elmont union free school district educational and informational technology plan 2011

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ELMONT UNION FREE SCHOOL DISTRICT EDUCATIONAL AND INFORMATIONAL

TECHNOLOGY PLAN 2011- 2014

Approved by the Board of Education on _May 10, 2011

________

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Elmont Union Free School District Educational and Informational Technology Plan 2011-2014

BOARD OF EDUCATION

Michael Jaime, President Lorraine Ferrigno, Vice President

Kevin Denehy, Trustee Patrick Emeagwali, Trustee

Anthony S. Maffea, Sr., Trustee Colleen Mockenhaupt, Trustee

Deniece Walker, Trustee

CENTRAL OFFICE

Al Harper Superintendent of Schools

Barbara Schwartz

Director of Pupil Personnel Services

Kathleen Safrey Director of Curriculum and Instruction

Dave Polizzi

Director of Facilities

Fernando DeBartolo Administrative Assistant for Technology

Joseph Guadagno

Administrative Assistant for Business

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Plan Contact Information Page 3 District Technology Committee Pages 4-5 Community and District Profile Pages 5-6 Mission Statements Page 6 District Profile Page 6 District Vision and Goals Pages 8-13 Technology Vision and Goals Pages 7-8

Curriculum Integration Curriculum and Instruction

Student Achievement Technology Delivery Parent Communication Community Outreach Internet Safety Curriculum

Pages 8-11

Professional Development Strategies Professional Development

Professional Development Assessment

Pages 12-14

Infrastructure and Connectivity Hardware Infrastructure, Hardware, Technical Support and Software

Software Technical Support Structure Increasing Access

Pages 14-18

Funding and Budget Pages 19-21 Monitoring and Evaluation 22 User Agreements and Policy Forms 23-34 Network Diagram 35 Appendix A Partnership for 21st

Appendix B Century Skills

ISTE Standards Appendix C New York State Standards Appendix D ISTE’s National Educational Technology Competencies

District name: Elmont Union Free School District District Code: 280216020000- BEDS Address: 135 Elmont Road, Elmont, NY 11003 Contact: Kathleen Safrey Phone: 516-326-5500 Ext. 11, 29, or 71 Years Covered: July 1, 2010- June 30, 2013 Date of Next State Review: July 1, 2013 URL for Plan: http://www.Elmontschools.org

http://www.elmontschools.org/�

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District Technology Committee

Mr. Al Harper, Superintendent of Schools

Mrs. Kathy Safrey, Director of Curriculum and Instruction

Mrs. Barbara Schwartz, Director of Pupil Personnel Services

Mrs. Stephanie Muller, Assistant Director of Pupil Personnel Services

Mr. David Polizzi, Director of Facilities and Operations

Mr. Fernando DeBartolo, Administrative Assistant for Technology

Mr. Walter Aksionoff, Principal, Dutch Broadway School

Mrs. Amy Buchanan, Alden Terrace School

Mrs. Hope Kranidis, Principal, Stewart Manor School

Mr. Kenneth Rosner, Principal, Clara H. Carlson School

Mr. Andrew Weisman, Principal, Covert Avenue School

Mr. Marshall Zucker, Principal, Gotham Avenue School

Mrs. Stacia Walfall, Principal’s Assistant, Clara H. Carlson

Mrs. Josephine DeNicola, Teacher, Clara H. Carlson School

Mr. Mathew Verdi, Teacher, Dutch Broadway School

Mr. Peter Crescitelli, Teacher, Alden Terrace School

Mrs. Paulette Kolchin, District Library Media Coordinator

Mr. John Carroll, Informational Technology Specialist I, Nassau BOCES

Mr. Justin Ippolito, Technology Aide I, Nassau BOCES

Mrs. Judith Miller, Technology Assistant, Covert Avenue School

Mrs. Judith Van Haaren, Senior Typist Clerk

Mrs. Sharon Woitko, Central Registrar

Mrs. Theodora Ridley, President of Elmont Interschool PTA

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BUILDING TECHNOLOGY TEAMS

Alden Terrace Principal Principal’s Assistant Library Media Specialist Technology Assistant Classroom Teacher Secretary

Parent

Clara H. Carlson Principal Principal’s Assistant Library Media Specialist Technology Assistant Classroom Teacher Secretary

Parent

Covert Avenue Principal Principal’s Assistants Library Media Specialist Technology Assistant Classroom Teacher Secretary

Parent

Dutch Broadway Principal Assistant Principal

Principal’s Assistant Library Media Specialist Technology Assistant Classroom Teacher Secretary

Parent

Gotham Avenue Principal Principal’s Assistants Library Media Specialist Technology Assistant Classroom Teacher Secretary

Parent

Stewart Manor Principal Principal’s Assistant Library Media Specialist Technology Assistant Classroom Teacher Secretary Parent

MISSION STATEMENT

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The Elmont School District is committed to providing technology learning opportunities that foster academic excellence and provide access to cutting edge technologies, applications, resources, and tools that promote 21st century skills and digital citizenship. In addition, the Elmont School District continues to implement technological best practices and provide on-going professional development.

The Elmont Technology Committee has assessed the status and utilization of current educational technology and telecommunications services, summarized the technology budget plan, and ensured its alignment to national and state technology standards and professional development initiatives. The plan prioritizes future technology needs in order to maintain and enhance an educational environment that is supported, strengthened, and enriched by information and communications technology.

INTRODUCTION: Elmont Community Profile

Elmont is an unincorporated community in the northwestern part of the Town of Hempstead. It is frequently referred to as the Gateway to Nassau County by its residents. Its western boundary is adjacent to the New York City line, but its quiet, tree-lined atmosphere and attractive single family homes are appealingly suburban in nature.

Elmont is a diverse and vibrant community in which to live and raise children. It is located in close proximity to Manhattan and is within easy driving distance of beaches, airports, hospitals, parks, Belmont Racetrack, etc. The community has an excellent public library system, active veterans’organizations, civic clubs and service groups.

The Elmont Elementary School District includes Elmont proper, parts of North Valley Stream, Franklin Square, Stewart Manor, New Hyde Park, Jamaica Square and South Floral Park. This dynamic PreK-6 school system, comprised of approximately 4,000 children, has six schools and two administration buildings: Alden Terrace, Clara H. Carlson, Covert Avenue, Dutch Broadway, Gotham Avenue, Stewart Manor, and Elmont Road School and the Pupil Personnel Building (administration buildings). It is a component of the Sewanhaka Central High School District, which educates over 8,000 students in grades 7-12.

Although enrollment predictions indicated that enrollment would decrease, the elementary District’s student population has remained relatively stable over the past five years. School registration information confirms that many students have younger siblings at home, suggesting a continuing level of enrollment.

Elmont is a mobile community. Based on monthly migration reports from the six elementary schools, significant numbers of students enter and leave the district throughout the school year. According to eSchool, the district student management system, 403 new students enrolled in grades K-6 from October 2009 through June 2010, while 834 students moved to other districts.

According to the United States Immigration and Naturalization Service, Elmont is one of the top five destinations for immigrants arriving on Long Island. According to Long Island Newsday Elmont Community profile, 90 percent of home buyers come from Queens, Brooklyn, or the Bronx.

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Technology Vision Statement Technology is a learning tool used to support, expand, and enrich curriculum based instruction. It meshes seamlessly in our spiraling educational process to foster creativity and communication while addressing a variety of learning styles and levels. Technology education is an ongoing process equipping our students with the life skills they will need for success today, and in the competitive world of tomorrow. District Goals Educational technology shall include all electronic tools and telecommunications services that advance the educational mission of our school district by facilitating the process of gathering, interpreting, representing, managing, and communicating information, solving problems, expressing creativity and ideas, and understanding concepts and content. Technology plays a central role in each of the three major school district functions below: Student Learning - This area includes the use of technology by students as tools to be more productive, better understand curriculum content, express creativity, and analyze, interpret, and communicate knowledge. Examples include classroom computer clusters, laptops, printers, scanners, digital cameras, camcorders, Internet, online resources, and more. Teaching - This area includes the use of technology by teachers to present lessons, assess student performance, and communicate with key stakeholders such as students, parents, and administrators. Examples include multimedia projectors, document cameras, Smartboards, Audience Response Systems, videoconferencing, electronic attendance and gradebook, etc. Administration - This area includes budget development, payroll, purchasing, accounting, and datadriven decision-making. Examples include financial systems, student management, data warehouse, staff development tracking, job applicant tracking, etc. BELIEF STATEMENTS:

1. Technology improves personal and professional productivity. 2. Technology enhances a teacher’s ability to create, deliver and manage instruction. 3. Technology individualizes instruction for students with various instructional needs who

develop knowledge and skills at different rates with different learning styles. 4. Technology helps students visualize abstract concepts and provides remediation or

enrichment. 5. Technology promotes higher level thinking skills and problem-solving strategies. 6. Technology enhances research by helping students access, interpret and evaluate

information. 7. Technology facilitates access to human and electronic resources that are otherwise

unavailable. 8. Technology nurtures the creative expression of written, visual and auditory information.

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9. Technology facilitates communication between the home, the school, and the community, student management, data warehouse, staff development tracking, job applicant tracking, etc.

I. CURRICULUM

A. CURRICULUM INTEGRATION

The Elmont Union Free School District recognizes the need for ongoing staff development to foster the use of technology in curriculum. Staff development is managed through workshops, the Inter-County Teachers’ Center, “Staff Development Days” and “New Teacher Training” seminars. To assist in these efforts, the district has invested considerable financial resources over the last few years to allow for increased opportunities in the classroom. These purchases/investments include:

• New computers and laptops • Peripherals – Including printers, handheld devices, scanners, document cameras, and

other supportive technologies • Software – Windows Movie Maker, Rosetta Stone, Photo Story • Curriculum subscriptions-specific titles, and other applications • Interactive Devices – SMARTBoards and SMART Interactive Student Response Systems

DISTRICT GOALS – (2011 – 2014) Goal #1 – Research and identify technology-rich opportunities for students and teachers. Goal #2 – Focus on ease of use. Continue to allow for increased accessibility for all constituents in the learning process. Goal #3 – Correlate professional development to the technology tools introduced in the learning environment. Goal #4 – Foster collaborative time between administrators, teachers and students to create curriculum that integrates technology and makes use of all available resources. Create professional learning communities using online learning environment tools. Goal #5 – Use technology as a vehicle for experiential learning that allows students the opportunity to create, collaborate and communicate. (Partnership for 21st Century Skills Framework.)

B. STUDENT ACHIEVEMENT

The Elmont Union Free School District recognizes the goal of educating students who are equipped with the skills to be life-long learners. Technology plays an integral part in students’ lives.

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DISTRICT GOALS (2011–2014) Goal #1 – Involve the Superintendent, central and building administrators in the conversation to identify ways that technology can allow for greater student engagement. Goal #2 – Target web-based learning software and applications to allow for increased accessibility and engagement regardless of time and location.

• Consider mobile devices as possible platforms to conduct research, create products, and share resources in and out of the classroom.

Goal #3 – Invite teachers to collaborate and share resources through district provided software platforms.

• Build professional development opportunities around 21st century tools and Web 2.0 resources.

Goal #4 – Invest in additional technology tools that redefine the traditional classroom.

• Use video-conferencing, video-on-demand, personalized web experiences, and online learning environments to enrich classroom experiences.

• Continue the deployment of interactive devices such as SMARTBoards, tables, tablet computers, digital cameras, video cameras, iPods, etc.

C. TECHNOLOGY DELIVERY

The Elmont School District is investigating ways to deliver distance learning opportunities. We believe that in our efforts to cultivate learning opportunities that lead to global awareness, civic-mindedness, and cultural appreciation, the use of technology can provide for 24/7 educational opportunities. It is important to consider both synchronous and asynchronous learning opportunities for our students.

DISTRICT GOALS (2011-2014) Goal #1 – Encourage teachers to use technology as an integral piece of lesson delivery:

• Promote the use of Interactive Boards, multimedia, and software applications that promote collaboration.

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Goal #2 – Expand the opportunities for teachers and students to access network and web-based resources:

• Purchase additional laptops and table computers for labs, libraries, and classrooms. • Pilot initiatives with teachers and students (i.e. we currently pilot technology programs

through Model Schools).

Goal #3 – Investigate new technologies and develop curricula that allow for differentiated instruction for all students. Goal #4 – Take full use of Nassau BOCES Model Schools days for in-service training covering a myriad of technology topics:

• Interactive Whiteboards • Math and Science Applications • Internet Instruction • Blogs, Wikis and Email • Digital Media in the Classroom • Creating Podcasts

D. PARENT COMMUNICATION

Elmont School District believes all members of the school community serve a role in the learning process. Parents are encouraged to attend school events, lend their voice to committees, and support learning initiatives. DISTRICT GOALS (2011-2014) Goal #1 – Use the district website as a communication tool for the Board of Education, Superintendent, administrators, and teachers.

• Provide training opportunities focused on use of the district website software platform. • Set expectations that the district website, school subsites, and teacher sections be

current and contain varied resources.

Goal #2 – Extend the use of our Student Management System (eSchool) to parents by opening up the “Parent Portal”.

• We plan to pilot the Portal with a small group of parents and open the module to all parents within the next three years.

Goal #3 – Investigate software tools that allow staff and students to access home directories and district applications from home Goal #4 – Utilize Parent Outreach system, Connect Ed. and e-mail to communicate with parents about emergencies, attendance, important events, and school activities

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COMMUNITY OUTREACH The Elmont School District believes the community at-large, including businesses, the Elmont Public Library, and community-based programs play a key role in the educational lives of our students. DISTRICT GOALS (2011-2014) Goal #1 – Build collaborative relationships with local businesses to provide experiential learning opportunities for students.

INTERNET SAFETY CURRICULUM The Elmont School District believes the Internet allows for limitless learning opportunities for our students. We also believe that students should learn how to safely navigate the web, and be able to identify and avoid harmful sites and behaviors online. Goal #1 – Embed Internet Safety curriculum in all subject areas as part of a concerted effort to educate our students about proper uses of the Web. Goal #2 – Invite experts to address out students in seminars and assemblies about the dangers of cyber-bullying, sexting, and online predators. Goal #3 – Encourage teachers to use online resources that provide Internet Safety information in lessons. Goal #4- Draft a Board of Education Approved, Student Informational Communication/ Technology Safety Policy.

II. PROFESSIONAL DEVELOPMENT

E. PROFESSIONAL DEVELOPMENT

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The teachers and administrators of the Elmont District are committed to improving the quality of teaching and meeting the needs of all students in our district. The professional staff recognizes that varied, ongoing, and sustained staff development is critical in meeting the needs of all learners and in meeting the New York State and the National Common Core Standards. As such, the Professional Development Plan supports the district’s mission statement which states:

“It is the mission of the Elmont Union Free School District to provide an education that will enable students to achieve excellence in academic achievement and to reach their maximum potential as responsible and productive members of society.”

F. Supportive Resources

Through a commitment to educational excellence in a secure, supportive environment, the Elmont Public Schools shall inspire students to develop a strong sense of individual worth and respect for others, to become lifelong learners and independent thinkers, and to fulfill themselves as concerned responsible citizens in a diverse world.

We have contracted for Professional Development Days with Nassau BOCES and Model Schools Programs.

Available topics include but are not limited to: • Photoshop/Illustrator • Google Earth • SMART Board • Basic Video Production • Wikis/Dreamweaver • Web 2.0 • PowerPoint • Excel • Thinkfinity • Wikis and Webpages • Photo story • Podcasting • Rosetta Stone • Flip Video Cameras • Noodle Tools • Animoto

In concert with the Model Schools commitment, the district facilitates other opportunities for professional enrichment through various means:

• New Teacher Orientation

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A two day session is provided for new teachers to learn the various systems and software platforms in place within the district. District personnel, including computer mentors and building turnkeys, offer various workshops (website development, student management system usage (eSchool), Web 2.0, and District software/hardware tools).

• Elmont Professional Development Program

The courses are designed to meet the needs of teachers as provided by the Elmont School District Professional Development Plan.

• InterCounty Teachers’ Center Most courses are offered for in-service credit and focus on a content area, technology or teaching method.

• Staff Development Days

Two days a year are set aside for the sole purpose of developing staff. Members of the technology department along with outside consultants, BOCES Model Schools trainers, and other experts provide targeted Professional Development covering a range of topics:

SMART Board Use Discovery United Streaming Thinkfinity Google Earth and docs – Online collaborative tools for teachers

DISTRICT GOALS (2011-2014) Goal #1 – Continue the existing relationship with Nassau BOCES and commit to at least twenty days of Model Schools professional development each school year. Goal #2 – Explore the possibility of using computer mentors to provide targeted instructional support for staff as part of an overall district professional development plan. Goal #3 – Factor in supporting professional development costs to the purchase of new software and applications.

ELMONT UFSD

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TECHNOLOGY PLAN 2011 – 2014

ELEMENT III

INFRASTRUCTURE,

HARDWARE,

TECHNICAL SUPPORT and

SOFTWARE

ELMONT UFSD

Technology Assessment and Inventory

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(By Building)

Building Computers Printers Projectors Smart Boards Laptops Alden Terrace 100 52 27 23 24

Clara H. Carlson 153 72 50 46 24 Covert Ave. 137 58 41 37 24

Dutch Broadway 140 67 52 48 24 Gotham Ave. 133 64 38 35 24

Elmont Rd. Admin. 38 23 4 1 10 Stewart Manor 85 38 22 20 24

PPS Admin. 11 8 1 1 2 Totals 797 382 235 211 156

Wide Area Network: The physical layout and WAN architecture of the Elmont School District consists of a total of 8 facilities, which include; six (6) elementary schools and two (2) administrative offices. All of these buildings are connected to the Elmont Road Administration Building, which acts as the Network Operating Center (NOC) for the entire district. All buildings are connected by fiber provided by a 50 megabit pipe coming from the Sewanhaka Central High School District.

Current Technology Status:

Telephone Service: Local and long distance telephone service is provided through Verizon and Paetec Communications, respectively. The district currently uses a Telrad phone system. This is an analog phone system with approximately 140 handsets distributed throughout the district. Included in this 3-year technology plan is the district’s intention to upgrade its current telephone system to go Voice over Internet Protocol (VoIP). Cellular telephone service is provided for authorized district employees. The district currently has thirty-five (35) Verizon Wireless cell phones and twenty-five (25) Nextel/Sprint cell phones.

Internet Access: High speed Internet access services are provided to all buildings at speeds ranging from 10 Mbps to 1 Gbps. All student Internet access is filtered in accordance with the Children’s Internet Protection Act (CIPA), and all use of the Elmont Schools’ Intranet and Internet services by staff and students are governed by the terms of our approved Internet Safety and Acceptable Use policies. E-mail accounts are maintained for staff. The district maintains our website in conjunction with Nassau BOCES. The primary district home page can be accessed at www.elmontschools.org.

Network Cabling and Protocols: All schools and administrative facilities are internally wired with Category 5 network cabling. The current network standard is 10/100 BaseT operating at 100 Mbps. The network supports TCP/IP. The primary support hardware includes Dell Power Edge servers, Cisco switches and Netgear routers. All networks are protected by a Fortigate Firewall Solution.

Operating and Application Software: The primary operating systems used in the district are Windows XP. Major application and educational software licenses and programs are listed on the following page.

http://www.elmontschools.org/�

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Remote Application services are provided through VNC Viewer/Remote Desktop.

School Technology/Computer Labs: Each of the six elementary schools of the district is equipped with a state-of-the-art technology computer lab. Each lab is furnished with the following technology; twenty-eight (28) Dell Optiplex 620 system desktops for student use and one additional PC for the Technology Assistant. The labs also contain two (2) HP 4600N Color Printers, as well as an interactive SMART Board. Included in this three year technology plan is the district’s intention to continue to upgrade its computer labs.

SMART Technology Products and Solutions: The Elmont School District has standardized and installed interactive SMART Boards in all its instructional classrooms, from kindergarten through sixth grade. Interactive SMART Boards have also been installed in all district libraries, computer labs, and resource rooms (where space allows). Included in this three year technology plan is the district’s intention to further install these interactive white boards in all other academic support areas.

In the past four years, the district has also introduced the use of SMART Interactive Class Response Systems. Currently, we have approximately one-hundred (100) sets of interactive student response systems, which contain twenty-four remotes for each set. The district purchased one set for every two grade sections, K-6, district-wide.

Video-Conferencing Equipment: A major technology initiative for this three year technology plan is to purchase video-conferencing units.

ELMONT UFSD

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The Elmont School District technology support system and staff includes an Administrative Assistant for General Support and Technology, who oversees the acquisition of hardware and software technology as well as the implementation of the technology into the classroom. The district’s Instructional Technology (IT) Staff is comprised of two (2) full-time in-district Nassau BOCES technicians. Their duties include the installation of hardware and software, general network maintenance and equipment repair. Our district also employs a full-time Audio-Visual Coordinator who oversees the general A/V Dept. with regard to troubleshooting, maintaining and ordering our A/V equipment. School-based technology support staff is provided through the designation of a Technology Teaching Assistant in each of the schools’ computer labs. The T.A.’s responsibility include direct instruction, facilitating the classroom teacher with network-based programs and applications, troubleshooting minor technology repairs and needs in their building, as well as monitoring the technology supply budget for their respective building.

Technical Support Staff

Technology Staff District-Wide

Name Title Building Assignment Fernando De Bartolo Adm. Asst. for Technology Elmont Road Admin. John Carroll IT Specialist I – In-District

BOCES Technician Elmont Road Admin.

Assigned District-wide Justin Ippolito Technology Aide II – In-District

BOCES Technician Elmont Road Admin.

Assigned District-wide Pat Vultaggio A/V Coordinator Alden Terrace

Assigned District-Wide Keith Coutant Technology Teaching Assistant Alden Terrace TBD Technology Teaching Assistant Clara Carlson Judith Miller Technology Teaching Assistant Covert Avenue Mary Jane Havrylkoff Technology Teaching Assistant Dutch Broadway Leonie Morency Technology Teaching Assistant Gotham Avenue Nicole Termini Technology Teaching Assistant Stewart Manor

ELMONT USFD

Software Assessment – District-Wide

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Software Programs/Applications: Web-Based Subscriptions

1) Adobe Reader 1) Master Guru

:

2) MS Notepad 2) Study Island 3) Power DVD 3) Brian Pop & Brain Pop Jr. 4) Kurzweil 3000 4) Discovery Education Streaming 5) Smart Board Notebook 5) Thinkcentral.com – Harcourt ELA 6) Smart Response Software 6) HSP Science – Harcourt Science 7) Quick Time Player 7) Eharcourtschools.com – Harcourt S.S. 8) Real Player 8) Pearsonsuccess.net – S. Foresman Math 9) MS Photo Editor 9) Read 180 - Scholastic 10) MS Wordpad 10) System 44 – Scholastic 11) MS Access 11) Google Earth 12) MS Excel 12) IEP Direct 13) MS Front Page 13) Eschools - SIS 14) MS Power Point 15) MS Publisher 16) MS Word 17) Windows Movie Maker 18) Photoshop Elements 2.0 19) Kidspiration 20) Inspiration 21) Time Liner 5.0 22) Kid Pix 23) Print Shop Deluxe 15 EEV 24) RM Math – Easy Teach 25) Kaleidos 26) Rosetta Stone 27) Photo Story

ELMONT UFSD

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TECHNOLOGY PLAN 2011 – 2014

ELEMENT IV

FUNDING

&

BUDGET

Elmont UNION FREE SCHOOL DISTRICT

PROJECTED TECHNOLOGY BUDGET 2011-2014

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***Subject to Proposal and Budget Approval

District-Wide Technology Proposed Budget

School-Based Technology Proposed Budget

Account Code

Account Description Proposed 2011-2012

Proposed 2012-2013

Proposed 2013-2014

A 2630.501.01 Computer Assisted Instruction – Alden Terrace $7,904 $8,141 $8,385 A 2630.501.02 Computer Assisted Instruction – Clara Carlson $17,248 $17,765 $18,297 A 2630.501.03 Computer Assisted Instruction – Covert Avenue $13,548 $13,594 $14,012 A 2630.501.04 Computer Assisted Instruction – Dutch Broadway $16,176 $16,661 $17,160 A 2630.501.06 Computer Assisted Instruction – Gotham Avenue $11,760 $12,112 $12,475 A. 2630.501.07 Computer Assisted Instruction – Stewart Manor $7,680 $7,910 $8,147

Technology Budget Sub Total – Schools $74,316.- $76,183.- $78,476.-

Funding Yr.

Technology Budget Funding Priorities (By Year)

Proposed Projects/Acquisitions Estimated Cost 2011 - 2012 District-Wide Network Infrastructure Upgrade $150,000 2011 - 2012 Telephone System Upgrade $90,000 2012 - 2013 District-Wide Upgrade of Technology Labs $140,000 2013 - 2014 Library Automation Upgrade $200,000

Funding for Technology

• Elmont Schools seeks funding for their technology program by participation in E-Rate.

Account Code

Account Description

Proposed 2011-2012

Proposed 2012-2013

Proposed 2013-2014

A 1680.200.12 Central Data Processing - Equipment $7,000 $7,300 $7,600 A 1680.400.12 Central Data Processing - Contractual $4,500 $4,750 $5,000 A 1680.501.12 Central Data Processing – Software/Supplies $4,800 $5,000 $5,200 A 1680.490.12 Central Data Processing – BOCES Services $119,168 $122,743 $126,425 A 2630. 200.12 Computer Assisted Instruction – DW Equipment $135,000 $142,000 $149,000 A 2630.400.12 Computer Assisted Instruction – DW Contractual $15,000 $18,000 $21,000 A 2630.460.12 Computer Assisted Instruction – DW Software $60,000 $63,000 $66,000 A 2630.490.12 Computer Assisted Instruction – DW BOCES Projects $319,435 $329,018 $338,888 A 2630.501.12 Computer Assisted Instruction – DW Tech. Supplies $40,000 $43,000 $46,000

Technology Budget Sub Total – District-Wide $704,903.- $734,811.- $765,113.-

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• The district has successfully obtained grant-funded technology monies through special

legislative grants provided by the NYSED. • Participation in the Title IID grant provides Elmont with teacher training.

V. MONITORING AND EVALUATION

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Evaluations from staff development days from all constituencies identify short and long term needs and provide important feedback for future planning. Additionally, the District and building administrators and teachers meet regularly to examine instructional programs, review new course proposals, and provide feedback for necessary staff development. Lastly, surveys are administered to staff members to determine specific professional development needs. DISTRICT GOALS (2011-2014) Goal #1 – Allow for teacher-driven professional development in the form of collegial sharing circles. Goal #2 – Assess both teacher and administrator professional development needs using online surveys, online evaluation form submission following, staff development and Model Schools days. Goal #3 – Evaluate district data each year to adjust goals, address new needs, and consider new development pathways.

Required __X__ Local _________

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ELMONT UNION FREE SCHOOL DISTRICT Elmont, New York

COMMUNICATIONS 3600 STAFF USE OF CELLULAR PHONE BUSINESS AND NON-INSTRUCTIONAL OPERATIONS The Board of Education recognizes that members of the Board and designated district employees must have access to cellular phones in order to meet their responsibilities to the District. Individuals requiring access to a cellular telephone are to be identified by job title in the Regulation and reported to the Board of Education annually at their reorganization meeting in July together with a detailed report of usage and cost to the District. In addition to the employees listed in the Regulation and with prior notification to the Board of Education, the Superintendent is hereby authorized to grant cellular phone access to other employees as necessary. The District shall establish the appropriate service contract for each specific employee subject to review and approval by the Board of Education. Members of the Board of Education and employees shall make every attempt to limit their use of District cellular phones for business purposes only. However, in the event cellular phones are used for personal purposes, the user shall be required to reimburse the District for all such non-business calls pursuant to the Regulation attached hereto.

Legal Reference

Policy Adopted: 01/19/05 (Approved at 01/18/05 Board Meeting) Amended: 07/05/05, 03/19/08


REGULATION 3600(a) USE OF CELLULAR PHONES BUSINESS AND NON- INSTRUCTIONAL OPERATIONS

Required ______ Local _________

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All members of the Board of Education will have access to a cellular phone at district expense. The following employees shall have access to a cellular phone at district expense: Superintendent Director of Business and Facilities Director of PPS and Special Education Assistant Director of Facilities Maintenance Supervisor (1) and Maintenance Personnel (3 Head Custodians and Custodians-In-Charge (8) Messenger Security Supervisor (1), Security Patrol (2) Audio Visual Technician (1), loaner (1) cellular phone to temporarily replace malfunctioning units Technology Administrative Assistant Transportation Administrator (1), Bus Dispatcher (1), Assistant Bus Dispatcher (1), Automotive Servicer (1), Out-Of-District Buses (20) School Principals (6) have cellular telephones for use during school trips Building emergency response “speed bags” (8) have cellular telephones for use during evacuations. In addition to the employees listed in item II above and with prior notification to the Board of Education, the Superintendent is authorized to grant cellular phone access to other employees. A list of district-owned cellular phones and the level of service contract shall be maintained in the Audio Visual Office and a written report shall be submitted to the Board of Education annually in July. Audio Visual Technician shall monitor all cellular phone usage, annually evaluate the cost and effectiveness of the cellular telephone plan, and shall report this information to the Superintendent of Schools and to the Board of Education in July. Users of cellular telephones shall reimburse the cost of personal use on a per rata basis. Employees shall take proper care of cellular phones and shall take all reasonable precautions against damage, loss, or theft. Any damage, loss, or theft shall be reported immediately to the business office. Regulation Adopted: 1/19/05 (Approved at 1/18/05 Board Meeting) Amended: 7/05/05, 03/19/08

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3600(b)

GUIDELINES FOR HOLDERS OF DISTRICT’S CELLULAR TELEPHONES

Name_________________________________Cellular Phone #___________________ Time Period __________________________ If you use the cellular telephone assigned to you when making personal calls, please follow the guidelines below:

Guidelines

Review each month the cellular telephone bill and keep a copy. Identify the minutes used for personal calls. Each phone is allocated a total 550 minutes per month. This is the base number you will work from. Determine the proportion of time used for personal calls. For example, if you used 550 minutes and of these 50 were used for personal calls you have used the telephone 9% of the time for personal purposes. Determine the cost of your use. For example, if the cost to the District is $40 for the month you are responsible to pay $3.66 for the month. Average the cost for six months. You are required to fill out this form twice a year in January (July 1 through December 31) and in June (January 1 through June 30). If you do not use the district’s cellular for personal calls, just check the appropriate line and sign your name. Return the form to Pat Vultaggio by January 15 and July 15 of each year. Attach to the form a copy of the bills for the six month period. If applicable, write a check to Elmont Union Free School District for the amount owed.

Employee Statement

_____ I did not use the District’s cellular phone for personal calls during this time period, except for rare occasions. Check one: July 1 – December 31, 200___, January 1 – June 30, 200___. 2._____ I used the District’s cellular phone ____% during this time period. Check one: July 1 – December 31, 200__, January 1 – June 30, 200___for a total of $____. 3._____ Enclosed is a check for $________. __________________________________ _______________________________ Signature Date

FOR AV OFFICE USE ONLY

Verified by _______________________ __________________________

Signature Date

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3800 COMPUTER CONTROL POLICY BUSINESS AND NON- INSTRUCTIONAL OPERATIONS The District must ensure that its computer network, hardware and software are adequately secured. Accordingly, our policy to achieve this objective is as follows: All passwords shall be secured by the employees to whom they are assigned and shall not be shared with others. Additionally, passwords shall be changed periodically. System users shall be advised that their computer activities may be monitored by network personnel. The Network Systems Administrator shall be the Administrative Assistant for Technology. The Finance Manager System Administrator shall be the Director of Business who will establish user accounts and appropriate level of permissions, subject to quarterly review by the Administrative Assistant for Technology. Segregation of duties in the computer system will be consistent with the manual system. Thus, electronic permissions of employees should appropriately reflect their duties. Administration will also implement appropriate compensating controls when adequate segregation of duties is not practical or possible. A backup of all data shall be performed daily. A backup tape rotation shall be implemented that maintains both on site and off site backups. All backups shall be safeguarded appropriately. The District shall develop a disaster recovery plan in the event of catastrophic loss of our processing capabilities. Remote access shall be permitted to software supporters for purposes of maintaining the programs. Additionally, other entities such as BOCES and auditors may be granted temporary remote access periodically. Remote access by employees shall only be in special situations. Files documenting all remote access shall be maintained. The Superintendent of Schools shall develop regulations for the implementation of this policy. Policy Adopted: 03/19/08 (Approved at Board Meeting 03/18/08) Amended:

Required __________ Local _____________

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REGULATION 3800 COMPUTER CONTROL PROCEDURES BUSINESS AND NON- INSTRUCTIONAL OPERATIONS GENERAL Password expirations and use for employee network access will be updated and monitored by the Technology Office. The policy settings in the active directory for network users will reflect that staff members must establish private passwords that are at least 6 characters in length and alpha-numeric in format. Password expiration settings will be set for every 90 days with the system prompting the employee at least 7 days in advance that they must change or update their password before the set time frame expires. Through the review of this administrative regulation, all system users are advised that their computer activities may be monitored by network personnel. As stipulated by the policy, any updates or changes to permissions on the District network shall be performed by the Administrative Assistant for Technology. All Finance manager permissions or password changes shall be made to Director of Business. The Director of Business shall be the Finance Manager Administrator. A quarterly review of the Finance Manager Administrator’s actions within the program shall be performed by the Administrative assistant for Technology. In addition, a quarterly review of the Finance Manager audit trail reports shall be performed by the Administrative Assistant for Technology to ensure all user activity is appropriate. A tape backup of all electronic data on the District network shall be performed daily. A 3-week backup rotation system will also be maintained. A backup tape magazine containing one week of daily backups will be kept in the following three locations: Week 1- Current tapes backing up data in the network servers. Week 2- Previous week’s backup to be kept in a metal enclosure within the Technology Office. Week 3- Backup tapes from 2 weeks ago will be kept off-site in a secure location. The Administrative Assistant for Technology shall develop and implement a detailed disaster recovery plan acceptable to the District’s auditors. The plan shall protect system data in the event of the catastrophic loss of our processing capabilities. Remote access to the District’s network severs by outside software supporters shall only be granted upon the formal pre-approval of the Administrative Assistant for technology. These outside supporters include but are not limited to Finance Manager, Maximus and Novatime. When access is desired, a representative of the companies shall contact the Administrative Assistant for Technology to gain temporary system access to perform software updates and similar tasks. For tracking purposes, the Administrative Assistant for technology shall maintain a log documenting each instance where access is granted. The log shall contain the name of the person granted access, the firm represented, date of access and the reason for network access. Entities such as BOCES and auditors may be granted remote access after approval by the Administrative Assistant for Technology. Remote access by employees requires the special approval of the Superintendent of Schools. The Administrative Assistant for Technology shall maintain a log indicating all remote access granted and the date and purpose of the access. All employees with District e-mail shall have access to their e-mail remotely through the Internet.

Required Local

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ELMONT UNION FREE SCHOOL DISTRICT Elmont, New York COMPUTER TECHNOLOGY 6520 (a) INTERNET SAFETY INSTRUCTION Internet access is now available to students and teachers in the Elmont Union Free School District. The Internet offers vast, diverse and unique resources for both students and teachers. The goal is to promote educational excellence in schools by facilitating resources, sharing, innovation and communication. The Internet is an electronic highway connecting thousands of computers all over the world and millions of subscribers. The key concept underlying the Internet is interconnectivity, something that will allow administrators, teachers, and more importantly, students to access an unparalleled array of communication and information resources. Teachers and students have access to general Internet tools. Electronic search tools enable students and teachers to communicate with people all over the world and access information and news. With access to computers and people all over the world also comes the availability of material that may not be considered to be of educational value in the context of the school setting. The Elmont Union Free School District shall take precautions to restrict access to controversial materials. It is the policy of the Elmont Union Free School District to:

prevent user access over its computer network to, or transmission of, inappropriate material via internet, electronic mail, or other forms of direct electronic communications prevent unauthorized access and other unlawful online activity prevent unauthorized online disclosure, use, or dissemination of personal identification information of minors

comply with the Children’s Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254 (h)] The Board of Education authorizes the Superintendent to develop specific procedures to implement this policy.

Legal Reference

Policy Adopted: 11/20/02 (approved at Board Meeting 11/19/02) Amended: 6/21/05, 7/05/05

Required Local

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ELMONT UNION FREE SCHOOL DISTRICT __

Elmont, New York

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COMPUTER TECHNOLOGY 6530 (a) USE OF COMPUTERIZED INFORMATION AND TELECOMMUNICATION INSTRUCTION The Elmont Union Free School District (EUFSD) will provide staff with access to various computerized information and telecommunications resources through EUFSD’s computer and telecommunications system (ECTS hereafter) consisting of software, hardware, computer networks and electronic communication systems. This may include access to electronic mail, so-called “on-line services” and the “Internet”. It may also include the opportunity for some staff to have independent access to the ECTS from their home or other remote locations. All use of the ECTS, including independent use off school premises, shall be subject to this policy and accompanying regulations. The Board encourages staff to make use of the ECTS to explore educational topics, conduct research and contact others in the educational world. The Board anticipates that staff access to various computerized information resources will both expedite and enhance the performance of tasks associated with their positions and assignments. Toward that end, the Board directs the Superintendent of Schools or his/her designee(s) to provide staff with training in the proper and effective use of the ECTS. Staff use of the ECTS is conditioned upon written agreement by the staff member that use of the ECTS will conform to the requirements of this policy and any regulations adopted to insure acceptable use of the ECTS. All such agreements shall be kept on file in the Central Office. Generally, the same standards of acceptable staff conduct which apply to any aspect of job performance shall apply to use of the ECTS. Employees are expected to communicate in a professional manner consistent with applicable EUFSD policies and regulations governing the behavior of school staff. Electronic mail and telecommunications are not to be utilized to share confidential information about students or other employees. This policy does not attempt to articulate all required and/or acceptable use of the ECTS; nor is it the intention of this policy to define all inappropriate usage. Administrative regulations will further define general guidelines of appropriate staff conduct and use as well as proscribed behavior. EUFSD staff shall, also adhere to the laws, policies and rules governing computers and telephones, including, but not limited to copyright laws, rights of software publishers, license agreements, and rights of privacy created by federal and state law. Staff members who engage in unacceptable use may lose access to the ECTS and may be subject to further discipline under the law and in accordance with applicable collective bargaining agreements. Legal action may be initiated against a staff member who willfully, maliciously or unlawfully damages or destroys property of the EUFSD. Continued→ COMPUTER TECHNOLOGY 6530 (b) USE OF COMPUTERIZED INFORMATION AND TELECOMMUNICATION INSTRUCTION Privacy Rights

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Staff data files and electronic storage areas shall remain EUFSD property, subject to EUFSD control and inspection. The director of facilities and general services may access all such files and communications to insure system integrity and that users are complying with requirements of this policy and accompanying regulations. Staff should NOT expect that information stored on the ECTS will be private.

Implementation

Administrative regulations will be developed to implement the terms of this policy, addressing general parameters of acceptable staff conduct as well as prohibited activities so as to provide appropriate guidelines for employee use of the ECTS.

Legal Reference

Policy Adopted: 12/17/03 (approved at Board Meeting 12/16/03) Amended: 6/21/05, 7/05/05

Required ____ Local _______


COMPUTER TECHNOLOGY 6530 (a)

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USE OF COMPUTERIZED INFORMATION AND TELECOMMUNICATION INSTRUCTION The Elmont Union Free School District (EUFSD) computer and telecommunication system (ECTS hereafter) is provided for staff to enhance the educational programs of the EUFSD, to further EUFSD goals and objectives; and to conduct research and communicate with others. Generally, the same standards of acceptable staff conduct which apply to any aspect of job performance shall apply to use of ECTS. The standards of acceptable use as well as prohibited conduct by staff accessing the ECTS, and outlined in EUFSD policy and regulation, are not intended to be all-inclusive. The staff member who commits an act of misconduct which is not specifically addressed in EUFSD policy and/or regulation may also be subject o disciplinary action, including loss of access to the ECTS as well as the imposition of discipline under the law and/or the applicable collective bargaining agreement. Legal action may also be initiated against a staff member who willfully, maliciously or unlawfully damages or destroys property of the EUFSD. Staff members are encouraged to utilize electronic communications in their roles as employees of the EUFSD. Staff are also encouraged to utilize electronic means to exchange communications with parents/guardians or homebound students, subject to appropriate consideration for student privacy. Such usage shall be limited to school related issues or activities. Communications over the ECTS are often public in nature; therefore, general rules and standards for professional behavior and communications will apply. The EUFSD policies and accompanying regulations on staff and student use of computerized information and telecommunication resources establish guidelines for staff to follow in instruction and in working with students on acceptable student use of the ECTS, including access to external computer networks.

Staff data files, E-mail and electronic storage areas shall remain EUFSD property, subject to EUFSD control and inspection. The director of facilities and general services may access such files and communications to insure system integrity and that users are complying with requirements of EUFSD policy and accompanying regulations. Staff should NOT expect that information stored on the ECS will be private.

Privacy Rights

It is not the intention of this regulation to define all inappropriate usage. However, in addition to the general requirements of acceptable staff behavior, activities which shall be prohibited by staff members using the ECTS include, but not limited to, the following:

Prohibitions

1. Using the ECTS which in any way results in unauthorized charges or expense to the EUFSD. 2. Damaging, disabling or otherwise interfering with the operation of computers, computer systems,

software or related equipment through physical action or by electronic means. Continued→

COMPUTER TECHNOLOGY 6530 (b) USE OF COMPUTERIZED INFORMATION AND TELECOMMUNICATION (continued)

3. Using unauthorized software on the ECTS. Only the EUFSD through the Office of Facilities and

General Services may authorize the installation of software.

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4. Changing, copying, renaming, deleting, reading or otherwise accessing files or software not created by the staff member without express permission from the director of facilities and general services.

5. Violating copyright law. 6. Employing the ECTs for commercial purposes, product advertisement or political lobbying. 7. Disclosing an individual password to others or using others’ passwords. 8. Sharing confidential information on students and employees. 9. Sending or displaying offensive messages or pictures. 10. Using obscene language. 11. Harassing, insulting or attacking others. 12. Engaging in practices that threaten the ECTS (e.g., loading files that may introduce a virus). 13. Violating regulations prescribed by the network provider. 14. Use of the ECTS for other than school related work or activities. 15. Assisting a student to violate EUFSD policy and/or regulation or failing to report knowledge of any student violations of the EUFSD policy and regulation on student use of computerized information resources. 16. Use which violates any other aspect of EUFSD policy and/or regulations, as well as local, state or federal laws or regulations. Any user of the ECTS that accesses another network or other computer resources shall be subject to that network’s acceptable use policy. Internet access and usage on the ECTS is governed by the same limits and prohibitions outlined in this document. In addition, the following cautions are to be observed. Files downloaded from the Internet may cause disruption or damage to the receiving PC. The impact of losing use of the PC should be considered before downloading any files. Computer users shall download or save files only

If an .exe (executable), zip (compressed), .vb (Visual Basic executable), or other file with an unrecognized extension is received inside an e-mail (usually as an attachment), it is the recipient’s responsibility to contact the sender to determine if the file has caused any prior disruptions. If such disruptions have occurred, the received file should not be run or opened. The EUFSD director of facilities and general services (326-5500 ext. 14) can be contacted for help in disposing of the file.

to a floppy disk, removable portable drive or to their assigned home folder.

The director of facilities and general services will report inappropriate behavior to the staff member’s supervisor who will take appropriate disciplinary action. Any other reports of inappropriate behavior, violations or complaints will be routed to the staff member’s supervisor for appropriate action. Violations may result in a loss of access to the ECTS and/or disciplinary action. When applicable, law enforcement agencies may be involved.

Sanctions

Continued→ COMPUTER TECHNOLOGY 6530 (c) USE OF COMPUTERIZED INFORMATION AND TELECOMMUNICATION (continued) Notification

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All staff will be given a copy of the EUFSD policies on staff and student use of computerized information and telecommunication resources and the regulations established in connection with those policies. Each staff member will sign the attached acceptable use agreement before establishing an account or continuing their use of the ECTS.

This page is to be completed by the employee and given to the principal or supervisor. The principal or supervisor shall forward the original to the district’s director of facilities and general services and retain a copy in his/her school based records.

Signature Page

The form below must be completed and given to the principal or supervisor before the employee begins using the ECTS. Questions concerning the information presented in the Board Policy or Regulation on USE OF COMPUTERIZED INFORMATION AND TELECOMMUNICATION should be submitted to the principal or supervisor before signing this page or beginning to use the ECTS. I, __________________________, have read, received copies of and understand the information included in the EUFSD Board Policy and Regulation USE OF COMPUTERIZED INFORMATION AND TELECOMMUNICATION. Signature: ___________________________ Date: ______________________________

Legal Reference

Regulation Adopted: 12/17/03 (approved at Board Meeting 12/16/03) Amended: 6/21/05, 7/05/05

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Appendix A

Partnership for 21st

Century Skills

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FRAMEWORK FOR 21ST

CENTURY LEARNING

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Appendix B

International Society for Technology in Education (ISTE)

National Educational Technology Standards (NETS)

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Appendix C

International Society of Technology for Education’s

Education Technology Learning Standards* and Performance Indicators**

associated with suggested

New York State Learning Standards and Performance Indicators

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International Society of Technology for Education’s

Education Technology Learning Standards* and Performance Indicators** associated with suggested

New York State Learning Standards and Performance Indicators

New York State Education Department staff and educators from across New York State share these beliefs: (http://www. http://www.p12.nysed.gov/ciai/) All students are able to achieve competency in the presence of skilled instruction, adequate time for learning, varied and/or specialized resources, and additional support as needed Recognizes that equity in and access to technology and other resources must be ensured at State, regional, and local levels and enhances the development of critical literacy competencies Recognizes that teachers in all content areas share responsibility for the development of reading, writing, listening and speaking competencies. * A learning standard is an established level or degree of quantity, value, or quality. New York State learning standards are defined as the knowledge, skills, and understandings that individuals can, and do, habitually demonstrate over time—as a result of instruction and experience. **Performance indicators are defined as what students need to know and be able to do as a result of skilled instruction. This crosswalk and all New York State Learning Standards respect the tradition of local choice in New York State that empowers educators to select texts, identify products, and use a rich array of instructional strategies and activities to meet student learning needs. This crosswalk is designed to provide assistance, while allowing for creativity, in the development of local instructional materials. ISTE NETS for students – Common Understanding and performance Indicators

NYS Learning Standards – Technology related Performance Indicators

The numbers in parentheses after each item identify the standards (1–6) most closely linked to the activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall standards referenced. The categories are: 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

http://www.p12.nysed.gov/ciai/ela/elacore.pdf�

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1. CREATIVITY AND INNOVATION • Apply existing knowledge to generate new ideas, products, or processes. • Create original works as a means of personal or group extension. • Use models and simulations to explore complex systems, and issues. • Identify trends and forecast possibilities.

Prior to the completion of Grade 2, students will: • Illustrate and communicate original ideas and stories using digital tools and media- rich resources. (1, 2) • Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1, 3, 4) • Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3, 4)

ELA Standard 1: Kindergarten Reading • Locate and use classroom and library media Center resources to acquire information, with assistance. ELA Standard 1: Pre-kindergarten Reading • Read familiar informational texts with repetitive language and simple illustrations to begin to collect data, facts, and ideas, with assistance. • Interpret information represented in pictures

and illustrations. ELA Standard 2: Grade 2 Listening • Identify elements of character, plot, and setting to understand the author’s message, with assistance. • Connect literary texts to previous life experiences to enhance understanding. • Use note taking and graphic organizers to record and organize information and ideas recalled from stories read aloud, with assistance. Math Standard 3: Grades K-2 Reasoning and Proof Strand: • Recognize reasoning and proof as fundamental aspects of mathematics; • Make and investigate mathematical conjectures; • Develop and evaluate mathematical arguments and proofs; • Elect and use various types of reasoning and

methods of proof.

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Prior to the completion of Grade 5, students will: • Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) • Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2,6)

ELA Standard 1: Grade 5 Speaking • Interview peers. ELA Standard 3: Grade 5 Writing • Analyze the impact of an event or issue from personal, peer group, and school community perspectives. ELA Standard 1: Grade 6 Reading • Distinguish between fact and opinion; • Identify information that is implied rather than stated. Math Standard 3: Grades 3-5 Reasoning and Proof Strand • Recognize reasoning and proof as fundamental aspects of mathematics; • Make and investigate mathematical conjectures; • Develop and evaluate mathematical arguments and proofs; • Elect and use various types of reasoning

and methods of proof.

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Prior to the completion of grade 8, students will: • Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2) • Create original animations or videos documenting school, community, or local events. (1, 2, 6) • Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4) • Integrate a variety of file types to create and illustrate a document or presentation. (1, 6)

Math Standard 3: Grades 5-8 Reasoning and Proof Strand • Recognize reasoning and proof as fundamental aspects of mathematics; • Make and investigate mathematical conjectures; • Develop and evaluate mathematical arguments and proofs; • Elect and use various types of reasoning and methods of proof. MST Standard 1: Analysis, Inquiry and Design Intermediate • Locate and utilize a range of printed, electronic, and human information resources to obtain ideas. MST: Standard 2: Information Systems • Use a range of equipment and software to integrate several forms of information. • Use spreadsheets and data-base software, electronic data bases and on-line services. • Obtain accurate and relevant information from a range of sources. • Collect data from probes to measure events and phenomena use simple modeling programs to make predictions. The Arts: Standard 2 Intermediate (Dance) • Demonstrate knowledge of sources for understanding dance technologies: live, print, video, computer, etc. Intermediate (Music) • Use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces. • Use current technology to create, produce and record/playback music. Intermediate (Visual Arts) • Use the computer and electronic media as designing tools and to communicate visual ideas. MST Standard 5: Technology Intermediate • Assemble a complete computer system use a computer system to acquire information from the Internet. • Use computer hardware and software to create prototypical designs and models . • Use a computer system to monitor and control external events and/or systems.

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Prior to the completion of grade 12, students will: • Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1, 4) • Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1, 2) • Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1, 5)

ELA Standard 3: Grade 9 Speaking • Express opinions or make judgments about ideas, information, experiences, and issues in literary and historical articles. ELA Standard 3: Grade 9 Reading • Analyze and evaluate nonfiction texts. ELA Standard 3: Grade 10 Writing • Develop critiques from more than one perspective, such as historical and cultural. ELA Standard 3: Grade 11 Speaking • Modify content and presentation strategies on the basis of audience response during presentation. ELA Standard 1: Grade 11 Reading • Analyze and synthesize information from different sources, making connections and showing relationships to other texts, ideas, subjects and to the world at large. ELA Standard 1: Grade 11 Speaking • Prepare and give presentations on a range of informational topics. ELA Standard 1: Grade 12 Listening • Interpret and analyze information from media presentations, such as documentary films, news broadcasts, taped interviews, and debates. Math Standard 3: Grades 9-12 Reasoning and Proof Strand • Recognize reasoning and proof as fundamental aspects of mathematics; • Make and investigate mathematical conjectures; • Develop and evaluate mathematical arguments and proofs; • Elect and use various types of reasoning and methods of proof.

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2. COMMUNICATION AND COLLABORATION Α Interact, collaborate, and publish with peers, experts or others employing a variety of

digital environments and media. B. Communicate information and ideas effectively to a 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.

Prior to the completion of grade 2, students will: • Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2, 6) • In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area (1, 2, 6)

ELA Standard 4: Kindergarten Writing • Share writings and drawings with peers or adults; for example, write/draw with a partner or in a cooperative group. • Respect the age, gender, and culture of the recipient, with assistance. • Write friendly letters to others. • Maintain a portfolio of writings and drawings for social interaction, with assistance. Math Standard 3: Grades K-2 Communications Strand • Organize and consolidate their mathematical thinking through communication; • Communicate their mathematical thinking coherently and clearly to peers, teachers, and others; • Analyze and evaluate the mathematical thinking and strategies of others; • Use the language of mathematics to express mathematical ideas precisely.

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Prior to the completion of grade 5, students will: • Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) • Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6)

ELA Standard 1: Grade 3 Writing • Produce clear, well-organized reports and accounts that demonstrate understanding of a topic. Math Standard 3: Grades 3-5 Communications Strand • Organize and consolidate their mathematical thinking through communication; • Communicate their mathematical thinking coherently and clearly to peers, teachers, and others; • Analyze and evaluate the mathematical thinking and strategies of others; • Use the language of mathematics to express mathematical ideas precisely.

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Prior to the completion of Grade 8, students will: • Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2) • Create original animations or videos documenting school, community, or local events. (1, 2, 6) • Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4) • Participate in a cooperative learning project in an online learning community. (2) • Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5)

ELA Standard 3: Grade 7 Writing • Present a subject from more than one perspective by using various resources. ELA Standard 4: Grade7 Writing • Respect the age, gender, social position , and cultural. Math Standard 3: Grades 6-8 Communications Strand • Organize and consolidate their mathematical thinking through communication; Communicate their mathematical thinking coherently and clearly to peers, teachers, and others; • Analyze and evaluate the mathematical thinking and strategies of others; • Use the language of mathematics to express mathematical ideas precisely. MST Standard 2: Information Systems Intermediate • Use a range of equipment and software to integrate several forms of information. • Use spreadsheets and data-base software, electronic data bases and on-line services. • Obtain accurate and relevant information from a range of sources collect data from probes to measure events and phenomena use simple modeling programs to make predictions. MST Standard 2: Information Systems Intermediate • Use a range of equipment and software to integrate several forms of information. • Use spreadsheets and data-base software, electronic data bases and on-line services. • Obtain accurate and relevant information from a range of sources collect data from probes to measure events and phenomena use simple modeling programs to make predictions. MST Standard 5: Technology Intermediate • Assemble a complete computer system. • Use a computer system to acquire

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information from the Internet. • Use computer hardware and software to create prototypical designs and models. • Use a computer system to monitor and control external events and/or systems. CDOS Standard 3a Intermediate • Select and use appropriate technology to complete a task. • Select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). Health, Phys. Ed. And FACS Standard 3 Intermediate (Health) • Analyze how media and technology influence the selection of health information, products and services

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Prior to the completion of grade 12, students will: • Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1, 2) • Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1, 2, 3, 4)

ELA Standard 3: Grade 9 Speaking • Present content that is clearly organized and based on knowledge of audience needs and interests. • Present arguments from different perspectives. ELA Standard 1: Grade 9 Writing • Use charts, graphs, or diagrams to illustrate informational texts. ELA Standard 2: Grade 10 Reading • Read, view, and respond independently to literary works that represent a wide range of social, historical, and cultural perspectives. ELA Standard 1: Grade 10 Writing • Use charts, graphs, or diagrams to illustrate informational texts. ELA Standard 1:Grade 10 Speaking • Prepare and give presentations to a variety of audiences on a range of informational topics. ELA Standard 1: Grade 11 Writing • Analyze and integrate data, facts, and ideas to communicate information. ELA Standard 4: Grade 11 Speaking • Respect the age, gender, and cultural traditions of the listener. ELA Standard 4: Grade 12 Speaking • Respect the age, gender, social position, and cultural traditions of the listener. ELA Standard 4: Grade 12 Listening • Respect the age, gender, social position, and cultural traditions of the listener. Math Standard 3: Grades 9-12 Communications Strand • Organize and consolidate their mathematical thinking through communication; •

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Communicate their mathematical thinking coherently and clearly to peers, teachers, and others; • Analyze and evaluate the mathematical thinking and strategies of others; • Use the language of mathematics to express mathematical ideas precisely.

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3. RESEARCH AND INFORMATION FLUENCY A. Plan strategies to guide inquiries. 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. Prior to the completion of grade 2, students will: • Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1, 3, 4) • Find and evaluate information related to a current or historical person or event using digital resources. (3) • Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3,)

ELA Standard 3: Grade 1 Reading • Identify, explain, and evaluate ideas, themes, and experiences from texts and performances. ELA Standard 1: Grade 1 Speaking • Report information to peers and familiar adults. Math Standard 3: Grade K-2 Connections Strand • Recognize and use connections among mathematical ideas; • Understand how mathematical ideas interconnect and build on one another to produce a coherent whole; • Recognize and apply mathematics in contexts outside of mathematics.

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Prior to the completion of grade 5, students will: • Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) • Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4) • Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6)

ELA Standard 1: Grade 3 Writing • Produce clear, well-organized reports and accounts that demonstrate understanding of a topic. ELA Standard 3: Grade 3 Reading • Evaluate the content by identifying - the author’s purpose - statements of fact, opinion, and exaggeration, with assistance. Math Standard 3: Grade 3-5 Connections Strand • Recognize and use connections among mathematical ideas; • Understand how mathematical ideas interconnect and build on one another to produce a coherent whole; • Recognize and apply mathematics in contexts outside of mathematics. ELA Standard 1: Grade 5 Reading • Read to collect and interpret data, facts, and ideas from multiple sources.

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Prior to the completion of grade 8, students will: • Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3) • 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) • Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6) • Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5)

ELA Standard 1: Grade 8 Reading • Distinguish between relevant and irrelevant Information. ELA Standard 3: Grade 8 Writing • Present clear analyses, using examples, details, and reasons from text. ELA Standard 4: Grade 8 Writing • Share the process of writing with peers and adults. Social Studies Standard 4 Intermediate • Identify and collect economic information from….computer databases… • Present economic information by using media… CDOS Standard 3a Intermediate • Select and use appropriate technology to complete a task. • Select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). MST Standard 2: Information Systems Intermediate • Use a range of equipment and software to integrate several forms of information. • Use spreadsheets and data-base software, electronic data bases and on-line services. • Obtain accurate and relevant information from a range of sources. • Collect data from probes to measure events and phenomena use simple modeling programs to make predictions. Health, Phys. Ed. And FACS Standard 3 Intermediate (Health) • Analyze how media and technology influence the selection of health information, products and services. Math Standard 3: Grade 6-8 Connections Strand • Recognize and use connections among

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mathematical ideas; • Understand how mathematical ideas interconnect and build on one another to produce a coherent whole; • Recognize and apply mathematics in contexts outside of mathematics

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Prior to the completion of grade 12, students will: • Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3, 6) • Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1, 2, 3, 4) • Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3, 5)

ELA Standard 1: Grade 9 Reading • Locate and use school and public library resources for information and research. ELA Standard 3: Grade 9 Speaking • Present content that is clearly organized and based on knowledge of audience needs and interests. ELA Standard 3: Grade 9 Speaking • Present arguments from different perspectives. ELA Standard 1: Grade 10 Reading • Analyze information from different sources, making connections and showing relationships to other texts, ideas, and subjects. ELA Standard 3: Grade 11 Writing • Analyze a wide range of texts using resources such as recognized experts, knowledge from school subjects, and reading, and personal knowledge. ELA Standard 1: Grade 12 Reading • Locate and use school, public, academic, and special library resources for information and research. Math Standard 3: Grade 9-12 Connections Strand • Recognize and use connections among mathematical ideas; • Understand how mathematical ideas interconnect and build on one another to produce a coherent whole; • Recognize and apply mathematics in contexts outside of mathematics CDOS Standard 2 Commencement • Research, interpret, analyze, and evaluate information and experiences as related to academic knowledge and technical skills when completing a career plan.

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Social Studies Standard 3 Commencement- • Plan, organize, and present geographic research projects. • Analyze geographic information by developing and testing inferences and hypotheses, and formulating conclusions from a variety of sources.

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4. CRITICAL THINKING, PROBLEM –SOLVING & DECISION-MAKING

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. Prior to the completion of grade 2, students will: • identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solution. (1, 3, 4) • Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals. (1, 3, 4) • Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6)

ELA Standard 2: Grade 1 Writing • Write to respond to text to - express feelings about characters or events in one or more stories. - describe characters, settings, or events. - list a sequence of events in a story - retell a story, using words. - identify the problem and solution in a simple story. ELA Standard 2: Grade 2 Reading • Use graphic organizers to record significant details to compare and contrast characters and events in stories, with assistance. Math Standard 3: Grade K-2 Problem Solving strand • recognize reasoning and proof as fundamental aspects of mathematics; • make and investigate mathematical conjectures; • develop and evaluate mathematical arguments and proofs; • select and use various types of reasoning and methods of proof.

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Prior to the completion of grade 5, students will: • Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) • Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4) • Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6) • Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4) • Conduct science experiments using digital instruments and measurement devices. (4, 6) • Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4, 6)

ELA Standard 1: Grade 3 Writing • Produce clear, well-organized reports and accounts that demonstrate understanding of a topic. ELA Standard 3: Grade 3 Reading • Evaluate the content by identifying - the author’s purpose. - statements of fact, opinion, and exaggeration, with assistance. ELA Standard 3: Grade 3 Writing • Use a variety of prewriting tools to organize ideas and information. ELA Standard 1: Grade 5 Reading • Read to collect and interpret data, facts, and ideas from multiple sources. Math Standard 3: Grade 3-5 Problem Solving strand • recognize reasoning and proof as fundamental aspects of mathematics; • make and investigate mathematical conjectures; • develop and evaluate mathematical arguments and proofs; • select and use various types of reasoning and methods of proof.

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Prior to the completion of grade 8, students will: • Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4) • Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5) • Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. • Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6) • Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5) • Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6)

ELA Standard 1: Grade 6 Writing • Take notes and organize relevant data, facts and ideas. ELA Standard 1: Grade 7 Listening • Make, confirm or revise predictions by distinguishing between relevant and irrelevant oral information. Math Standard 3: Grade 6-8 Problem Solving strand • recognize reasoning and proof as fundamental aspects of mathematics; • make and investigate mathematical conjectures; • develop and evaluate mathematical arguments and proofs; • select and use various types of reasoning and methods of proof MST Standard 1: Analysis, Inquiry and Design Intermediate • Locate and utilize a range of printed, electronic, and human information resources to obtain ideas. MST Standard 2: Information Systems Intermediate • Use a range of equipment and software to integrate several forms of information. • Use spreadsheets and data-base soft ware, electronic data bases and on-line services. • Obtain accurate and relevant information from a range of sources. • Collect data from probes to measure events and phenomena using simple modeling programs to make predictions. The Arts Standard 2 Intermediate (Dance) • Demonstrate knowledge of sources for understanding dance technologies: live, print, video, computer, etc. Intermediate (Music) • Use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces. • Use current technology to create, produce

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and record/playback music. Intermediate (Visual Arts) • Use the computer and electronic media as designing tools and to communicate visual ideas. MST Standard 5: Technology Intermediate • Assemble a complete computer system. • Use a computer system to acquire information from the Internet. • Use computer hardware and software to create prototypical designs and models. • Use a computer system to monitor and control external events and/or systems.

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Prior to the completion of grade 12, students will: • Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4) • Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1, 2, 3, 4) • 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) • Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4, 6)

ELA Standard 1: Grade 9 Writing • Use a range of organizational strategies to present information. ELA Standard 3: Grade 10 Speaking • Present reasons, examples, and details from sources cited to defend opinions and judgments. ELA Standard 3: Grade 11 Writing • Analyze a wide range of texts using resources such as recognized experts, knowledge from school subjects and reading, and personal experience. ELA Standard 1: Grade 11 Reading • Analyze and synthesize information from different sources, making connections and showing relationships to other texts, ideas, and subjects and to the world at large. ELA Standard 1: Grade 12 Speaking • Prepare and give presentations to a variety of audiences on a range of informational topics, using a variety of techniques, such as multimedia, group presentations, and dramatic approaches. Math Standard 3: Grade 9-12 Problem Solving strand • recognize reasoning and proof as fundamental aspects of mathematics; • make and investigate mathematical conjectures; • develop and evaluate mathematical arguments and proofs; • select and use various types of reasoning and methods of proof. Social Studies Standard 3: Commencement • Develop and test generalizations and conclusions and pose analytical questions based on results of geographic inquiries.

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CDOS Standard 3a: Commencement • Use a combination of techniques to read or listen to complex information and analyze what has been said and convey information confidently and coherently in written or oral form; analyze and solve mathematical problems requiring use of multiple computational skills.

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5. DIGITAL CITIZENSHIP 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. Prior to the completion of grade 2, students will: • Demonstrate the safe and cooperative use of technology. (5)

ELA Standard 1: Pre-kindergarten Reading • Locate and use classroom and library media center resources to acquire information, with assistance. ELA Standard 1: Grade 2 Speaking • Present a short oral report, using at least one source of information, such as a person, book, magazine article, television program or electronic text.

Prior to the completion of grade 5, students will: • Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5) • Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6)

ELA Standard 3: Grade 3 Speaking • Express an opinion about school and community issues. • Analyze and evaluate new ideas by using personal experiences and knowledge. • Express an opinion, supporting it with text, about the accuracy of the content of literary works. • Speak with appropriate rate and volume for the audience. • Take turns speaking in a group. ELA Standard 4: Grade 4 Speaking • Use the rules of conversation, such as avoid interrupting and respond respectfully.

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Prior to the completion of grade 8, students will: • Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5)

ELA Standard 3: Grade 7 Writing • Present a subject from more than one perspective using various resources. ELA Standard 3: Grade 8 Speaking • Contribute to group discussions by offering comments to clarify and interpret ideas and information. MST Standard 2: Information Systems Intermediate • Use a range of equipment and software to integrate several forms of information. • Use spreadsheets and data-base software, electronic data bases and on-line services. • Obtain accurate and relevant information from a range of sources. • Collect data from probes to measure events and phenomena use simple modeling programs to make predictions. MST Standard 5: Technology Intermediate • Use a computer system to acquire information from the Internet . • Use computer hardware and software to create prototypical designs and models. • Use a computer system to monitor and control external events and/or systems. CDOS Standard 3a Intermediate • Select and use appropriate technology to complete a task. • Select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). Health, Phys. Ed. And FACS Standard 3 Intermediate (Health) • Analyze how media and technology influence the selection of health information, products and services.

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Prior to the completion of grade 12, students will: • 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) • Design a Web site that meets accessibility requirements. (1, 5) • Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3, 5) • Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1, 5)

ELA Standard 1: Grade 9 Reading • Locate and use school and public library resources for information and research. ELA Standard 4: Grade 10 Listening • Respect the age, gender, social position, and cultural traditions of the speaker. ELA Standard 1: Grade 11 Speaking • Prepare and give presentations on a range of informational topics. ELA Standard 2: Grade 12 Writing • Use resources such as personal experience, knowledge from other content areas, and independent reading to create literary, interpretative, and responsive text.

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6. TECHNOLOGY OPERATIONS AND CONCEPTS 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.

Prior to the completion of grade 2, students will: • Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2, 6) • In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area. (1, 2, 6) • Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6) • Communicate about technology using developmentally appropriate and accurate terminology. (6) • Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites. (6)

ELA Standard 1: Grade 2 Writing • Use spelling resources, such as dictionaries, word walls, and/or computer software to spell correctly. ELA Standard 2: Grade 2 Writing • Use a computer to create, research and interpret literary texts. ELA Standard 2: Grade 2 Reading • Read print-based and electronic literary texts silently on a daily basis for enjoyment. Math Standard 3: Grades K-2 Representation Strand • Create and use representations to organize, record, and communicate mathematical ideas • Select, apply, and translate among mathematical representations to solve problems. • Use representations to model and interpret physical, social, and mathematical phenomena.

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Prior to the completion of grade 5, students will: • Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6) • Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6) • Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher support. (4, 6) • Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6) • Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (4, 6)

ELA Standard 3: Grade 3 Speaking • Express an opinion about school and community issues. • Analyze and evaluate new ideas by using personal experiences and knowledge. • Express an opinion, supporting it with text, about the accuracy of the content of literary works. • Speak with appropriate rate and volume for the audience • Take turns speaking in a group. ELA Standard 4: Grade 4 Speaking • Use the rules of conversation, such as avoid interrupting and respond respectfully. ELA Standard 1: Grade 5 Reading • Read to collect and interpret data, facts, and ideas from multiple sources. Math Standard 3: Grades 3-5 Representation Strand • Create and use representations to organize, record, and communicate mathematical ideas. • Select, apply, and translate among mathematical representations to solve problems. • Use representations to model and interpret physical, social, and mathematical phenomena.

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Prior to the completion of grade 8, students will: • Create original animations or videos documenting school, community, or local events. (1, 2, 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) • Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6) • Integrate a variety of file types to create and illustrate a document or presentation. (1, 6) • Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6)

ELA Standard 1: Grade 8 Speaking • Present examples, definitions, analogies, and direct references to the text in support of ideas ELA Standard 3: Grade 8 Speaking • State a hypothesis and predict possible outcomes from more than one perspective Math Standard 3: Grades 6-8 Representation Strand • Create and use representations to organize, record, and communicate mathematical ideas • Select, apply, and translate among mathematical representations to solve problems • Use representations to model and interpret physical, social, and mathematical phenomena MST Standard 2: Information Systems Intermediate • Use a range of equipment and software to integrate several forms of information. • Use spreadsheets and data-base software, electronic data bases and on-line services. • Obtain accurate and relevant information from a range of sources. • Collect data from probes to measure events and phenomena use simple modeling programs to make predictions. MST Standard 5: Technology Intermediate • Assemble a complete computer system System • Use a computer system to acquire information from the Internet. • Use computer hardware and software to create prototypical designs and models. • Use a computer system to monitor and control external events and/or systems. MST Standard 7: Access and Analysis Intermediate • Access information from printed media, electronic databases, and community resources.

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• Use the information to develop a definition of the problem and to research possible solutions. CDOS Standard 3a Intermediate • Select and use appropriate technology to complete a task. • Select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia).

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Prior to the completion of grade 12, students will: • Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3, 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) • Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4, 6)

ELA Standard 3: Grade 9 Reading • Analyze and evaluate nonfiction texts; determine the significance and reliability of information. ELA Standard 1: Grade 10 Reading • Analyze information from different sources, making connections and showing relationships to other texts, ideas, and subjects. ELA Standard 3: Grade 11 Reading • Select, reject, and reconcile ideas and information in light of biases. ELA Standard 1: Grade 12 Reading • Analyze and synthesize information from different sources by making connections and showing relationships to other texts, ideas, subjects, and the world at large. Math Standard 3: Grades 9-12 Representation Strand • Create and use representations to organize, record, and communicate mathematical ideas • Select, apply, and translate among mathematical representations to solve problems • Use representations to model and interpret physical, social, and mathematical phenomena MST Standard 6: Interconnectedness Models Commencement • Incorporate new design feature in a CAD drawing • Use a computer simulation to create a model of system under stress.

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Appendix D

ISTE's National Educational Technology Competencies

for Students by Grade Level

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ISTE's National Educational Technology Competencies

for Students by Grade Level

Prior to completion of Grade 2, students will:

1. Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor,

printer) to successfully operate computers, VCRs, audiotapes, and other technologies. (1)

2. Use a variety of media and technology resources for directed and independent learning

activities. (1, 3)

3. Communicate about technology using developmentally appropriate and accurate terminology.

(1)

4. Use developmentally appropriate multimedia resources (e.g., interactive books, educational

software, elementary multimedia encyclopedias) to support learning. (1)

5. Work cooperatively and collaboratively with peers, family members, and others when using

technology in the classroom. (2)

6. Demonstrate positive social and ethical behaviors when using technology. (2)

7. Practice responsible use of technology systems and software. (2)

8. Create developmentally appropriate multimedia products with support from teachers, family

members, or student partners. (3)

9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital

cameras, drawing tools) for problem solving, communication, and illustration of thoughts,

ideas, and stories. (3, 4, 5, 6)

10. Gather information and communicate with others using telecommunications, with support from

teachers, family members, or student partners. (4)


1. Use keyboards and other common input and output devices (including adaptive devices when

necessary) efficiently and effectively. (1)

2. Discuss common uses of technology in daily life and the advantages and disadvantages those

uses provide. (1, 2)

3. Discuss basic issues related to responsible use of technology and information and describe

personal consequences of inappropriate use. (2)

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4. Use general purpose productivity tools and peripherals to support personal productivity,

remediate skill deficits, and facilitate learning throughout the curriculum. (3)

5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras,

scanners) for individual and collaborative writing, communication, and publishing activities to

create knowledge products for audiences inside and outside the classroom. (3, 4)

6. Use telecommunications efficiently to access remote information, communicate with others in

support of direct and independent learning, and pursue personal interests. (4)

7. Use telecommunications and online resources (e.g., e-mail, online discussions, Web

environments) to participate in collaborative problem-solving activities for the purpose of

developing solutions or products for audiences inside and outside the classroom. (4, 5)

8. Use technology resources (e.g., calculators, data collection probes, videos, educational

software) for problem solving, self-directed learning, and extended learning activities. (5,6)

9. Determine which technology is useful and select the appropriate tool(s) and technology

resources to address a variety of tasks and problems. (5, 6)

10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic

information sources. (6)


1. Apply strategies for identifying and solving routine hardware and software problems that occur

during everyday use. (1)

2. Demonstrate knowledge of current changes in information technologies and the effect those

changes have on the workplace and society. (2)

3. Exhibit legal and ethical behaviors when using information and technology, and discuss

consequences of misuse. (2)

4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing

calculators, exploratory environments, Web tools) to support learning and research. (3, 5)

5. Apply productivity/multimedia tools and peripherals to support personal productivity, group

collaboration, and learning throughout the curriculum. (3, 6)

6. Design, develop, publish, and present products (e.g., Web pages, videotapes) using

technology resources that demonstrate and communicate curriculum concepts to audiences

inside and outside the classroom. (4, 5, 6)

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7. Collaborate with peers, experts, and others using telecommunications and collaborative tools

to investigate curriculum-related problems, issues, and information, and to develop solutions

or products for audiences inside and outside the classroom. (4, 5)

8. Select and use appropriate tools and technology resources to accomplish a variety of tasks

and solve problems. (5, 6)

9. Demonstrate an understanding of concepts underlying hardware, software, and connectivity,

and of practical applications to learning and problem solving. (1, 6)

10. Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and

bias of electronic information sources concerning real-world problems. (2, 5, 6)


1. Identify capabilities and limitations of contemporary and emerging technology resources and

assess the potential of these systems and services to address personal, lifelong learning, and

workplace needs. (2)

2. Make informed choices among technology systems, resources, and services. (1, 2)

3. Analyze advantages and disadvantages of widespread use and reliance on technology in the

workplace and in society as a whole. (2)

4. Demonstrate and advocate for legal and ethical behaviors among peers, family, and

community regarding the use of technology and information. (2)

5. Use technology tools and resources for managing and communicating personal/professional

information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)

6. Evaluate technology-based options, including distance and distributed education, for lifelong

learning. (5)

7. Routinely and efficiently use online information resources to meet needs for collaboration,

research, publications, communications, and productivity. (4, 5, 6)

8. Select and apply technology tools for research, information analysis, problem-solving, and

decision-making in content learning. (4, 5)

9. Investigate and apply expert systems, intelligent agents, and simulations in real-world

situations. (3, 5, 6)

10. Collaborate with peers, experts, and others to contribute to a content-related knowledge base

by using technology to compile, synthesize, produce, and disseminate information, models,

and other creative works. (4, 5, 6)

elmont union free school district educational and informational technology plan 2011

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