gies
.
INST
RUCT
ION
Teac
hers
will
inte
grat
e te
chno
logy
ben
chm
arks
in
to le
sson
s and
PBL
. The
se te
chno
logy
mar
kers
w
ill be
gra
de sp
ecifi
c and
weig
hted
in sc
ores
.
The
com
mon
tech
curri
cula
pla
n w
ill fil
ter
dow
n to
the
instr
uctio
nal l
evel
and
push
to
oppo
rtuni
ties b
eyon
d th
e sc
hool
day
as w
ell
(club
s, stu
dent
-cen
tere
d co
mm
unity
serv
ice/
even
ts, st
uden
t ins
truct
ors,
tuto
ring
etc.)
Gr
ade-
level
base
d les
sons
/uni
ts de
velo
ped
that
ar
e te
chno
logy
/21s
t C sk
ills b
ased
. Gr
ade-
level
base
d les
sons
/uni
ts de
velo
ped
that
ar
e gr
ound
ed in
criti
cal t
hink
ing
and
prob
lem-
solvi
ng/2
1st C
skills
bas
ed.
Instr
uctio
n is
diffe
rent
iate
d to
add
ress
th
e tie
red
syste
m o
f tec
hnol
ogy s
kill
deve
lopm
ent f
rom
K-1
2.
ASS
ESSM
ENT
Com
mon
rubr
ics b
ased
upo
n te
chno
logy
be
nchm
arks
. Ass
essm
ents
of te
chno
logy
skills
(ty
ping
, med
ia d
esig
n, th
e ab
ility t
o na
vigat
e te
chno
logy
, rea
d an
d co
mpr
ehen
d, a
nalyz
e, an
d ut
ilize
and
perfo
rm te
chno
logy
task
s fro
m a
n al
l-dig
ital e
nviro
nmen
t ind
epen
dent
ly).
If Cl
oud-
Tech
was
acc
essib
ly by
stud
ents
they
co
uld
have
acc
ess a
nd d
evelo
p th
eir o
wn
E-po
rtfol
io, th
is co
uld
have
dist
rict-e
xpec
tatio
ns
that
wou
ld b
e ex
pand
ed a
nd in
crea
sed
on a
ye
arly
basis
. A
deve
lope
d un
derst
andi
ng o
f help
func
tions
and
so
urce
s fro
m w
hich
to tr
oubl
esho
ot p
robl
ems
and
solve
tech
nolo
gy d
ilem
mas
inde
pend
ently
. As
sess
men
ts re
flect
and
mat
ch th
e tie
red
syste
m
with
an
inte
rven
tion
syste
m to
supp
ort s
kill
deve
lopm
ent
LEA
RNIN
G E
NVI
RON
MEN
T
Clou
d-ba
sed
tech
that
allo
ws c
olla
bora
tion
and
flexib
le un
its o
f tim
e.
Take
adv
anta
ge o
f exis
ting
tech
nolo
gy
infra
struc
ture
and
exp
and
capa
city.
A po
tent
ial f
or a
lapt
op ca
rt in
eac
h de
partm
ent.
An a
tmos
pher
e of
mov
ing
stude
nts t
owar
ds
self-
dire
ctio
n an
d in
depe
nden
ce in
tech
nolo
gy
troub
lesho
otin
g an
d ap
plica
tion.
An e
nviro
nmen
t tha
t sup
ports
the
use
and
deve
lopm
ent o
f stu
dent
tech
nolo
gy sk
ills.
PRO
FESS
ION
AL
DEV
ELO
PMEN
T
Teac
hers
have
trai
ning
and
acc
ess t
o vid
eo
supp
ort i
n co
mm
on p
rogr
ams (
wor
d, e
xcel,
et
c…) a
s well
as d
ocum
ents
that
can
be g
iven
to st
uden
ts.
A pr
ofes
siona
l tec
hnol
ogy t
each
er/sp
ecia
list t
o de
velo
p su
ch d
ocum
ents,
take
reco
mm
enda
tions
fo
r tec
hnol
ogy i
nteg
ratio
n an
d te
ach
tech
nolo
gy
inte
grat
ion.
EDUC
ATIO
NA
L LE
AD
ERSH
IP
Tech
nolo
gy p
rofe
ssio
nal t
o w
ork
with
teac
hers
to
inte
grat
e te
chno
logy
, res
earc
h te
chno
logy
use
s an
d w
ork
on/im
plem
ent t
echn
olog
y-or
iente
d pr
ofes
siona
l dev
elopm
ent.
An a
dmin
istra
tion
that
is o
pen
to e
xper
imen
tal
lesso
ns in
tegr
atin
g te
chno
logy
with
in th
e cu
rricu
la.
PART
NER
ING
The
use
of g
uest-
spea
kers
at th
e hi
gher
ed
ucat
ion
level.
Ex
plor
atio
n of
inte
rnsh
ips p
ossib
ilities
(New
Vi
sions
. Ad
ult e
duca
tion
oppo
rtuni
ties t
hat i
ncre
asin
gly
focu
s on
tech
nolo
gy a
nd 2
1st c
entu
ry sk
ills.
Brin
g in
bus
ines
s lea
ders/
com
mun
ity te
chno
logy
lea
ders
to p
artn
er a
t the
clas
sroom
, bui
ldin
g, a
nd
distr
ict le
vel.
Com
mun
icate
a w
illing
ness
to b
ring
in re
sear
ch
proj
ects
and
expe
rts fr
om S
UNY
Alba
ny o
n kn
owled
ge-b
uild
ing
and
PBL.
POLI
CYM
AKI
NG
A po
licy t
hat a
llow
s a g
reat
er le
vel o
f tru
st fo
r stu
dent
s and
their
tech
nolo
gica
l com
pete
ncy a
nd
perso
nal r
espo
nsib
ility.
NEED
Dist
rict-w
ide
acce
ss to
Clo
ud Te
ch fo
r stu
dent
s in
orde
r to
mov
e fo
rwar
d w
ith 2
1st
Cent
ury i
nteg
ratio
n.
Abilit
y to
vet a
nd a
ccep
t new
use
ful s
ites,
and
tech
nolo
gy re
sour
ces f
or a
qui
ck tu
rnar
ound
and
gr
eate
r ins
truct
or/st
uden
t flex
ibilit
y in
acce
ss to
re
sour
ces.
Crea
tion
of ta
ngib
le in
cent
ives f
or e
duca
tors
to
lead,
teac
h, a
nd a
sses
21s
t C sk
ills (b
oth
to p
eers
an
d stu
dent
s).
An a
war
enes
s of a
nd a
dvoc
acy o
f pur
suin
g te
chno
logy
gra
nts (
IDEA
Gra
nts).
CURR
ENT
PLA
N
Emph
asis
on te
chno
logy
skills
such
as
keyb
oard
ing,
(3, 4
, 6th
gra
des).
4.
1 of
Tech
Pla
n in
clude
s con
cept
s of P
BL,
reso
urce
s, us
e, re
sear
ch to
ols.
The
ques
tion
is, a
re
we
doin
g th
is, is
it e
mbe
dded
in cu
rricu
la.
Scho
ol e
xpec
tatio
ns: (
3) g
ener
al a
ctivi
ties t
o en
able
learn
ers t
o m
eet t
ech
stand
ards
(bas
ic on
es).
Stud
ents
to co
mpl
ete
a re
sear
ch p
rojec
t eac
h se
mes
ter.
6. TECHNOLOGY OPERATIONS & CONCEPTSIS
TE-M
ILE
GU
IDE
16
17
Strategic Objectives & Student Outcomes
Student Outcomes Are you READY for the 21st Century?
R=ReachIntrinsic motivationCritical thinkingImproved work ethicSelf-directed/lifelong learner
E=EngageCollaboration and communicationLeadershipCreativityHome/school connectionsServing learning/internships and externships
A=AdaptFlexibilityProblem solvingReal world applicationsKnowledge across disciplinesInnovation
D=DiversifySkill sets and experience connected to real world applicationGlobal and cultural awareness, skills and expertise
Y=Yours... Own It!ResponsibilityAccountabilityDemonstration of skills through portfoliosEvidence of masteryPassion for learning
Strategic Objectives
• Tailor curriculum to include 21st Century competencies• Create opportunities to improve student outcome• Design infrastructure to implement 21st Century vision
and achievement outcomes• Increase partnerships with businesses and college• Implement Project Based Learning • Create opportunities for students to take risks
The Schalmont Central School District, through the implementation of this technology plan, will adopt a 21st Century skills curriculum and employ methods of instruction that integrate innovative, research-proven teaching strategies, modern learning technologies, and real-world resources and contexts.
17
Five Year Technology Plan 2 0 1 4 - 2 0 1 818
Instructional Technology Plan GoalsGoal 1: Use educational technology appropriately to improve learning and monitor student progress
Strategy
Action Who
1.1 Integrate technology with instruction in all curriculum in order to provide students with a variety of learning opportunities .
Create a technology curriculum committee to design the scope and sequence K-12 for technology integration .
Document within the Technology Plan- Google migration- New courses- BYOD- 1:1 Devices- Interactive boards
Timeframe Evidence
Schalmont Teachers Institute (STI) Tech Subcommittee on Curriculum Integration Teachers Administrators Technology Integration Specialist (TIS)
January - June 2014
Completed Curriculum by June 2016
1.2 Use technology to access the global education community .
1:1 devices Smart Boards Middle school digital literacy course HS tech courses
Observed instruction that meets global education outreach initiatives .
Teachers Administrators TIS
Beginning September 2015 Annually
A. Curriculum
B. Instruction
1.3 Use technology that accommodates each student’s learning style and needs .
a) Planning includes the implementation of technology to differentiate the diverse needs of learners .b) Support distance learning and expand distance learning opportunities . c) Androids/Kindles/Nooks/Apps for education/iPads
Cited observations of instructions that demonstrates the use of technology in regular instruction (10 lessons worth)Technology Upgrade to District Distance Learning LabContinue expansion of Credit Recovery ProgramAdditional Devices SWD
Teachers Administrators TIS
September 2015
Annually
1.4 Teachers will guide students to become independent, self-determining learners who seek out answers to complex problems .
Teachers will:
a) increasingly move towards a facilitator role in student education .
b) challenge students with authentic problems and real life scenarios .
c) create lessons of varying difficulty to challenge students’ ability to research, analyze and synthesize information .
a) Cited observations of instruction that demonstrate a shift in instructional practice .
b) Evidence through student artifacts and legacy projects .
c) Cited observations of instructions that demonstrate a shift in instructional practice .
Teachers Administrators TIS Teachers on Special Assignment (TOSAs)
Beginning September 2015 Annually
18
19
Instructional Technology Plan GoalsGoal 1: Use educational technology appropriately to improve learning and monitor student progress
Strategy
Action Who
1.5 Use student information system to provide continual updates on student progress and allow teachers, students, and parents to view student progress securely via the internet.
a) Expand parent portal options on current data system.
a) Increased options to include gradebook view, student attendance, homework assignments, and assessment results for both parents and students
b) Purchase and Implement LMS - Schoology
Timeframe Evidence
Director of Curriculum STI Tech Subcommittee on Curriculum Integration Teachers Administrators TIS
By June 2016
1.6 Use student information system to provide community with student achievement data.
a) Create a district-wide Data Dashboard to align with Strategic Plan metrics.
a) Data Dashboard for view on district website/PDGogy
Teachers Administrators TIS
By June 2016
C. Assessment
1.7 Ready every student to be technology proficient for testing.
a) Implement technology curriculum K-12.
Develop curriculum Technology Curriculum Committee
June 2016
1.8 Provide appropriate technology for schools to be ready for online testing.
a) Implement Technology Plan according to timeline.
Hardware in place
Each school Labs 1:1 devices
In full by June 2017
1.9 Teachers will use data to make meaningful and effective changes to instruction.
a) Implement and provide access to a common Learning Management System (i.e. Connect).
b) Teachers use LMS to monitor results and guide instruction.
Learning Management System “Schoology” up and running
Technology Integration Specialist TOSAs Administration Director of Curriculum
Begin September 2015
September 2015
19
Five Year Technology Plan 2 0 1 4 - 2 0 1 820
Instructional Technology Plan GoalsGoal 2: Learning environment
Strategy
Action Who
2.1 Use technology rich environments to help students solve problems, make decisions, and express themselves .
a) Pilot 21st Century Classrooms .b) Expanded use of Media Labs and Tech centers for authentic instruction .c) iPads/Apps SWD/Autism
Two classrooms set
Devices for SWD K-12 (here and outside agencies)
Timeframe Evidence
Director of Curriculum STI Tech Subcommittee on Curriculum Integration Teachers Administrators TIS
a) By June 2016
b) September 2015
c) Begin September 2015
2.2 Provide students with authentic technology experiences with global audiences .
a)Teachers develop authentic problems for collaboration and global participation .
b) November professional development
- Gr . 6 digital literacy course - High school course
- Increase in Twitter usage for projects
Teachers Administrators TIS
a) September 2015
b) March 2016
2.3 Maintain a secure wireless network in each building to meet the instructional bandwidth requirements (i .e . computer labs, laptops carts, and BYOD mobile devices) .
a) Ensure secure and adequate wireless needs are met for 21st century education .
Completed network infrastructure
TIS Instructional Technology (IT department
September 2015
2.4 Develop a plan to acquire tablets for all students in grades 5-12 within 5 years .
a) Implement infrastructure and hardware components of the Technology Plan .
1:1 devices in place (Chromebooks)
Technology Cabinet Grades 9-12: September 2015
Grades 5-9: September 2016
Grade 8: 2016-17
Grade 6-7: 2017-18
Grade 5: 2018-19
20
21
Instructional Technology Plan GoalsGoal 2: Learning environment
Strategy
Action Who
2.5 Provide a plan to acquire interactive devices in 100% of the classrooms within 5 years .
a) Implement infrastructure and hardware components of the Technology Plan .
Completed plan to include elementary
Timeframe Evidence
Technology Cabinet June 2019
2.6 Continue to provide and update computers throughout the district with the latest software .
a) Implement infrastructure and hardware components of the Technology Plan .
Ongoing updates met IT Department Annually
2.7 Provide a laptop for all teachers to have network access from anywhere in district .
a) Implement infrastructure and hardware components of the Technology Plan .
District-wide network access
1:1 laptops for teachers in place
IT Department September 2014
2.8 Ensure that internet speed and bandwidth meets both the needs of the district and requirements of next generation online assessments .
a) Implement infrastructure and hardware components of the Technology Plan .
Completed infrastructure in place
IT Department September 2015
2.9 Continue to partner with NERIC and district Technology Coordinators to maximize the district’s ability to service and repair education technology .
a) Annual review of NERIC services aligned to the implementation timeline of the technology plan .
Ongoing partnerships
repairs at minimum/reduced rate annually
Superintendent IT Department Technology Cabinet TIS
Annually
21
Five Year Technology Plan 2 0 1 4 - 2 0 1 822
Instructional Technology Plan GoalsGoal 3 – Provide Professional Development and ongoing support enabling staff to be knowledgeable when working in technology rich environments
Strategy
Action Who
3.1 All teachers will meet the NET Standards for teachers .
a) Offer multiple opportunities for professional development in the NETS Standards for all teachers .
b)Articulate professional development timeline within district’s Professional Development Plan .
Timeframe Evidence
Director of Curriculum STI Tech Subcommittee on Curriculum Integration Teachers Administrators TIS
Developed Professional Development Offerings for teachers .
Technology Curriculum Committee
TIS
Director of Curriculum
STI
Annually
3.2 The Schalmont Teacher’s Institute (STI) will create professional learning communities with other teaching professionals to remain current on best practices related to technology integration including online computer-based training .
3.3 Technology Integration Specialist will conduct workshops and offer individual support for classroom teachers, teaching assistants, special education teachers and specialists in each building .
a) STI Steering Committee will research methodologies for integrating technology into regular classroom instruction . These practices will be shared within the PDP .
b) TIS will collaborate with STI to deliver job-embedded training related to technology integration .
a) TIS attends workshops and professional develop to build skills and repertoire for teaching methodologies for technology integration .
b)TIS creates a schedule of ongoing workshops and job-embedded sessions to assist teachers in designing lessons that utilize technology as a teaching tool .
Teacher
TOSA
Annually Workshops
Professional Development offerings
- Brochures by quarter
- On website, podcasts, tutorials
Annually a) Implementation of NETS Standards in instruction will be evidenced through formal and informal observations .
b) Annual Professional Development Plan includes opportunities for all teachers to be trained in NETS Standards .
22
23
Instructional Technology Plan GoalsGoal 3 – Provide Professional Development and ongoing support enabling staff to be knowledgeable when working in technology rich environments
Strategy
Action Who Timeframe Evidence
3.4 Technology Coordinators and Technology Integration Specialist will collaborate with school staff and be a liaison between schools and Information, Communications, and Technology Services (ICT) . The Coordinators and TIS will also work with School Library Media Specialists to share and trade new technologies and promote the use of new software and new applications .
a) TIS will serve as a liaison between STI, and Building Technology Coordinators in aligning efforts to promote the use of 21st century skills and technology integration in regular instruction .
3.5 Technology Support Services (TSS) will provide technical support in each school and will maintain instructional technology tools .
Annuallya) Implement infrastructure and hardware components of the Technology Plan .
b) TSS will maintain a system to ensure instructional technology tools are in working order for classroom integration .
IT Department
TIS STI Building Coordinators TOSAs
Annually - Meetings, agendas, minutes
- Reports to technology cabinet
IT tickets
23
Five Year Technology Plan 2 0 1 4 - 2 0 1 824
Instructional Technology Plan GoalsGoal 4: Educational Leadership
Strategy
Action Who
4.1 Administrators will meet the NET Standards for administrators .
a) Offer multiple opportunities for professional development in the NETS Standards for all administrators .
b) Create collaborative communities with other teaching and administrative professionals to remain current on best practices related to technology .
Annual evaluations and observations
Timeframe Evidence
Superintendent
Administrators
TIS
Annually
4.2 Create opportunities for student learning as it relates to technology skills and knowledge of the 21st century student .
a) Leaders explore multiple opportunities to integrate 21st century skills into both the classroom and school culture .
- Courses in place
- Technology cabinet minutes/plans
Administrators September 2015
4.3 Create appropriate professional development opportunities to help teachers understand the role of technology and instruction .
a) Leaders work with TIS, TOSAs, Director of Curriculum, and STI to align Professional Development opportunities for instructional technology integration at the building level .
Professional development in place (see 3 .2, 3 .3)
Administrators
Director of Curriculum
TOSAs
TIS
Annually
4.4 Use technology in a timely and effective manner in order to transmit information to stakeholders .
a) Leaders model the use of technology in communications with students, staff, and parents .
b) Leaders utilize technology as a tool in their efforts to further the components of the Technology Plan .
Observations Evaluations Artifacts
Administrators
Director of Curriculum
TOSAs
TIS
Annually
24
25
Instructional Technology Plan Goals
-
Goal 5: Partnering - Expand partnerships between district schools and businesses, local colleges and universities, community residents, and parents using technology
Strategy
Action Who
5.1 Use district homepage and social media as a means of communicating district news .
a) Work with BOCES to ensure district website and social media is innovative easily navigable for our community’s use .
b) District website and social media make use of timely submissions of information and updates to engage the end-user .
Superintendent
- News and information available at schalmont .org
- Tech integration site
Timeframe Evidence
Administrators
Communications Liaisons
September 2015
5.2 Maintain and increase the use of the parent data portal for greater parent accessibility .
a) Research and implement parent portal innovations to best serve parents, students, and the community .
Administrators
Director of Curriculum
TOSAS
TIS
September 2016
5.3 Seek and create new partnerships and opportunities for students with area colleges, universities, alternative education environments, and businesses .
a) Research area businesses seeking partnerships to provide opportunities for students through internships and externships .
b) Seek partnership with SUNY Albany’s College of Nanoscale Engineering and Sciences .
c) Continue and expand New Visions opportunities for students .
Established program/events in place
Administrators
Director of Curriculum
Project Lead the Way Instructors
TOSAs
TIS
Annually
Enhanced Parent Portal options in place
25
Five Year Technology Plan 2 0 1 4 - 2 0 1 826
Instructional Technology Plan GoalsGoal 6: Policymaking
Strategy
Action Who
6.1 Update all Board of Education policies pertaining to the use of technology in schools to match goals and standards outlined within the Technology Integration Plan this includes a review of the district internet safety policy and all policies related to the social and ethical uses of technology .
a) Review current policies and revise as appropriate to align with Technology Plan .
b) Create associated regulations to align with updated Board of Education policies .
Completed policies and forms
Timeframe Evidence
Technology Cabinet
Superintendent
Board of Education
In place September 2015
6.2 Develop social media guidelines for safe and effective use by students, staff, and administrators .
a) Research pros and cons of social media usage in schools in order to make a policy change recommendation on this matter .
b) Implement recommendation based on research and best practices .
Gr . 6 digital literacy course
Guidelines distributed to staff and on school district website
Superintendent September 2015
26
27
Student Standards & Skills
Standard 1: Creativity & Innovation “Make It!”Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology .
A . Apply existing knowledge to generate new ideas, products, or processes .
B . Create original works as a means of personal or group expression .
C . Use models and simulations to ex-plore complex systems and issues .
D . Identify trends and forecast possibilities .
Standard 2: Communication & Collaboration “Share It!”Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others .
A . Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media .
B . Communicate information and ideas effectively to multiple audiences us-ing a variety of media and formats .
C . Develop cultural understanding and global awareness by engaging with learners of other cultures .
D . Contribute to project teams to produce original works or solve problems .
Standard 3: Research & Information Fluency “Find It!”Students apply digital tools to gather, evaluate, and use information .
A . Plan strategies to guide inquiry .
B . Locate, organize, analyze, evaluate, synthesize, and ethically use infor-mation from a variety of sources and media .
C . Evaluate and select information sources and digital tools based on the appropriateness to specific tasks .
D . Process data and report results .
Standard 4: Critical Thinking, Problem Solving & Decision Making “Solve It!”Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources .
A . Identify and define authentic prob-lems and significant questions for investigation
B . Plan and manage activities to develop a solution or complete a project
C . Collect and analyze data to identify solutions and/or make informed decisions .
D . Use multiple processes and diverse perspectives to explore alternative solutions .
Standard 5: Digital Citizenship “Protect It!”Students understand human, cultural, and societal issues related to technology and practice legal ethical behavior .
A . Advocate and practice safe, legal, and responsible use of information and technology .
B . Exhibit a positive attitude toward using technology that supports col-laboration, learning, and productiv-ity .
C . Demonstrate personal responsibility for lifelong learning .
D . Exhibit leadership for digital citizen-
ship .
Standard 6: Technology Operations & Concepts “Use It!”Students demonstrate a sound understanding of technology concepts, systems, and operations .
A . Understand and use technology sys-tems .
B . Select and use applications effec-tively and productively .
C . Troubleshoot systems and applica-tions .
D . Transfer current knowledge to learning of new technologies .
In association with the International Society for Technology in Education (ISTE®), Schalmont has adopted the six ISTE definitive standards for learning, teaching and leading in the digital age.
27
Five Year Technology Plan 2 0 1 4 - 2 0 1 828
The following list of ideas are “provided in an effort to bring the standards to life and demonstrate the variety of activities possible. Space limitations and the realities of the constantly evolving learning and technology landscapes make it impossible to provide a comprehensive collection of examples and consequently, students and teachers should not feel constrained by this resource.” ---ISTE Website
PK-Grade 2 (ages 4-8)The following experiences with technology and digital resources are examples of learning activities in which students might engage during PreKindergarten through second grade (ages 4–8) .
1 . Illustrate and communicate original ideas and stories using digital tools and media-rich resources . (1, 2)
2 . Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solu-tion . (1, 3, 4)
3 . Engage in learning activities with learners from multiple cultures through e-mail and other electronic means . (2, 6)
4 . In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area . (1, 2, 6)
5 . Find and evaluate information related to a current or histori-cal person or event using digital resources . (3)
6 . Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals . (1, 3, 4)
7 . Demonstrate the safe and coopera-tive use of technology . (5)
8 . Independently apply digital tools and resources to address a variety of tasks and problems . (4, 6)
Examples of 21st Century Skills in the Classroom
KEY
The numbers in parentheses after each item identify the standards (1–6):
1 . Creativity & Innovation
2 . Communication & Collaboration
3 . Research and Information Fluency
4 . Critical Thinking, Problem Solving, & Decision Making
5 . Digital Citizenship
6 . Technology Operations & Concepts
Please note: This is a living document which establishes where some of the larger 21st century skills should be introduced. It is meant to be revisited yearly and modified as technology will certainly grow and accelerate.
Technology At-A-Glance by Grade Level
Pre-Kindergarten - In development
Kindergarten - In development
First Grade - Computer basics, beginning research (I wonder . . .)
Second Grade - Keyboarding (various functions)
Third Grade - Keyboarding (cultural communication)
Fourth Grade - Navigating the Web/databases for information - keywords and key ideas
Fifth Grade - Web reliability, research (Gathering facts and synthesizing into an outcome)
Sixth Grade - Digital citizenship, word processing
Seventh Grade - Presenting (sharing sources)
Eighth Grade - Databases
Ninth Grade - Collaboration (interact, collaborate and create with peers)
Tenth Grade - Creativity (video, interactive, documentary)
Eleventh Grade - Advanced resources (journals, databases)
Twelfth Grade - PSA’s
9 . Communicate about technology using developmentally appropriate and accurate terminol-ogy . (6)
10 . Demonstrate the ability to navigate in virtual environ-ments such as electronic books, simulation soft-ware, and web-sites . (6)
28
29
Grades 3-5 (ages 8-11)The following experiences with technology and digital resources are examples of learning activities in which students might engage during grades 3-5 (ages 8-11) .
1 . Produce a media-rich digital story about a significant local event based on first-person interviews . (1, 2, 3, 4)
2 . Use digital-imaging technology to modify or create works of art for use in a digital presentation . (1, 2, 6)
3 . Recognize bias in digital resources while researching an environmen-tal issue with guidance from the teacher . (3, 4)
4 . Select and apply digital tools to col-lect, organize, and analyze data to evaluate theories or test hypoth-eses . (3, 4, 6)
5 . Identify and investigate a global issue and generate possible solutions using digital tools and resources . (3, 4)
6 . Conduct science experiments using digital instruments and measure-ment devices . (4, 6)
7 . Conceptualize, guide, and manage individual or group learning proj-ects using digital planning tools with teacher support . (4, 6)
8 . Practice injury prevention by apply-ing a variety of ergonomic strate-gies when using technology . (5)
9 . Debate the effect of existing and emerging technologies on individu-als, society, and the global com-munity . (5, 6)
10 . Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems . (4, 6)
Grades 6-8 (ages 11-14)The following experiences with technology and digital resources are examples of learning activities in which students might engage during grades 6-8 (ages 11-14) .
1 . Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software . (1, 2)
2 . Create original animations or videos documenting school, community, or local events . (1, 2, 6)
3 . Gather data, examine patterns, and apply information for deci-sion making using digital tools and resources . (1, 4)
4 . Participate in a cooperative learning project in an online learning com-munity . (2)
5 . Evaluate digital resources to deter-mine the credibility of the author and publisher and the timeliness and accuracy of the content . (3)
6 . Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related prob-lems . (3, 4, 6)
7 . Select and use the appropriate tools and digital resources to accom-plish a variety of tasks and to solve problems . (3, 4, 6)
8 . Use collaborative electronic author-ing tools to explore common cur-riculum content from multicultural perspectives with other learners . (2, 3, 4, 5)
9 . Integrate a variety of file types to create and illustrate a document or presentation . (1, 6)
10 . Independently develop and apply strategies for identifying and solv-ing routine hardware and software problems . (4, 6)
Grades 9-12 (ages 14-18)The following experiences with technology and digital resources are examples of learning activities in which students might engage during grades 9-12 (ages 14-18) .
1 . Design, develop, and test a digital learning game to demonstrate knowledge and skills related to cur-riculum content . (1, 4)
2 . Create and publish an online art gallery with examples and com-mentary that demonstrate an un-derstanding of different historical periods, cultures, and countries . (1, 2)
3 . Select digital tools or resources to use for a real-world task and justify the selection based on their ef-ficiency and effectiveness . (3, 6)
4 . Employ curriculum-specific simula-tions to practice critical-thinking processes . (1, 4)
5 . Identify a complex global issue, develop a systematic plan of in-vestigation, and present innovative sustainable solutions . (1, 2, 3, 4)
6 . Analyze the capabilities and limita-tions of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs . (4, 5, 6)
7 . Design a website that meets acces-sibility requirements . (1, 5)
8 . Model legal and ethical behav-iors when using information and technology by properly selecting, acquiring, and citing resources . (3, 5)
9 . Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources . (1, 5)
10 . Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity . (4, 6)
Examples of 21st Century Skills in the Classroom
29
Technology “At A Glance” by Grade Level: This is a living document which establishes where some of the larger 21st century skills should be introduced. It is meant to be revisited yearly and modified as technology will certainly grow and accelerate.
PK
K
1 Computer Basics, Beginning Research (I wonder...)
2 KeyBoarding - Various Functions
3 Keyboarding - Cultural Communication
4 Navigating the Web/databases for Information - Key words and key ideas
5 Web Reliability, Research (Gathering facts and synthesizing into an outcome)
6 Digital Citizenship, Word Processing
7 Presenting - Sharing Sources
8 Databases
9 Collaboration - Interact, Collaborate and create with peers.
10 Creativity (Video, Interactive, Documentary
11 Advanced Resources (Journals, Databases)
12 PSA’s
30
Schalmont Central Schools Technology Plan In association with The International Society for Technology in Education (ISTE®), Schalmont has adopted the six ISTE definitive standards for learning, teaching and leading in the digital age.
Standard 1: Creativity and Innovation
" Make It! "
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
a) Apply existing knowledge to generate new ideas, products, or processes b) Create original works as a means of personal or group expression c) Use models and simulations to explore complex systems and issues d) Identify trends and forecast possibilities
Standard 2: Communication and Collaboration
“ Share it! “
Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a) Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b) Communicate information and ideas effectively to multiple audiences using a variety of media and formats c) Develop cultural understanding and global awareness by engaging with learners of other cultures d) Contribute to project teams to produce original works or solve problems
Standard 3: Research and Information Fluency
" Find It! "
Students apply digital tools to gather, evaluate, and
use information.
a) Plan strategies to guide inquiry b) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d) Process data and report results
Standard 4: Critical Thinking, Problem Solving, and Decision Making
" Solve It! "
Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a) Identify and define authentic problems and significant questions for investigation b) Plan and manage activities to develop a solution or complete a project c) Collect and analyze data to identify solutions and/or make informed decisions d) Use multiple processes and diverse perspectives to explore alternative solutions
Standard 5: Digital Citizenship
" Protect it “
Students understand human, cultural, and societal issues related to technology and practice legal ethical
behavior.
a) Advocate and practice safe, legal, and responsible use of information and technology b) Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c) Demonstrate personal responsibility for lifelong learning d) Exhibit leadership for digital citizenship
Standard 6: Technology Operations and Concepts
" Use It "
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a) Understand and use technology systems b) Select and use applications effectively and productively c) Troubleshoot systems and applications d) Transfer current knowledge to learning of new technologies
31
Examples of 21st Century Skills in the Classroom: The following list of ideas are “provided in an effort to bring the standards to life and demonstrate the variety of activities possible. Space limitations and the realities of the constantly evolving learning and technology landscapes make it impossible to provide a comprehensive collection of examples…... and consequently, students and teachers should not feel constrained by this resource.” ---ISTE Website
---------------------------------------
PK–Grade 2 (ages 4–8) The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8):
1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1, 2)
2. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally
appropriate solution. (1, 3, 4)
3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2, 6)
4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area.
(1, 2, 6)
5. Find and evaluate information related to a current or historical person or event using digital resources. (3)
6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals.
(1, 3, 4)
7. Demonstrate the safe and cooperative use of technology. (5)
8. Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6)
9. Communicate about technology using developmentally appropriate and accurate terminology. (6)
10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and websites. (6) The numbers in parentheses after each item identify the standards (1–6)
1.Creativity and Innovation 2.Communication and Collaboration 3.Research and Information Fluency 4.Critical Thinking, Problem Solving, and Decision Making 5.Digital Citizenship 6.Technology Operations and Concepts
---------------------------------------
32
Grades 3–5 (ages 8–11) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3–5 (ages 8–11):
1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) 2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6) 3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4) 4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6) 5. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4) 6. Conduct science experiments using digital instruments and measurement devices. (4, 6) 7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher
support. (4, 6) 8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5) 9. Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6) 10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (4, 6) The numbers in parentheses after each item identify the standards (1–6): 1.Creativity and Innovation 2.Communication and Collaboration 3.Research and Information Fluency 4.Critical Thinking, Problem Solving, and Decision Making 5.Digital Citizenship 6.Technology Operations and Concepts
---------------------------------------
Grades 6–8: (ages 11–14)
The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 6–8 (ages 11–14):
1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2) 2. Create original animations or videos documenting school, community, or local events. (1, 2, 6) 3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4) 4. Participate in a cooperative learning project in an online learning community. (2) 5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3) 6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (3, 4, 6) 7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6) 8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5) 9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6) 10. Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6) The numbers in parentheses after each item identify the standards (1–6)
1.Creativity and Innovation 2.Communication and Collaboration 3.Research and Information Fluency 4.Critical Thinking, Problem Solving, and Decision Making 5.Digital Citizenship 6.Technology Operations and Concepts
--------------------------------------
33
Grades 9–12 (ages 14–18) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 9–12 (ages 14–18):
1. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1, 4) 2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1, 2) 3. Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3, 6) 4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4) 5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1, 2, 3, 4) 6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4, 5, 6) 7. Design a Website that meets accessibility requirements. (1, 5) 8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3, 5) 9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1, 5) 10. Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4, 6) The numbers in parentheses after each item identify the standards (1–6)
1.Creativity and Innovation 2.Communication and Collaboration 3.Research and Information Fluency 4.Critical Thinking, Problem Solving, and Decision Making 5.Digital Citizenship 6.Technology Operations and Concepts
--------------------------------------
Key to Scope & Sequence:
A= awareness of skill/standard I= introduce skill/standard R= reinforce skill/standard M= master skill/standard
34
STE Standard 1: Creativity and Innovation "Make It" Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a) Apply existing knowledge to generate new ideas, products, or processes b) Create original works as a means of personal or group expression c) Use models and simulations to explore complex systems and issues d) Identify trends and forecast possibilities Using and Creating Multimedia Presentations: Student Skills: What we want the students to do... K 1 2 3 4 5 6 7 8 9 10 11 12
open and close a presentation template I R M
create, save, print, retrieve and close slide I R M
rearrange slide using slide sorter or a storyboard feature to organize presentation
I R M
use icons and menus I R M
cut, copy, and paste text I R M
insert graphics, clip art, sounds, and multimedia files I R M
insert objects such as graphs, charts and spreadsheets I R M
modify background and layout of slides I R M
manage headers and footers I R M
adjust presentation timing, and action buttons I R M
apply principles and elements of design I R M
utilize tools to edit text size, shape and color I R M
save presentations in other formats I R M
work in various modes and views (outline, notes and presentation)
I R M
Using web based presentation resources and websites to develop presentations
I R M
35
STE Standard 1: Creativity and Innovation Using and Creating Spreadsheets: Student Skills: What we want the students to do... K 1 2 3 4 5 6 7 8 9 10 11 12
Select a cell, multiple cells I R M
Enter data into cells I R M
Change font style, color, size I R M
Align cells I R M
Create basic charts and graphs I R M
select multiple cells I R M
insert/ delete cells, rows, columns I R M
Move/copy cells, rows, columns I R M
Change width, height, color of cells I R M
use sort option I R M
use simple formulas (sum, average) I R M
create complex formulas (mean, mode, %) I R M
36
STE Standard 1: Creativity and Innovation Using Word Processing Skills:
Student Skills: What we want the students to do... K 1 2 3 4 5 6 7 8 9 10 11 12
create, save, retrieve, print and close document I R R R M
use formatting toolbar M
insert and manipulate clip art, photos, charts, and graphs I R M
use grammar and spell check I R M
adjust line spacing I R M
create columns I R R M
insert headers, footers, pagination I R R M
adjust margins and page views I R M
adjust font styles, size, color I R M
adding bullets and number lists I R M
adding and adjusting textboxes I R M
cut, copy and paste text and pictures I R M
create tables I R M
use function keys and keyboard shortcuts I R M
troubleshoot formatting problems-use help feature I R R M
save documents as other formats I R R M
using and navigating menus I R R M
use undo and redo icons I R M
use program-specific templates and stationery I R M
insert spreadsheets and formulas I R M
use word count tool I R M
use print preview I R M
37
ISTE Standard 2: Communication and Collaboration "Share it" Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a) Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b) Communicate information and ideas effectively to multiple audiences using a variety of media and formats c) Develop cultural understanding and global awareness by engaging with learners of other cultures d) Contribute to project teams to produce original works or solve problems
Student Skills: What we want the students to do... K 1 2 3 4 5 6 7 8 9 10 11 12
Collaborate safely and responsibly with others to exchange ideas electronically (e.g., blogs, wikis, email, chat), to develop new understandings, to make decisions, to solve problems, and to broaden and deepen understanding within the technology learning community and beyond.
I R R R R R M
Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media as members of a social and intellectual network of learners.
I R M
Demonstrate teamwork by working productively with others, either individually or in project teams, to produce original electronic works or solve problems.
I R M
Develop cultural understanding, global awareness, and respect for differing interests and experiences of others by engaging, through the use of technology, with learners of other cultures to solicit diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
I R M
Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern within and beyond the learning community.
I R M
Use social networks and information tools both electronically and in person to gather and share information exhibiting responsibility, safety, and etiquette
I R M
Use email, chat, or other electronic means to compose, send, retrieve, read, reply to, forward, save, print and delete messages I R M
engage in learning activities through a variety of collaborative platforms
I R M
create and use group addresses in order to collaborate efficiently and effectively
I R M
share documents with others I R M
practice appropriate communication etiquette showing digital citizenship
I R M
video conference with others outside the school walls I R M
publish a finished work for viewing online I R M
participate on virtual teams in projects spread across the globe I R M
38
ISTE Standard 3: Research and Information Fluency "Find It" Students apply digital tools to gather, evaluate, and use information. a) Plan strategies to guide inquiry b) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d) Process data and report results
Student Skills: What we want the students to do... K 1 2 3 4 5 6 7 8 9 10 11 12
Basics:
Use online catalogs to locate, access, and use resources (print and e-books, targeted websites, resource lists) A I R M
Differentiate between digital resources (databases, encyclopedias, websites, search engines, social media platforms) A I
Understand the organizational structure of various digital resources, and how to navigate each effectively A I R M
Search/Locate:
Develop search strategies appropriate to the information need (natural language, keywords, synonyms, Boolean operators) A I R M
Refine search strategies using tools within databases or other digital resource (full-text, peer-review, advanced-search options to narrow or broaden search) A I R M
Locate information in various formats (video, podcast, graphs, images) A I R M
Evaluate information for relevance, accuracy, reliability, and purpose, including dynamic online content (social media, blogs, wikis) A A I I R M
Choose material suitable for grade level and academic rigor A I R M
Organize/Synthesize:
Organize virtual information in a beneficial way, e.g., using Favorites and bookmarking sites A I R M M
Organize and synthesize data from various resources, using online tools such as Noodletools and Google Docs A I R M M
Use online note-taking resources effectively (Noodletools, Spicy Nodes) A I R M M
Express:
Create an authentic product appropriate to task purpose and intended audience, using relevant format or platform A I R M M
Share information and collaborate in participatory environments (GoogleDocs)
Transfer knowledge gained to new formats as they evolve A I R M
Ethical Use of Digital Resources:
Understand plagiarism, paraphrasing, and correct citation A A I R M M
Understand copyright issues and licensing as they apply to remixing/repurposing material from other sources, Creative Commons, etc. A I R M M
39
ISTE Standard 4: Critical Thinking, Problem Solving, and Decision Making "Solve It" Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a) Identify and define authentic problems and significant questions for investigation. b) Plan and manage activities to develop a solution or complete a project. c) Collect and analyze data to identify solutions and/or make informed decisions. d) Use multiple processes and diverse perspectives to explore alternative solutions. Using Word Processing Skills
Student Skills: What we want the students to do... K 1 2 3 4 5 6 7 8 9 10 11 12
Connects ideas to own interests. M
Develops researchable questions to address the issue at hand, with guidance as needed.
M
Analyzes and evaluates what is known, observed or experienced to form tentative thesis or hypothesis.
M
Identifies target audience. M
Uses digital tools such as Noodletools to organize notes, data, findings M
Uses digital tools to collaborate with peers within the classroom, as well as outside the classroom.
I R R R R M
Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses
M
Apply previous knowledge of technology to new situations/applications M
Apply digital tools and resources to address a variety of tasks and problems (gather, view and analyze data, and report results
M
Compare and contrast data and findings with peers using spreadsheets and other digital tools.
M
Develops a schema or mind map to express the big idea and the relationships among supporting ideas and topics of interest.
M
Challenges ideas in text and makes notes of questions to pursue in additional sources.
M
Recognizes bias in digital resources M
Use collaborative electronic authoring tools to explore content w/others M
Presents different perspectives with evidence for each. M
Develops own point of view and supports with evidence; Recognizes that own point of view influences the interpretation of information
M
Recognizes the effect of different perspectives/points of view on info. M
Troubleshoot software issues M
Produce a media rich digital story
Design, develop and test a digital learning game
40
ISTE Standard 5: Digital Citizenship “Protect it!” Students understand human, cultural, and societal issues related to technology and practice legal ethical behavior a) Advocate and practice safe, legal, and responsible use of information and technology b) Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c) Demonstrate personal responsibility for lifelong learning d) Exhibit leadership for digital citizenship
Student Skills: What we want the students to do... K 1 2 3 4 5 6 7 8 9 10 11 12
Care for and leave equipment ready for the next user (Leave things better than you found them)
I R R M
Use equipment for positive and productive functions (You lose control when you post/send)
I R M
Recognize and respect the ownership for others' work (Copyright and Proper Citation)
I R M
Creation and maintenance of passwords (How to create, not to share) I R R R M
Do not share personal information (phone numbers, passwords) I R R M
Treat each virtual interaction as though it was face to face. (what you do, share, say, send)
I R R M
Virus detection and avoidance I R R M
Software selection, installation and maintenance I R M
Demonstrate the safe and cooperative use of technology I R R M
Safety and online communications (how much information to share) I R M
Safe Searching / Navigation (where we go online, how we act)"Phishing & Viruses" (awareness of security risks)
I R M
Digital Netiquette (acting responsibly and respectfully in the online environment; respecting the privacy of others)
I R M
Intellectual Property (using and crediting sources properly, fair use, plagiarism, appropriation vs. transformation
I R M
Student Skills: What we want the students to do.. K 1 2 3 4 5 6 7 8 9 10 11 12
Digital Profile (information we post, protecting our privacy, why it's important) I R M
"Digital Traces" (the traces we leave that can define who we are in ways we may not realize) and "Keeping Financial Information Safe" (potential effects on our financial security and credit)
Cyberbullying I R M
Cyberslander I R M
Email and online communication etiquette I R M
41
STE Standard 6: Technology Operations and Concepts "Use It" Students demonstrate a sound understanding of technology concepts, systems, and operations. a) Understand and use technology systems b) Select and use applications effectively and productively c) Troubleshoot systems and applications d) Transfer current knowledge to learning of new technologies
Student Skills: What we want the students to do... K 1 2 3 4 5 6 7 8 9 10 11 12
Engage in learning activities with learners from multiple cultures through email/ other means
M
Independently apply digital tools and resources to address a variety of tasks and problems
I R M
Communicate about technology using developmentally appropriate and accurate terminology
I R R M
Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites.
I R M
Select and apply digital tools to collect, organize and analyze data to evaluate theories or test hypotheses
I R R M
Conceptualize, guide and manage individual or group learning projects using digital planning tools with teacher support.
I R R M
Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (What is your plan B?)
I R R M
Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning and career needs.
I R M
Select digital tools or resources to use for a real- world task and justify the selection based on their efficiency and effectiveness
I R M
Design a website that meets accessibility requirements
I R R M
Toggle between 2 or more programs, websites or documents (Manage your desktop)
I R M
42
Google Migration - Committee C is recommending that the district begin a migration to a full implementation of Google Apps for Education (GAFE) beginning July 2014. During the first 12 months of GAFE the committee recommends that the current First Class (FC) e-mail system continue to be available to all current users through June 2015. New users after July 1, 2014 will go directly into the GAFE system. Committee C recognizes the need for a migration from FC to GAFE. Therefore the current FC system will remain available until July 1, 2015. Resources beyond email (workspaces, documents, web-pages) in the FC system will move July 1, 2014. Committee C recognizes the need for district wide calendars for both calendar days and resources. Such current FC calendars will be reproduced in GAFE for July 2014. Building calendars will be managed by Building Administrative Staff. District wide calendars will be managed by District Administrative Staff. Building Resource calendars will be managed by Building Administrative Staff. Documentation to support the creation and maintenance of calendars and resources will be provided. In addition, the resource naming conventions will include the Room numbers. At present, the districts email password policies are less than the commonly recommended policies for email systems. Committee C is recommending (length, formation, during, practice): 8 characters, 3 of four characters including capital and lowercase letters, numbers and symbols. The passwords need to be changed (FIB) every 90 days. At present, the districts FC email username policies use first initial of first name and up to the first 7 characters of the users last name for a total of 8 characters ([email protected]). For those taking part in the initial release of GAFE staff usernames were the first initial of the first name and the full last name ([email protected]). Students in GAFE are the [email protected]. Committee C recommends the present username policies be continued. If there are duplicate names, the middle initial will be used. If a name is hyphenated, the network administrator will manipulate the username. Teachers will be able to create groups by their class periods and add students to the groups. Committee C recognizes the need for archiving of all Google resources (including email, web pages, calendar) and recommends the Backupify services for archiving all staff and student accounts. Teachers can access the backed-up files. Committee C recognizes the need for reducing paper consumption and the migration to the digital cloud. Therefore the committee recommends Chromebook printing. Open Labs will be set up for printing (Library, Computer Lab rooms)
43
Network- Committee C is recommending that the districts aging (16 years) network infrastructure be updated to allow for the ever increasing use of cloud based resources. Committee C has evaluated and considered two currently popular manufacturers in the local educational market. Cisco has a strong history of stable network products. However, Cisco is also one of the most expensive products on the available market. Meraki, recently purchased by Cisco, holds an increasing segment of the market and is competitively priced for education. Locally, many districts (Queensbury, Mohonasen, Shenendehowa and Berne-Knox) have been migrating to Meraki.
MERAKI CISCO
TOTAL $ 529,247.96 $ 542,274.13 plus NERIC fee
Includes All Cisco Core, Meraki POE switches, Meraki WAPs, UPS
installation.
All Cisco Core, Prime Management Controller, Cisco POE switches, Cisco WAPs, UPS installation.
Support and Maintenance
Year 1 included on top level Cisco switching with 5 years for Meraki
Year 1 included on top level switching and core each additional year estimated at $14K for just top
level switching.
MDM Included Additional Purchase Needed
Dashboard Included Prime Management included $40K first year
Committee C received proposals from two local vendors; Annese who proposed Cisco and CPI who proposed Meraki. The districts Network Administrator has confidence in engineers from both organizations. However, when considering prior work with both organizations CPI has shown themselves to be a very client driven organization while historically Annese engineers follow a more corporate initiative. After fully reviewing both proposals Committee C recommends that Schalmont CSD purchase the Meraki package through the vendor CPI and try to co-ser through the Washington BOCES.
44
Staffing-
Elementary MS HS DO, OPS & OTHER SITES
Desktops 691 233 164 264 30
Laptops 535 128 202 196 9
Tablets 33 4 7 4 18
Printers 207 67 65 71 4
Copiers 27 6 6 11 4
Servers 15 1 MS/HS Combined
12 2
At present, the district has 3,986 active technology devices managed and supported by the districts Technology Offices. Devices include desktops, laptops, tablets, printers, copiers, scanners, projectors, document cameras, digital video/still cameras, scanners, classroom response systems, digital interactive whiteboards and other related technology items. I addition to these devices the offices support networked systems such as the phone, security and network backbone along with the internal e-mail system, SPAM filter, Virus Protection, Anti-Exe protection, heating and cooling management system and content filter. At present, the Technology offices are staffed by two full-time professional technology staff ( a Network Administrator and a District Help Desk Technician) and two part-time (one every-other day) contracted level-3 NERIC Technicians for a total of 115 working support hours per week. At present, the Technology offices support 1853 students and 296 FTE’s. Daily support calls exceed 60 per day (over 7 per hour) in the first few months of each school year while the number of requests for support will drop to an average of about 12 per day (a little over 3 per hour) for the rest of the school year. In addition to these calls the office continues to support multiple system backbones, projects, grants and other initiatives of the district. In addition to the elementary, MS/HS campuses the district continues to own Schonowe, Woestina and Mariaville which require on-going support for systems management and require a network and related support.
45
With the proposed changes in network access and increasing inventory numbers (allowing personal devices, Chromebooks) Committee C recognizes the need for a review of the current staffing in order to fully support the future of technology within the district. Of particular concern is the transient, in-flexible schedule and ever changing nature of the contracted NERIC staff. In the previous two years these members of the districts technology team have changed eight times. With each change came a loss of productive work time as a new NERIC Technician needed to be oriented to the districts technology and staff. Therefore, Committee C recommends eliminating the NERIC Technicians and hiring one additional full-time Schalmont Technician. In addition, during the 2014-15 school year the Student Help Desk should be implemented. This provides additional Level I technician assistance at no cost to the district. In addition to the professional technology staff of the Technology Offices Committee C recognizes that the future of technology will also heavily involve the districts Building Coordinators as well as the Districts Technology Integration Specialist and the STI Technology Program Specialist. Each of these positions will be heavily involved in the classroom support and training of staff who will use these new educational technology resources. Therefore, Committee C recommends changing the Building Coordinator role to include more of a focus on technology integration in the classroom and less on triage of technology help desk issues.
46
Servers- In recent years the district has seen the number of internal servers decrease as an increasing number of services (SIS, FM) have moved to cloud based services. While the district still maintains localized DNS, DHCP, AD along other global services (and vendor management systems) the number of servers will likely continue to decrease over the next few years. At present several key servers are aged and should be considered for replacement as soon as the new network is in place. Therefore, Committee C recommends that our servers reside local. Policies- At present, the districts BOE policies related to technology limit personal devices on the districts current network. Committee C recognizes that along with a new network design, intended for BYOD and cloud access, these policies will require updates that consider cloud access for personal devices while maintaining network, data and systems security. Therefore, Committe C recommends the development of Technology policies to match/guide our technology implementation. Technology Board Policies will be revised, developed and approved prior to roll out of each initiative. Technology Team - Historically technology initiatives within the district have had a variety of starting points including teams and committees involving the Superintendent, Business Official, Director of Curriculum, Network Administrator, Building Coordinators, Principals, Committees (IDEA, STI) as well as from instructional and other staff. While input is requested, meetings held and announcements made there remains the issue of communication being the weakest link. Communication among these various individuals and groups has always proved to be a challenge. Therefore, Committee C recommends that an abbreviated version of the Technology Committee meet four times a year to handle Technology challenges. Building committee meetings, as implemented in 2013-14 school year, should continue to meet monthly.
47
NERIC Technology Assessment - Transportation Office Network and Building- is receiving new fiber cable network lines Network Closet environments - H&C, UPS -all planned in network upgrade Fiber Design in current network - revisions in network upgrade SNMP management - discussed cost versus reality. Meraki will provide mgmt features. Jefferson Connectivity - quote in network upgrade plan. Password Security - revised Screen Lockout- 30 - Should be used for laptops (30 minutes) Login Banner NO- staff electronically sign AUA every fall DNS updates/fixes - NERIC DNS - NO to NERIC DNS DHCP non-static - on BYOD =ok, rest of the network needs static IPs WEP and single SSID - No WEP, changing AD to 2012 - new network upgrade provides this change. AD Policies - Single top layer - NO AD Policies - simply with fewer - NO KMS (key management server) - Part of new network server deployment Terminal Services - SABRE10 - TS can’t be removed; retiring SABRE10. File Storage - Google Drive will backup up to 30G for non google documents. Backups (DO) - only DO staff Updates (WSUS) - Done VM Servers - Can’t replace all servers for our vendors with virtual network needs. Server Backups - SWAT prefers off site backup. Not necessary (Cloud servers, google) Content Filter Delays - New Content Filter-staff not seeing as many sites blocked. Managed Services - NO (absolute NO) Technicians - Local technicians instead of NERIC staff more reliable and provide consistent work flow. Help Desk Database Direct Emails - continue as is - Need is for additional staffing not a new database. Remote Desktop - No NERIC access; No NERIC Managed services Single Administrator - with more Schalmont staff, admin role will be shared AirWatch MDM - Pay for $; free with Meraki Exchange - NERIC email = NO; Prefer Google email NERIC Security Hosting - We have our own system STI Communications - PD will be collaborated with the Technology Plan Implementation No Instructional Technology Support Staff - we have Bldg Coordinators, Technology Integration Specials and STI Technology Program Specialist. BYOD Challenges - Policies need to be created, New network can handle BYOD Policy Changes - approximately half of Tech polices have been reviewed and updated. Remaining policies are awaiting finalization of Technology plan and Network upgrades.
48
Cost for implementation of Technology When developing the budget we are going to have
to keep the needs of technology in mind. • Projectors = $5k - $3k per unit • Labs = $40k - $50k each • Software = $500.00 - $40k each • Network = $530k • Laptops = $800.00 per unit • Desktops = $700.00 per unit • Chrome books = $316.00 per unit • Servers = $3k - $6k per unit • IPads = $900.00 per unit
49
Hardware Implementation Plan Timeline 2014-2018
Network Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
1. Tech “C” planning meeting 04/02/2014 04/02/2014
2. Technology Committee Meeting- Present Plan 04/24/2014 04/24/2014
3. Technology Committee Plan Approval 04/24/2014 05/01/2014
4. Neric Purchase 05/01/2014 06/30/2014
5. Sign Off with Vendor/NERIC for Purchases 05/01/2014 05/01/2014
6. HD Network Installation 07/22/2014 08/15/2014
7. Updates for server backbone (DHCP, DNS, New IP structure) 07/22/2014 08/15/2014
8. WI Network Installation 07/22/2014 08/15/2014
50
Hardware Implementation Plan
1. Evaluation/Configurations 3/13/2014 04/26/2014
2. DELL Quote 04/07/2014 04/18/2014
3. NERIC Quote with Management Fees 04/06/2014 04/25/2014
4. Official Purchase with NERIC, Documents 04/07/2014 04/25/2014
5. Delivery 06/03/2014 06/30/2014
6. Inventory Deliveries 06/21/2014 07/10/2014
7. Build Primary and Image all Secondary 06/24/2014 07/26/2014
8. Pull Previous Desktops 07/01/2014 07/03/2014
Timeline 2014-2018
Laptops/Desktops Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
51
Hardware Implementation Plan
1. Replace XP Units 07/07/2014 08/01/2014
2. Nutrikids Replacements 04/24/2014 08/30/2014
3. 2nd Additional Lab at JE from current mini-labs 05/01/2014 08/02/2014
4. Clear Bunker 05/01/2014 05/05/2014
5. Data Drops Installed and Ports Activated 07/07/2014 07/11/2014
6. Counter Installed 07/14/2014 07/26/2014
7. Systems Deployment 07/28/2014 08/02/2014
8. 1st Additional Lab at JE 07/07/2014 08/02/2014
9. Clear room 07/07/2014 07/11/2014
10. Data Drops Installed and Ports Activated 07/07/2014 07/11/2014
11. Counter Installed 07/21/2014 07/25/2014
12. Systems Deployment 07/28/2014 08/02/2014
13. Update SHS Mobile Lab 01 04/07/214 08/16/2014
14. Create JELIB LAB Public Area 01/14/2014 08/16/2014
Timeline 2014-2018
Deployments Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
52
Hardware Implementation Plan
1. Coordinate Tops, Sessions 05/01/2014 06/30/2014
2. Coordinate Rooms and Instructors 05/01/2014 07/22/2014
3. Create Web Based Documentation, as required 05/01/2014 06/30/2014
4. Create Web Based Video Training, as required 05/01/2014 06/30/2014
5. Provide Training Sessions 9/2 09/02/2014 09/02/2014
Timeline 2014-2018
Deploy and Training Day (STI) Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
53
Hardware Implementation Plan
1. Evaluation Sampling of Chromebooks in Current Environment
04/01/2014 06/27/2014
2. BC Evaluation of Chromebooks in Classrooms 04/07/2014 06/27/2014
3. 1st Year HS (9th GR) Implementation 05/01/2015 09/01/2016
4. 2nd Year HS (9th GR) Implementations 05/06/2016 09/01/2017
5. 3rd Year HS (9th GR) Implementations 05/01/2017 09/01/2018
6. 4th Year HS (9th GR) Implementations 05/01/2018 09/01/2019
7. Chromebook Mobile Lab Replacements for MS 05/01/2015 09/01/2015
8. Chromebook Mobile Lab Replaments for JE 05/01/2015 09/01/2015
9. Other Lab/Library Areas for Possible Chromebook Deploy
06/30/2014 05/01/2015
Timeline 2014-2018
Chromebooks Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019
54
Hardware Implementation Plan
1. Gather locations from BC’s/Principals 01/01/2014 04/01/2014
2. Gather sales proposals from Vendors 04/01/2014 04/19/2014
3. Pull Current Ink/Laser Printers 07/07/2014 08/16/2014
Timeline 2014-2018
Printers/Copiers Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
55
Hardware Implementation Plan
1. Notify Current Instructional Staff Teaching Office 2013 05/01/2014 05/01/2014
2. Upgrade All Current Installations 07/24/2014 07/25/2014
Timeline 2014-2018
Office 2013 Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
56
Hardware Implementation Plan
1. Technology Committee Approval for Gmail Migration 04/24/2014 04/24/2014
2. Technology Committee “C” Create recommended policies 02/22/2014 05/01/2015
3. Migrate First Class resources to GAFE 05/01/2014 06/30/2014
4. Generate staff accounts 04/10/2014 06/30/2014
5. Disable Graduating Class 2014 06/28/2014 06/28/2014
6. Import Student Class 2014-2015 08/18/2014 08/18/2014
7. Continued App Rollout 09/01/2014 06/30/2018
Timeline 2014-2018
Google Apps for Education (GAFE) Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
57
Hardware Implementation Plan
1. Evaluate and Purchase IDEA Products 04/01/2014 04/19/2014
2. Receive and Inventory IDEA Products 04/22/2014 04/30/2014
3. Prep and Deploy IDEA products 05/01/2014 05/10/2014
Timeline 2014-2018
IDEA Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
58
Hardware Implementation Plan
1. Evaluate current Projection Age 07/01/2014 10/01/2015
2. Supply Replacement Discontinued Lamp Projects 11/01/2015 12/31/2015
3. Plan for Future Projection Replacements- Tech “C” 06/30/2014 06/30/2018
Timeline 2014-2018
Projection Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
59
2015 7315 1 of 2
Students
SUBJECT: STUDENT ACCEPTABLE USE POLICY
The Schalmont Board of Education 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" and the "Internet." It may include the opportunity for some students to have independent access to the DCS from their home or other remote locations. All use of the DCS, including independent use off school premises, shall be subject to this policy and accompanying regulations. Further, all such use must be in support of education and/or research and consistent with the goals and purposes of the School District.
Access to Inappropriate Content/Material and Use of Personal Technology or Electronic Devices
This policy is intended to establish general guidelines for the acceptable student use of the DCS and also to give students and parents/guardians notice that student use of the DCS will provide student access to external computer networks not controlled by the School District. The District cannot screen or review all of the available content or materials on these external computer networks. Thus some of the available content or materials on these external networks may be deemed unsuitable for student use or access by parents/guardians.
Despite 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. Parents and guardians must be willing to establish boundaries and standards for the appropriate and acceptable use of technology and communicate these boundaries and standards to their children. The appropriate/acceptable use standards outlined in this policy apply to student use of technology via the DCS or any other electronic media or communications, including by means of a student's own personal technology or electronic device on school grounds or at school events.
Student use of the DCS is conditioned upon written agreement by all students and their parents/guardians that student use of the DCS will conform to the requirements of this policy and any regulations and forms adopted to ensure acceptable use of the DCS. All such agreements shall be kept on file in the District Office.
Standards of Acceptable Use
Generally, the same standards of acceptable student conduct which apply to any school activity shall apply to use of the DCS. This policy does not attempt to articulate all required and/or acceptable uses of the DCS; nor is it the intention of this policy to define all inappropriate usage. The District Code of Conduct along with the student agreement form 7315F will further define general guidelines of appropriate student conduct and use as well as proscribed behavior.
(Continued)
60
SUBJECT: STUDENT ACCEPTABLE USE POLICY (Cont'd.)
District students shall also adhere to the laws, policies and rules governing computers including, but not limited to, copyright laws, rights of software publishers, license agreements, and student rights of privacy created by federal and state law.
Students who engage in unacceptable use may lose access to the DCS in accordance with applicable due process procedures, and may be subject to further discipline under the District's school conduct and discipline policy and the District Code of Conduct. The District reserves the right to pursue legal action against a student who willfully, maliciously or unlawfully damages or destroys property of the District. Further, the District may bring suit in civil court against the parents/guardians of any student who willfully, maliciously or unlawfully damages or destroys District property pursuant to General Obligations Law Section 3-112.
Student data files and other electronic storage areas will be treated like school lockers. This means that such areas shall be considered to be School District property subject to control and inspection. The District Network Administrator may access all such files and communications without prior notice to ensure system integrity and that users are complying with the requirements of this policy and accompanying regulations. Students should NOT expect that information stored on the DCS will be private.
Notification
The District's Acceptable Use Policy along with policy form #7316F will be disseminated to parents and students in order to provide notice of the school's requirements, expectations, and students' obligations when accessing the DCS.
NOTE: Refer also to Policies #7315F Acceptable Use Policy Form #7550 Dignity for All Students Act
#7316 Student Use Of Personal Technology/Bring Your Own Device (BYOD) #7317 Student Required Use, Internet and 1:1 Device (Chromebook) Use Policy
#3410 Student Code of Conduct on School Property
Reviewed: 8/5/15 First Read: 8/25/15 Second Read/Adoption: 9/14/15 Next Review: 9/2017
61
BOE Policy # 7315F
ACCEPTABLE USE POLICY FORM-STUDENTS
In order to access information from the Internet and the school network, students must accept responsibility for proper use of these resources. By signing this Acceptable Use Policy, the student agrees to abide by the following rules and regulations of this agreement. Network users have no expectation of privacy and understand that computer usage is for educational purposes only.
• Students may access the Internet when permitted during supervised class time, study halls or atthe school library for research related to their course work.
• Any use of the school network for illegal activity is prohibited.• Using computer programs which harass users, infiltrate a computing system, or damage
software is prohibited.• Posting of personal information, including pictures, about themselves or other people is
prohibited. Any student who uses a personal communication device on school grounds orschool-provided communication device, computer network, or the internet to harass or coerceanother person, uses vulgar, obscene, profane, lewd language to communicate suchharassment, or threatens an illegal or immoral act shall be subject to school disciplinaryprocedures.
• Users will not attempt to gain unauthorized access to the district system or go beyondauthorized access.
• Use of profane, obscene, threatening or offensive language in email messages, web pages orsocial media sites is not permitted.
• Plagiarizing and violating copyright laws are not permitted.• External e-mail, chat sites, web blogs or journals to communicate with others is not allowed.• In any instance in which cyberbullying causes a substantial disruption of the work of the school
or impinges on the rights of other students, the person committing the act shall be subject toschool disciplinary procedures.
62
Students who engage in unacceptable use may lose access to the District’s technology system and may be subject to further disciplinary actions including revocation of computer use and additional consequences as deemed appropriate. Parents, please discuss these rules with your student to ensure he or she understands them.
Students and staff are required to report to the designated staff incidents of cyberbullying about which they are aware. DASA Coordinators in each school will investigate all reports, using any electronic communications records currently kept by the school district and recommend the next course of action.
I _________________________________________________ (print student name) have read the above statement and agree to comply with these rules and regulations.
Student’s signature:______________________________________________________________
Date: ___________________
I have read the above with my child and understand the rules my child must adhere to while working with the district’s computers. In addition, I give my child permission to use the district’s network to access the Internet.
Parent’s signature: _______________________________________________________________
Date: _________________
63
2015 7317
Students
SUBJECT: STUDENT REQUIRED USE, INTERNET AND 1:1 DEVICE (CHROMEBOOK) USE POLICY
The Schalmont Central School District provides all students access to the Internet and network resources as well as 1:1 Devices (Chromebooks) for all incoming 9th grade students to use through 12th grade graduation or separation from the district as a means to promote 21st Century Competencies and support the District Strategic Plan. The District administration has created accompanying regulations that provide specific guidelines and information about the required use and limitations that the school imposes on use of these resources for all 9th- 12th grade students assigned a 1:1 Device Chromebook by the District.
In addition to this policy, the use of any district-owned hardware or software requires students to abide by the Technology Required Use policies and regulations, and the Student Code of Conduct. Additional rules may be added as necessary to the accompanying regulation.
Reviewed: 3/9/15 First Reading: 3/23/15 Second Read/Adoption: 4/13/15 Next Review: 4/2017
64
2015 7317R/7317F 1 of 3
Students
SUBJECT: TERMS OF STUDENT REQUIRED USE, INTERNET AND 1:1 DEVICE (CHROMEBOOK) SAFETY
Students issued a District-owned 1:1 device (Chromebook) in their 9th grade school year are required to adhere to these guidelines for required use, internet use and 1:1 device (Chromebook) use at both home and school for the entire time they are entrusted with the care and use of the device. Specifically, students:
1. Will use appropriate language in all communications avoiding profanity, obscenity, and offensive orinflammatory speech. Cyberbullying, such as personal attacks/or threats on/against anyone made whileusing district-owned technology to access the Internet or local school network, is to be reported toresponsible school personnel. Rules of “netiquette” and good digital citizenship should be followedconducting oneself in a responsible, ethical, and polite manner.
2. Will make available for inspection by an administrator or teacher upon request any messages or filessent or received at any Internet location. Files stored and information accessed, downloaded, ortransferred on district-owned technology are not private.
3. Will follow copyright laws and should only download/import music or other files to a district-ownedtechnology that he/she is authorized or legally permitted to reproduce or for which he/she has thecopyright.
4. Will never reveal identifying information, files, or communications to others through email or post tothe Internet.
5. Will not attempt access to networks and other technologies beyond the point of authorized access. Thisincludes attempts to use another person’s account and/or password.
6. Will not share passwords or attempt to discover passwords. Sharing a password could cause the primaryuser to become liable if problems arise with its use and be subject to disciplinary action.
7. Will not download and/or install any potentially harmful programs, files or games from the Internet orother sources onto any district owned technology. This includes the intentional introduction of computerviruses or other malicious software.
8. Will not tamper with district owned computer hardware or software, engage in unauthorized entry intocomputer, vandalize or destroy the computer or computer files. Damage to computers many result indisciplinary action. Report any and all damage or loss of device immediately to the school administrator.
9. Will not attempt to override, bypass or otherwise change the Internet filtering software or other networkconfigurations.
10. Will not bring Chromebook nor any other type of electronic device into a classroom or any otherlocation where a New York State assessment is being administered.
11. Will use district owned technology for school-related purposes only during the instructional day, athome or elsewhere while refraining from use related to commercial, political or other private purposes.
(continued)
65
2015 7317R/7317F 2 of 3
Students
SUBJECT: TERMS OF STUDENT REQUIRED USE, INTERNET AND 1:1 DEVICE (CHROMEBOOK) SAFETY
12. Will not make use of materials or attempt to locate materials that are unacceptable in a school setting.This includes, but is not limited to; pornographic, obscene, graphically violent or vulgar images, sounds,music, language, video or other materials. The criteria for acceptability is demonstrated in the types ofmaterial made available to students by administrators, teachers, and the school media center.Specifically, all district owned technologies should be free at all times of any pornographic, obscene,graphically violent, or vulgar images, sounds, music, language video or other materials.
13. Will keep the Chromebook secure and damage free.14. Will not loan your Chromebook or charger or cords to anyone.15. Will not leave Chromebook in vehicles, unattended, or eat or drink in close proximity to Chromebook.16. Will not stack objects on the Chromebook or leave near water or place on the floor.17. Will clearly label Chromebook, power cords and charger with student name.18. Will bring Chromebook to school fully charged and in good working order each day.19. Will report immediately to a school official any damage to or loss of their Chromebook.
By signing below, you are in agreement to abide by the conditions listed within this regulation andassume responsibility for the care and proper use of Schalmont owned technology specifically the 1:1 Chromebook including personally backing up data. Schalmont is not responsible for any loss resulting from delays, non-deliveries, missed deliveries, lost data or service interruptions caused by user error, omissions or reasons beyond the District’s control. Information obtained via the Internet or other resources using District owned technology is not guaranteed as to its accuracy or quality. It is strongly recommended that parents obtain insurance through the school district for each student Chromebook issued and provide a secure cover for the device.
(continued)
66
2015 7317R/7317F 3 of 3
Students
SUBJECT: TERMS OF STUDENT REQUIRED USE, INTERNET AND 1:1 DEVICE (CHROMEBOOK) SAFETY
As a student my signature indicates I have read or had explained to me and understand both the Required Use policy #7317 and regulation #7317R for Chromebooks and accept responsibility for abiding by the terms and conditions outlined and using this resource for educational purposes. I understand that should I fail to honor all the terms of this regulation, further internet and other electronic media accessibility may be denied. Furthermore I may be subject to disciplinary action outlined in the Schalmont Student Code of Conduct and, if applicable, my Chromebook may be recalled.
Student Name (please print): _________________________________________________
Student signature: ___________________________________
Date: ___________________
As the parent/guardian of above student, my signature indicates I have read and understand both the required use policy and regulation for Chromebooks and give my permission for my child to have access to the District-owned electronic device.
Parent/Guardian (please print):________________________________________________
Parent/Guardian signature: __________________________________
Date: ________________
67
2015 7316 1 of 2
Students
SUBJECT: STUDENT USE OF PERSONAL TECHNOLOGY/BRING YOUR OWN DEVICE (BYOD)
The Board of Education seeks to maintain a safe and secure environment for students and staff. Advances in technology have made it possible to expand the learning environment beyond traditional classroom boundaries. Using personal electronic devices during instruction time can enable students to explore new concepts, personalize their learning experience and expand their global learning opportunities. Additionally, the use of personal technology devices is everywhere in today’s society, and standards for students’ use during non-instructional time should adapt to this change. This policy defines the use of personal technology during instructional and non-instructional times and reinforces the standard that all use, regardless of its purpose, must follow the guidelines as outlined in the student Required Use Policy RUP (#7315) and the district Code of Conduct, and the Dignity for All Students Act.
Definition For purposes of BYOD, “device” means a privately owned wireless and/or portable electronic handheld
equipment that includes but is not limited to: existing and emerging mobile communication systems and smart technologies, such as cellular phones, Blackberries, SMART phones, iPhones and iPods, portable internet devices and such as Personal Digital Assistants (PDAs), MP3 players, laptops, iPads, tablets, Kindle, Nook, netbooks and portable storage devices as well as any device with similar capabilities. Personal technology includes all existing and emerging technology devices that can take photographs, record or play audio or video, input text, upload and download media, connect to or receive information from the Internet, and transmit or receive messages, telephone calls or images.
Internet Schalmont offers a filtered public Wi-Fi in all schools. Only the filtered internet gateway provided by the
district may be accessed while on campus. Personal connective devices are not permitted to be used to access outside internet sources at any time.
Security and Damages Responsibility to keep the device secure rests with the individual owner. Schalmont Central School
District is not liable for any device stolen or damages on campus. If a device is stolen or damaged, it will be handled through the administrative offices similar to how other personal artifacts might be impacted in similar situations. It is recommended that decals or other custom touches be used to physically identify your device from others. Additionally, protective cases for devices are encouraged.
Liability The District shall not be liable for the loss, damage, misuse or theft of any personal technology brought to
school. The District reserves the right to monitor, inspect and/or confiscate personal technology when administration has reasonable suspicion to believe that a violation of school policy or criminal law has occurred.
Permission Students will not be permitted to use personal technology devices in school or at school functions until
they have reviewed the Required Use Policy (RUP), application sections of the Code of Conduct and associated technology guidelines and signed the Student Use of Personal Technology Permission Form with their parents or guardians. (#7361F)
(Continued)
68
2015 7316 2 of 2
Students
SUBJECT: STUDENT USE OF PERSONAL TECHNOLOGY/BRING YOUR OWN DEVICE (BYOD)
Permission (cont’d) Students must follow the guidelines for use set out in the District Code of Conduct and the RUP at all
times. All users of the district’s computer network and the filtered Internet must understand that use is a privilege, not a right, and that entails responsibility. The district reserves the right to control access to the Internet for all users of its computer and network. The district may either allow or prohibit certain students in online activity or access to specific websites. All users shall not have any expectation of privacy in using the computer network. Any device may not be used to record, transmit or post photographic images or video a person, or persons on campus during school activities/hours.
When respected, technology as an educational material will benefit the learning environment as a whole. Consequences for misuse will follow guidelines in the district’s Code of Conduct. It is unacceptable to use any device for anything that is disruptive to the educational process.
Instructional Uses Instructional purposes include, but are not limited to, approved classroom activities, research, college
admissions activities, career development, communication with experts, homework and other activities as deemed appropriate by school staff. Personal technology use by students is permitted during the school day for educational purposes and/or in approved locations only. Students are expected to act responsibly and thoughtfully when using technology resources. Students bear the burden of responsibility to inquire with school staff, administrators and/or teachers when they are unsure of the permissibility of a particular use of technology prior to engaging in such use. Teachers or staff members will indicate when and if classroom use is acceptable.
Non-Instructional Uses Appropriate use of personal technology during the non-instructional time is also allowed if students
follow the guidelines in the RUP and Code of Conduct. Non-instructional use includes texting, calling and otherwise communicating with others during free periods and in common areas of the school building such as hallways, cafeteria, student halls, buses and student lounges and cafes. Other non-instructional uses may include such things as Internet searches, reading, listening to music, and watching videos. The use during non-instructional time must be conducted in a safe and unobtrusive manner. Devices must be in silent mode to avoid disrupting others.
Prohibition During State Assessments All students are prohibited from bringing electronic devices into a classroom or any other location where
a New York State assessment is being administered. Test proctors, test monitors, and school officials shall have the right to collect prohibited electronic devices prior to the start of the test and hold them while the test is being administered, including break periods. Admission to any assessment will be denied to any student who refuses to relinquish a prohibited device. Students with disabilities may use certain devices if the device is specified in that student’s IEP or 504 plan or a student has provided medical documentation that they require the device during testing.
Reviewed: 3/9/23 First Reading: 3/23/15 Second Read/Adoption: 4/13/15 Next Review: 4/2017
69
2015 7316F 1 of 2
Students
SUBJECT: STUDENT USE OF PERSONAL TECHNOLOGY/BRING YOUR OWN DEVICE (BYOD) (STUDENT AGREEMENT)
STUDENT AGREEMENT
By taking advantage of equipment that you, as parents, may have already provided your children, and by the District providing a filter wireless network (Wi-Fi), the District can partner with you to provide students with the best academic resources available.
Learning about and being held accountable for the responsible use of either District-owned technology or personally-owned electronic devices is an important part of preparing students to be successful in the future. Whether using District-owned or personally-owned electronic devices for school purposes, each student is expected to act in an appropriate manner in accordance with the District’s Responsible Use Policy (RUP).
Students in grades 3-12 may bring and use personal, portable, electronic devices starting at the beginning of the 2014-15 school year. Devices such as, but not limited to, electronic readers, small laptops, computers, tablets, cell phones and other portable equipment can access the District’s filtered Wi-Fi network.
All students, teachers, and parents/guardians participating in BYOD must adhere to the following guidelines, the student Code of Conduct, and all Board of Education policies.
• Individual takes full responsibility for his/her device and keeps it with him/herself at all times. The school is not responsible for the security of the device and if lost, the school will spend only limited time trying to locate;
• These devices have educational and monetary value. Students are prohibited from trading or selling theseitems to other students on District property including school buses;
• Device must be in silent mode while on school campuses and while riding school buses;
• Device may not be used to cheat on assignments or tests;
• Device may not be used to record, transmit or post photographic images or video a person, or persons oncampus during school activities/hours;
• Student may only access files on the computer or Internet sites which are related to the classroomcurriculum;
• Electronic devices are only to be used in the classroom for educational purposes at the discretion of theteacher. Students must comply with every teacher’s request to not use device or shut down device when asked;
• School/District administrators have the right to prohibit use of devices at certain times or duringdesignated activities (i.e. school presentations, musicals, guest speakers, testing) that occur during the school day;
70
2015 7316F 2 of 2
Students
SUBJECT: STUDENT USE OF PERSONAL TECHNOLOGY/BRING YOUR OWN DEVICE (BYOD) (STUDENT AGREEMENT)
STUDENT AGREEMENT
• Individual acknowledges that the schools’ network filters will be applied to his/her connection to theInternet and will not attempt to bypass them;
• Individuals understand that by bringing a device on premises subjects the device to scanning and securitymeasure. Individuals also agree that there is antivirus protection already on the device brought in to the school. Knowingly infecting the District network with a Virus, Trojan or program designed to damage, alter, destroy or provide access to unauthorized data or information is in violation of the RUP policy and will result in disciplinary action;
• Individual realizes that processing or accessing information on school property related to hacking; alteringor bypassing network security policies is in violation of the RUP policy and will result in disciplinary action;
• The School district has the right to collect and examine any device that is suspected of causing problemsor was the source of an attack or Virus infection;
• Student understandings that printing from personal laptops will not be possible at school;
• Student ensures device is fully charged or runs off personal battery while on campus.
• Teachers will not store student devices at any time, nor with any district employee diagnose, repair orwork on a student’s personal device.
I understand and will abide by the above policy and expectations for BYOD. I further understand that any violation is unethical and may result in the loss of my network or device privileges as well as other disciplinary action.
Student Signature: ____________________________________ Date: ___________________
Parent/Guardian Signature: _____________________________ Date: ___________________
71
4 Sabre DriveSchenectady, New York 12306
Phone: (518) 355-6110 Fax: (518) 355-8720
Dr . Carol A . PallasSuperintendent
Bronson KnaggsDirector of Curriculum
Joseph LenzBusiness Administrator
Visit us on the web at:
www.schalmont.org