five year technology plan/ smart schools investment...

5

www.scha lmont .o rg

CENTRAL SCHOOL DISTRICT

Five Year Technology Plan/Smart Schools Investment Plan

2014-2018

Five Year Technology Plan 2 0 1 4 - 2 0 1 82

TABLE OF CONTENTS

DISTRICT INFORMATION, MISSION, VISION . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

INTRODUCTION/RATIONALE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

THE CASE FOR 21ST CENTURY COMPETENCIES . . . . . . . . . . . . . . . . . . . . . . . . .5

DEFINITION OF THE FIVE SUPPORT SYSTEMS . . . . . . . . . . . . . . . . . . . . . . . . . . .6

21ST CENTURY STUDENT OUTCOMES & SUPPORT SYSTEMS . . . . . . . . . . . . . . .8

21ST CENTURY SKILLS OUTCOMES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

21ST CENTURY SYSTEMS ALIGNMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

ISTE-NETS & MILE GUIDE CONSIDERATION FOR DISTRICT TECHNOLOGY PLAN . .11

STRATEGIC OBJECTIVES & STUDENT OUTCOMES . . . . . . . . . . . . . . . . . . . . . . .17

GOALS FOR INSTRUCTIONAL TECHNOLOGY PLAN

• Goal 1: Educational Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

• Goal 2: Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

• Goal 3: Professional Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

• Goal 4: Educational Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

• Goal 5: Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

• Goal 6: Policymaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

STUDENT STANDARDS & SKILLS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

EXAMPLES OF 21ST CENTURY SKILLS IN THE CLASSROOM . . . . . . . . . . . . . . .28

TECHNOLOGY “AT A GLANCE” BY GRADE LEVEL . . . . . . . . . . . . . . . . . . . . . . . .30

TECHNOLOGY INFRASTRUCTURE EXPANSION & PURCHASES . . . . . . . . . . . . . .43

APPENDICES

• Appendix A: Technology Infrastructure Timeline . . . . . . . . . . . . . . . . . . . . . 50

• Appendix B: Associated Board of Education Policies 7315, 7316, 7317 . . . . 60

SuperintendentDr . Carol A . Pallas

Business AdministratorJoseph Lenz

Director of CurriculumBronson Knaggs

Board of EducationMichael Pasquarella President

John DiCocco Vice President

Joseph Amoroso Gregory Campoli Amelia Hallam Robert Sheehan Kevin Thompson

Schalmont Central School District4 Sabre Drive • Schenectady, New York 12306

Telephone: (518) 355-6200 • Fax: (518) 355-9203 www.schalmont.org

Produced in cooperation with the Capital Region BOCES Communications Service. Updated May 2015.

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District InformationThe Schalmont Central School District spans across five towns and three counties to serve approximately 1,800 students in kindergarten through twelfth grade . The district is home to three school buildings—Jefferson Elementary School, Schalmont Middle School and Schalmont High School .

Jefferson is a large building, split into two houses—one for grades K-2 and one for grades 3-4 . The middle school comprises grades 5-8, and is located on the same campus as the high school, which serves grades 9-12 .

Students consistently meet or exceed state standards for academic performance . In 2014, Schalmont ranked 14th out of 85 area school districts in the Albany-based Business Review’s annual school district rankings . In 2005, the district was ranked 49th .

While academics are at the heart of education, students also have access to a variety of extracurricular programs that expand the learning experience beyond the classroom and offer unique, creative outlets for expression .

Schalmont produces scholar-athlete teams, accomplished artists, award-winning musicians and civic-minded youth who volunteer their time to help community members in need .

In return, Schalmont has enjoyed the support of active, involved parents, businesses and residents who have been instrumental in developing and maintaining a strong instructional program .

In recent years, district officials have made difficult decisions and initiated a variety of cost-saving measures, including closing two elementary schools, to address

declining enrollment, decreasing revenues and increasing costs . At the same time, the percentage increase of the school tax levy

has been reduced . The district has remained at or under its tax levy limit for the past several years .

• Student enrollment: 1,815

• Teachers: 188

• Support staff: 217

• Administrators: 11

• 2014-15 Budget: $45,797,561

• In 2015, 95 .5 percent of Schalmont High School graduates earned a Regents diploma, and 87 percent went on to attend a two- or four-year college .

• In addition to the state-required core curriculum, students have access to a pre-engineering program, Career and Technical Education pathway, and more than 20 honors, advanced placement and college-level courses .

• As part of a $9 .7 million capital project, approved by voters in 2007, high school students have access to a state-of-the-art multimedia suite featuring 21st-century courses integrating technology in a project-based learning environment .

• The district is fortunate to operate the grant-funded Schalmont Teachers Institute, which is largely responsible for providing professional development activities .

• Students are led by a talented and experienced management team as well as a cadre of highly involved instructional staff .

Schalmont At-A-Glance

The staff and community of Schalmont Central School District will provide programs, resources and facilities to foster a positive learning environment . Each individual will be encouraged and assisted to grow emotionally, intellectually, physically, and socially to meet the challenges of the future .

Mission Statement

We strive to provide educational opportunities that will engage every student and build capacity in order to prepare students with the necessary 21st century competencies to compete and excel in a complex, evolving, and interconnected world .

Vision Statement

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To succeed in the 21st century and an evolving and increasingly complex and globalized economic environment students must possess the skills and knowledge to become career and college ready .

Following guidance from the Partnership for 21st Century Skills Organization and using the International Standards for Technology in Education, the Schalmont Central School District Technology Committee has developed a comprehensive global communications and technology plan for implementation over the next five years .

While the plan is a roadmap for our work with students over the next five years, it will be continuously updated based on implementation, feedback, and the evolving nature of technology in our world . In this way the plan becomes a framework upon which a culture of learning and technology integration will live, grow, and thrive at Schalmont .

The Partnership for 21st Century Skills has emerged as the leading advocacy organization focused on infusing 21st Century skills in education . The Partnership encourages schools and districts to bring together a team from the business community, education leadership, and other community stakeholders to define a powerful vision for 21st Century education that ensures every child’s success as citizens and workers in the 21st Century . The Schalmont Central School District Technology Committee, comprised of stakeholders from the recommended areas, has worked over the course of a year and a half to research, plan, and develop a technology plan that will bring us well into the 21st Century .

Introduction: Rationale “This plan will serve as a framework upon which a culture of learning and technology integration will live, grow and thrive at Schalmont.”

—Superintendent Dr. Carol Pallas

The district’s 26-member technology committee was established in February 2013 to review the district’s existing technology plan, research requirements to support next generation, computer-based assessments and design a technological framework around the educational shifts associated with the state’s new learning standards.

DISTRICT TECHNOLOGY COMMITTEEImran Abbasi, High School Principal

Chase Campbell, High School Teacher

Rachel Cardinal, Student

Anthony Cassale, High School Teacher

Kennedy Cronk, Student

Michael Della Villa, Board of Education Member

Walter Dixon, Community Member

Debbie Falcone, Data Information Specialist

Linda Fasano, Middle School Librarian

Carrie Fiske, Jefferson Teacher

Steve Frank, Community Member

John George, Middle School Teacher

Joby Gifford, Jefferson Principal

Taylor Gould, Student

Benjamin Harrington, Community Member

Lori Hurley, Middle School Teacher

Gabrielle Juers, Student

Bronson Knaggs Director of Curriculum

Joe Lenz, Business Administrator

Terri McCreadie, Network Administrator

Danielle Motyka, Student

Angelo Santabarbara, Community Member

Ann Schulman, High School Teacher

Sarah Scotti, Jefferson Teacher

Kevin Stearns, Student

Wendy Stearns, High School Teacher

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The success of U.S. education in the 21st Century depends upon student acquisition of 21st Century skills because:

1. EDUCATION IS CHANGING: We can no longer claim that the U .S .

educational results are unparalleled . Students around the world outperform American students on assessments that measure 21st Century skills . Today’s teachers need better tools to address this growing problem .

2. COMPETITION IS CHANGING INTERNATIONALLY:

Innovation and creativity no longer set U .S . education apart . Innovators around the world rival Americans in breakthroughs that fuel economic competitiveness .

3. THE WORKPLACE, JOBS, AND SKILL DEMANDS ARE CHANGING:

Today every student, whether he/she plans to go on to a four-year college, trade school, entry-level job requires 21st Century skills to succeed . We need to ensure that all students are qualified to succeed in work and life in this new global economy . [http://www .p21 .org]

The Case for 21st Century Competencies

Imran Abbasi, High School Principal

Chase Campbell, High School Teacher

Rachel Cardinal, Student

Anthony Cassale, High School Teacher

Kennedy Cronk, Student

Michael Della Villa, Board of Education Member

Walter Dixon, Community Member

Debbie Falcone, Data Information Specialist

Linda Fasano, Middle School Librarian

Carrie Fiske, Jefferson Teacher

Steve Frank, Community Member

John George, Middle School Teacher

Joby Gifford, Jefferson Principal

Taylor Gould, Student

Benjamin Harrington, Community Member

Lori Hurley, Middle School Teacher

Gabrielle Juers, Student

Bronson Knaggs Director of Curriculum

Joe Lenz, Business Administrator

Terri McCreadie, Network Administrator

Danielle Motyka, Student

Angelo Santabarbara, Community Member

Ann Schulman, High School Teacher

Sarah Scotti, Jefferson Teacher

Kevin Stearns, Student

Wendy Stearns, High School Teacher

The technology committee also considered the requirements associated with next generation assessments and computer-based testing. New York State is a cooperating state in the new Partnership for Assessment of Readiness for College and Careers (PARCC) next generation Computer Based Assessments (CBAs). Presently, NYS is field testing these assessments and Schalmont CSD is taking part in these field tests at the Middle School level. Although the Board of Regents has not yet determined whether to adopt the PARCC assessments when they are available, we do know that both the NYS and PARCC assessments will be implemented with the support of technology. As indicated by the State Education Department in a memo to school districts dated January 2013, “It is advisable that school and districts aspire to the capacity to administer computer-based assessment simultaneously to all students in a single tested grade within elementary, middle, or high school grade span.” In following this advice, the Schalmont CSD has conducted an audit of our current infrastructure and technological compatibility using the PARCC assessment administration capacity planning tool to meet recommended PARCC requirements. These specifications and recommendations are delineated in Appendix A: Technology Expansions, Purchases & Timeline.

Next Generation Assessments

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1. Standards• Focus on 21st century skills, content knowledge,

and expertise .

• Build understanding across and among coresubjects as well as 21st century interdisciplinarythemes .

• Emphasize deep understanding rather than shallowknowledge

• Engage students with real world data, tools, andexperts they will encounter in college, on thejob, and in life; students learn best when activelyengaged in solving meaningful problems .

• Allow for multiple measures of mastery .

2. Assessment• Supports a balance of assessment, including

high quality high standardized testing along witheffective, formative, and summative classroomassessments .

• Emphasizes useful feedback on studentperformance that is embedded into everydaylearning .

• Requires a balance of technology enhanced,formative, and summative assessments thatmeasure student mastery of 21st century skills .

• Enables development of portfolios of student workthat demonstrate mastery of 21st century skills toeducators and prospective employers .

• Enables a balanced portfolio of measures to assessthe educational system’s effectiveness in reaching highlevels of student competency in 21st century skills .

Definition of the Five Support Systems

All 21st Century skills initiatives must focus on the integration of support systems to meet the needs of the 21st Century learner. These support systems revolve around five components:

1. Standards

2. Assessment

3. Curriculum and Instruction

4. Professional Development

5. Learning Environment

The Schalmont Central School District recognizes that it will take an aligned, comprehensive approach across several support systems to help children develop the cognitive, academic, emotional, and physical competencies they will need to succeed in 21st Century life .

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5. Learning Environments • To create learning practices, human support, and

physical environments that will support the teaching and learning of 21st century skills outcomes .

• Support professional learning communities that enable educators to collaborate, share best practices, and integrate 21st century skills into classroom practices .

• Enable students to learn in relevant, real-world, 21st century contexts (e .g ., through project-based or other applied work) .

• Allow equitable access to quality learning tools, technologies, and resources .

• Provide 21st century architectural and interior designs for group, team, and individual learning .

• Support expanded community and international involvement in learning, both face to face and online .

3. Curriculum and Instruction • Teaches 21st century skills discretely in the context

of core subjects and 21st century interdisciplinary themes .

• Focuses on providing opportunities for applying 21st century skills across content areas and for a competency based approach to learning .

• Enables innovative learning methods that integrate the use of supportive technologies, inquiry, and problem-based approaches and higher order thinking skills .

• Encourages the integration of community resources beyond school walls .

4. Professional Development• Highlights ways teachers can seize opportunities for

integrating 21st century skills, tools, and teaching strategies into their classroom practice-and help them identify what activities they can replace/de-emphasize .

• Balances direct instruction with project-oriented teaching methods .

• Illustrates how a deeper understanding of subject matter can actually enhance problem solving, critical thinking, and other 21st century skills .

• Enables 21st century professional learning communities for teachers that model the kind of classroom learning that best promotes 21st century skills for students .

• Cultivates teachers ability to identify students particular learning style, intelligences, strengths, and weaknesses .

• Helps teachers develop their abilities to use various strategies (such as formative assessments) to reach divers students and create environments that support differentiated teaching and learning .

• Supports the continuous evaluation of students 21st century skills development .

• Encourages knowledge sharing amongst communities of practitioners, using face to face, virtual, and blended communications . Uses a scalable and sustainable model of professional development .

The Schalmont Central

School District, through the

implementation of this technology

plan, will adopt a 21st Century

skills curriculum and employ

methods of instruction that

integrate innovative, research-

proven teaching strategies,

modern learning technologies, and

real-world resources and contexts.

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21st Century Student Outcomes & Support Systems

21ST CENTURY CONTENT/CORE ACADEMIC SUBJECT MASTERY

It is important to note that no 21st Century skills implementation can be successful without developing core academic subject knowledge and understanding among all students . These skills revolve around global awareness, financial, economic, business, and entrepreneurial literacy, civic literacy, environmental literacy, and health and wellness awareness . For this reason core academic subjects are a bedrock component of our technology framework .

LEARNING AND INNOVATION SKILLS

Students who can think critically and communicate effectively must build on a base of core academic subject knowledge . This involves critical thinking and problem-solving skills, communication skills, creativity and innovation skills, collaboration skills, contextual learning skills, and information and media literacy skills .

INFORMATION, MEDIA, AND TECHNOLOGY SKILLS

To be able to live, learn, and work in a technology and media-suffused environment students need to be able to navigate through and evaluate an abundance of information, adapt to rapid changes in technology tools, collaborate and make individual contributions, and demonstrate competency with a variety of technology tools and applications .

LIFE SKILLS

These revolve around the skills of leadership, ethics, accountability, adaptability, personal productivity, people skills, personal responsibility, self-direction, and social responsibility

Image reprinted with permission from Partnership for 21st Century Skills, http://www.p21.org

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21st Century Skills Outcomes In addition to core subject

mastery, the district

Technology Committee asked

ourselves the following

questions:

Are we helping students

become…

• Critical Thinkers?

• Problem Solvers?

• Good Communicators?

• Good Collaborators?

• Information and Technology

Literate?

• Flexible and Adaptable?

• Innovative and Creative?

• Globally Competent?

• Financially Literate?

A focus of our work as a

committee has been to first

determine the outcomes we

expect for all of our students

and then make determinations

of the technology tools that we

can integrate K-12 to support

the attainment of these

outcomes .

COLLEGE AND CAREER READINESS

The Partnership for 21st Century Skills defines 21st Century Standards as those that:

“Focus on 21st Century skills, content knowledge, and expertise. They build understanding across and among core subjects as well as 21st Century interdisciplinary themes. They emphasize a deep understanding rather than shallow knowledge. They engage students with real world data, tools, and experts they will encounter in college, on the job, and in life. Students learn best when actively engaged in solving meaningful problems. 21st Century standards allow for multiple measures of mastery.”

To succeed at college, career, and life in the 21st Century students must be supported in mastering both content and skills . The Schalmont Central School District Technology Committee has categorized eight support systems towards helping students achieve the outcomes of 21st Century Skills initiatives .

These support systems were cross-checked against the International Standards for Technology in Education (ISTE) to create the comprehensive five-year plan . In addition, the committee analyzed and reviewed the existing District Technology Plan in order to determine what components of that plan should be sustained and where there were gaps between ideology and implementation that needed to be addressed .

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21st Century System Alignment

The Milestones for Improving Learning & Education Guide is being used to help assess and guide the district’s approach in developing a model for 21st century learning.

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lf an

d pe

er e

valu

atio

ns. F

oste

ring

stude

nt le

ader

ship.

Pote

ntia

l use

of a

med

ia cl

ub fr

om m

iddl

e sc

hool

or

eve

n lo

wer

to th

e hi

gh sc

hool

leve

l.

PART

NER

ING

Betw

een

distr

ict co

mm

unica

tions

and

our

stu

dent

wor

k (D

igita

l Pho

togr

aphy

Cla

ss,

etc.)

, pro

vidin

g re

al-w

orld

out

lets f

or st

uden

t pr

esen

tatio

ns o

r disp

lay o

f wor

k.

Shar

ing

teac

her-g

ener

ated

rubr

ics.

RPI s

tude

nt e

xpos

are

an

exce

llent

exa

mpl

e of

co

mm

unity

par

tner

ing.

We

as a

dist

rict h

ave

to b

e w

illing

to g

ive u

p in

struc

tiona

l tim

e to

em

brac

e an

d ev

en se

ek o

ut th

ese

oppo

rtuni

ties.

Pote

ntia

l use

of a

med

ia cl

ub fr

om m

iddl

e sc

hool

or

eve

n lo

wer

to th

e hi

gh sc

hool

leve

l.

POLI

CYM

AKI

NG

Oppo

rtuni

ties f

or st

uden

t ow

nersh

ip o

f the

ir en

viron

men

t, ne

w u

ser a

gree

men

ts as

par

t of

Web

2.0

.

We

will

have

to lo

ok in

to le

gal a

spec

ts of

stu

dent

-cre

ated

cont

ent a

nd it

s use

s in

the

class

room

(mov

ing

forw

ard)

.

A m

ovin

g po

rtfol

io p

olicy

with

the

infra

struc

ture

to

mat

ch it

wou

ld b

e id

eal a

lthou

gh p

oten

tially

co

stly.

A ve

ry re

al lo

ok a

t the

nec

essit

y of m

akin

g tim

e fo

r tec

hnica

l pro

ficien

cy a

spec

ts of

less

ons a

nd

units

a p

art o

f eac

h ye

ar’s

plan

s. Ho

w w

ould

this

be p

ossib

le? H

ow d

o w

e ro

ll it

out w

ithou

t bein

g ov

erw

helm

ing?

How

do

we

supp

ort t

each

ers

who

may

nee

d he

lp?

CURR

ENT

PLA

N

Curre

nt p

lan

is so

mew

hat C

C al

igne

d. It

doe

s m

entio

n th

e in

clusio

n of

crea

tion-

orien

ted

lesso

ns b

ut m

ore

deta

il is

need

ed.

1. CREATIVITY & INNOVATIONIS

TE-M

ILE

GU

IDE

11

Five Year Technology Plan 2 0 1 4 - 2 0 1 812CU

RRIC

ULUM

Use

Rubi

con,

Goo

gle

Docs

, Voi

ceth

read

, Edm

oto,

an

d/or

oth

er d

igita

l/soc

ial n

etw

orks

to re

gula

rly

com

mun

icate

and

colla

bora

te o

n pr

ojec

ts, cl

ass

wor

k, st

udyin

g, a

nd re

sear

ch.

Curri

culu

m d

esig

n th

at is

crea

tive,

inclu

des

activ

ities

, mee

ts Co

mm

on C

ore

learn

ing

with

a

focu

s on

face

-to-fa

ce co

mm

unica

tion

as w

ell a

s 21

st ce

ntur

y skil

ls.

A cu

rricu

lum

that

has

inte

gral

ben

chm

ark

units

th

at w

ill de

velo

p m

edia

skills

and

pre

sent

atio

n sk

ills.

ISTE

-NET

S

2. C

omm

unic

atio

n &

Col

labo

ratio

n

Stud

ents

use

dig

ital m

edia

and

en

viro

nmen

ts to

com

mun

icat

e an

d w

ork

colla

bora

tivel

y, in

clud

ing

at a

dis

tanc

e, to

su

ppor

t ind

ivid

ual l

earn

ing

and

cont

ribut

e to

the

lear

ning

of o

ther

s.

a. In

tera

ct, c

olla

bora

te, a

nd p

ublis

h w

ith

peer

s, ex

pert

s, or

oth

ers

empl

oyin

g a

varie

ty o

f dig

ital e

nviro

nmen

ts a

nd m

edia

.

b. C

omm

unic

ate

info

rmat

ion

and

idea

s ef

fect

ivel

y to

mul

tiple

aud

ienc

es u

sing

a

varie

ty o

f med

ia a

nd fo

rmat

s.

c. De

velo

p cu

ltura

l und

erst

andi

ng a

nd

glob

al a

war

enes

s by

eng

agin

g w

ith

lear

ners

of o

ther

cul

ture

s.

d. C

ontr

ibut

e to

pro

ject

team

s to

pro

duce

or

igin

al w

orks

or s

olve

pro

blem

s.

INST

RUCT

ION

(Use

of I

pad

Apps

like

alg

ebra

touc

h, u

se o

f Go

ogle)

Instr

uctio

n de

signe

d to

mee

t the

skills

nec

essa

ry

to u

se th

e so

ftwar

e pr

ogra

ms /

appl

icatio

ns.

Desig

n les

sons

to e

naga

e w

ith so

ciocu

ltura

l id

eas a

nd re

aliti

es in

oth

er n

atio

ns (t

his c

an

be a

chiev

ed w

ith a

Stu

dent

-Con

tent

-Edu

cato

r Re

latio

n if

few

oth

ers a

re p

ossib

le.

ASS

ESSM

ENT

(Elec

troni

c por

tfolio

s, vid

eos)

Mas

tery

leve

l ex

pect

atio

ns w

ith m

ultip

le op

portu

nitie

s for

re

visio

n an

d re

flect

ion.

Ru

brics

des

igne

d to

gra

de in

divid

ual s

tude

nts

on g

roup

pro

jects

(for e

xam

ple,

onlin

e cla

ss

disc

ussio

n on

clas

sroom

read

ing

mat

eria

l)

Final

pro

jects

CB

A to

be

desig

ned

and

used

with

rela

tive

regu

larit

y to

prep

are

stude

nts f

or su

ch ch

allen

ges

in th

e fu

ture

.

Peer

Ass

essm

ent a

nd se

lf-re

flect

ion

oppo

rtuni

ties.

A

smal

ler re

lianc

e on

qua

ntita

tive

data

and

a

grea

ter e

xplo

ratio

n of

qua

litat

ive w

ork

and

asse

ssm

ent.

LEA

RNIN

G E

NVI

RON

MEN

T

An in

frastr

uctu

re a

nd su

ppor

t stru

ctur

e th

at

mak

es co

nsta

nt a

nd fr

eque

nt co

mm

unica

tions

an

d co

llabo

rativ

e pr

ojec

ts via

ble

and

relia

ble.

Skyp

e, w

ebsit

es (b

logs

) tw

itter,

Goo

gle A

pps,

Drop

Box,

Prez

i, Bl

ackb

oard

, Vim

eo, F

aceb

ook,

vin

e,tex

ting,

e-m

ail,

Insta

gram

,

PRO

FESS

ION

AL

DEV

ELO

PMEN

T

Turn

-key

pro

fess

iona

l dev

elopm

ent i

n IC

T an

d co

llabo

rativ

e pr

actic

es.

Ongo

ing

prof

essio

nal d

evelo

pmen

t /co

ntin

uous

ch

ange

s in

tech

nolo

gy.

Pare

nt co

ntac

t thr

ough

tech

nolo

gy, s

tude

nt

conn

ectio

n th

roug

h te

chno

logy

.

EDUC

ATIO

NA

L LE

AD

ERSH

IP

Tech

nolo

gy sp

ecia

list o

r coo

rdin

ator

s who

ar

e gi

ven

set t

ime

for t

ech

inte

grat

ion

wor

k in

depe

nden

t of t

heir

class

room

tim

e. Sp

ecia

lists

w

ho a

re e

xpec

ted

to co

ntin

ue e

duca

tion

and

wor

k w

ith te

ache

rs to

inte

grat

e te

ch le

sson

s and

sk

ill de

velo

pmen

t and

dev

elop

train

ing

mod

ules

. Di

rect

kno

wled

ge a

nd co

mfo

rt on

the

part

of

educ

ator

s and

stud

ent i

n try

ing

“big

thin

gs”

or

“new

idea

s” a

nd h

avin

g th

e ab

ility t

o ha

ve th

em

not w

ork.

PART

NER

ING

Esta

blish

par

tner

ship

s with

com

pani

es (T

witt

er,

Goog

le Ap

ps) t

o de

velo

p th

eir e

xistin

g so

ftwar

e to

bet

ter m

eet t

he e

duca

tiona

l nee

ds in

a

class

room

env

ironm

ent.

Skyp

e m

eetin

gs w

ith

partn

ers,

Voice

thre

ad, P

rezi,

etc

.

POLI

CYM

AKI

NG

A di

rect

pol

icy th

at a

llow

s edu

cato

rs an

d stu

dent

s gre

ater

free

dom

in u

tilizi

ng th

e te

chno

logi

es a

nd a

pplic

atio

ns o

f the

21s

t cen

tury

w

hile

in th

e sc

hool

env

ironm

ent.

CURR

ENT

PLA

N

Allu

ded

to in

par

ts, ye

t not

freq

uent

ly re

alize

d in

pra

ctice

.

2. COMMUNICATION & COLLABORATION

ISTE

-MIL

E G

UID

E

12

13CU

RRIC

ULUM

Esta

blish

a “

who

care

s” co

mpo

nent

in th

e fo

rm

of a

rese

arch

pro

ject t

hat s

teer

s the

stud

ents

to

focu

s bey

ond

imm

edia

te co

nten

t to

addr

ess

auth

entic

issu

es a

nd a

udien

ces (

rese

arch

pr

ojec

ts, e

tc).

Colla

bora

te w

ith st

uden

ts to

esta

blish

ess

entia

l qu

estio

ns a

nd th

emes

for s

tude

nts t

o “c

hew

” on

and

det

erm

ine

a pa

th o

f inq

uiry

that

wor

ks

best

for t

hem

.

Prov

ide

time

and

acce

ss to

a va

riety

of r

esou

rces

fo

r stu

dent

s to

brow

se, u

se, a

nd co

nsum

e (a

nd

disc

ard

base

d on

app

ropr

iate

ness

of t

he so

urce

)

Stud

ents

are

give

n op

portu

nitie

s to

cont

inua

lly

refle

ct o

n th

eir o

wn

prog

ress

bas

ed o

n an

es

tabl

ished

fram

ewor

k.

Stud

ents

will

shar

e th

eir re

sults

/pro

duct

s and

da

ta w

ith va

rious

aut

hent

ic au

dien

ces u

sing

digi

tal p

rese

ntat

ions

and

/or v

irtua

l spa

ces.

ISTE

-NET

S

3. R

esea

rch

& In

form

atio

n Fl

uenc

y:

Stud

ents

app

ly d

igita

l too

ls to

gat

her,

eval

uate

, and

use

info

rmat

ion.

a. P

lan

stra

tegi

es to

gui

de in

quiry

.

b. L

ocat

e, o

rgan

ize,

ana

lyze

, eva

luat

e,

synt

hesi

ze, a

nd e

thic

ally

use

info

rmat

ion

from

a v

arie

ty o

f sou

rces

and

med

ia.

c. Ev

alua

te a

nd s

elec

t inf

orm

atio

n so

urce

s an

d di

gita

l too

ls b

ased

on

the

appr

opria

tene

ss to

spe

cific

task

s.

INST

RUCT

ION

Exte

nd b

eyon

d te

xtbo

ok a

nd tr

aditi

onal

m

ater

ials,

inco

rpor

atin

g in

terd

iscip

linar

y con

tent

, co

llabo

ratio

n, a

nd re

sour

ces b

eyon

d th

e cla

ssro

om.

Stud

ents

are

give

n in

struc

tion

in th

e us

e of

m

obile

App

s and

oth

er vi

rtual

spac

es in

ord

er to

co

llabo

rate

with

pee

rs an

d te

ache

rs.

Usin

g su

ch to

ols a

s Blo

om’s

Taxo

nom

y of

Cogn

itive

Dom

ain,

stud

ents

will

be in

struc

ted

in

a va

riety

of t

echn

ique

s in

gath

erin

g da

ta.

Stud

ents

will

be g

iven

time

and

acce

ss to

a

varie

ty o

f res

ourc

es b

ased

on

an e

ssen

tial

ques

tion

or th

eme.

Usin

g a

tech

niqu

e fo

r inq

uiry

th

at th

ey d

ecid

e w

ill w

ork

best

for t

hem

...

ASS

ESSM

ENT

Stud

ent-c

reat

ed co

mpr

ehen

sive

(show

ing

grow

th

over

tim

e) e

-por

tfolio

s tha

t are

self-

and

pee

r-as

sess

ed a

nd sh

ared

with

par

ents

and

peer

s.

Peer

-revie

w a

nd st

uden

t-to-

stude

nt e

valu

atio

n,

perh

aps p

artn

ered

with

stud

ents

in o

ther

scho

ol

distr

icts.

LEA

RNIN

G E

NVI

RON

MEN

T

Colla

bora

tive

with

teac

her a

s the

facil

itato

r and

al

low

stud

ents

to cr

eate

lear

ning

exp

erien

ces

base

d on

the

fram

ewor

k pu

t for

th b

y the

in

struc

tor. S

tude

nts a

re a

ccou

ntab

le to

ass

ess

and

colla

bora

te w

ith p

eers

and

instr

ucto

r, an

d pe

er-re

view

is a

valid

sour

ce o

f for

mat

ive

asse

ssm

ent.

Give

stud

ents

a pl

atfo

rm to

focu

s on

their

ow

n lea

rnin

g sty

les so

they

can

succ

essfu

lly

navig

ate

the

learn

ing

proc

ess.

Mob

ile A

pps a

nd o

ther

virtu

al sp

aces

read

ily

avai

labl

e to

stud

ents

and

teac

hers

to co

llabo

rate

.

PRO

FESS

ION

AL

DEV

ELO

PMEN

T

Educ

ate

educ

ator

s on

wha

t the

visio

n is

and

wha

t it l

ooks

like

, and

give

tim

e to

pro

cess

and

ex

perim

ent w

ith te

chni

ques

.

Prov

ide

ongo

ing

prof

essio

nal d

evelo

pmen

t in

the

inqu

iry m

odel

as a

dyn

amic

viabl

e pr

oces

s for

all

cont

ent a

rea

rese

arch

.

EDUC

ATIO

NA

L LE

AD

ERSH

IP

Prov

ide

rese

arch

mod

els a

nd fr

amew

ork

enco

mpa

ssin

g CC

LS, c

onte

nt st

anda

rds,

tech

nolo

gy st

anda

rds f

or a

ll co

nten

t are

a te

ache

rs to

use

effe

ctive

ly w

ith th

eir st

uden

ts.

PART

NER

ING

Brin

g in

peo

ple

in th

e re

sear

ch fi

eld w

ho ca

n de

mon

strat

e th

e ef

fect

ive u

se o

f tec

hnol

ogy a

nd

rese

arch

in a

mea

ning

ful a

uthe

ntic

way

, as i

n th

e re

al w

orld

.

Partn

er w

ith sc

hool

libr

aria

n to

pus

h in

to

class

room

s or l

earn

ing

spac

es to

co-fa

cilita

te th

e in

quiry

pro

cess

.

POLI

CYM

AKI

NG

Acce

ss to

varie

ty o

f sou

rces

with

out b

eing

fette

red

by w

eb fi

lters

and

othe

r hin

dran

ces.

CURR

ENT

PLA

N

3. RESEARCH & INFORMATION FLUENCY

ISTE

-MIL

E G

UID

E

13


RRIC

ULUM

Inqu

iry b

ased

lear

ning

opp

ortu

nitie

s.

Intro

duce

and

inte

grat

e 21

st Ce

ntur

y Lea

rnin

g Sk

ills in

all

cont

ent a

reas

.

ISTE

-NET

S

4. C

ritic

al T

hink

ing,

Pro

blem

Sol

ving

&

Dec

isio

n M

akin

g:

Stud

ents

use

crit

ical

thin

king

ski

lls to

pla

n an

d co

nduc

t res

earc

h, m

anag

e pr

ojec

ts,

solv

e pr

oble

ms,

and

mak

e in

form

ed

deci

sion

s us

ing

appr

opria

te d

igita

l too

ls

and

reso

urce

s.

a. Id

entif

y an

d de

fine

auth

entic

pro

blem

s an

d si

gnifi

cant

que

stio

ns fo

r inv

estig

atio

n

b. P

lan

and

man

age

activ

ities

to d

evel

op a

so

lutio

n or

com

plet

e a

proj

ect

c. Co

llect

and

ana

lyze

dat

a to

iden

tify

solu

tions

or c

ompl

ete

a pr

ojec

t

d. U

se m

ultip

le p

roce

sses

and

div

erse

pe

rspe

ctiv

es to

exp

lore

alte

rnat

ive

solu

tions

INST

RUCT

ION

Prov

ide

form

al te

chno

logy

edu

catio

n fo

r stu

dent

s in

gra

des K

-12.

Instr

uctio

n is

stude

nt-c

ente

red,

di

ffere

ntia

ted,

inqu

iry-b

ased

, pro

ducin

g pr

oduc

ts

that

dem

onstr

ate

cont

ent m

aste

ry a

nd cr

itica

l th

inkin

g sk

ills.

Intro

duce

sam

ples

of a

uthe

ntic

prob

lems (

such

as

cybe

rbul

lying

) and

ask

ss w

hat q

uesti

ons w

ould

th

ey n

eed

to a

sk to

und

ersta

nd th

is pr

oblem

. Al

low

stud

ents

to g

o th

roug

h pr

oces

s and

refle

ct

on w

hat s

teps

wer

e ne

cess

ary t

o co

mpl

ete

the

task

. In

trodu

ce a

nd d

evelo

p in

divid

ual a

nd/o

r co

llabo

rativ

e ele

ctro

nic p

ortfo

lios.

Ut

ilize

Libra

ry M

edia

Cen

ter t

o sh

owca

se a

va

riety

of t

echn

olog

y res

ourc

es. I

nvite

com

mun

ity

mem

bers

to sh

are

expe

rtise

rela

ted

to th

e pr

ojec

t.

ASS

ESSM

ENT

Syste

mat

ic an

d ph

ased

ass

essm

ents

avai

labl

e th

at a

sses

s pro

cess

as w

ell a

s end

resu

lt. P

eer

and

self

refle

ctio

ns b

ased

off

of a

ltern

ative

as

sess

men

t mod

els (d

iary,

ess

ay, c

ritiq

ue w

orks

)

LEA

RNIN

G E

NVI

RON

MEN

T

Dire

ct k

now

ledge

and

com

fort

on th

e pa

rt of

ed

ucat

ors a

nd st

uden

ts in

tryin

g “b

ig th

ings

” or

“ne

w id

eas”

and

hav

ing

the

abilit

y to

have

th

em n

ot w

ork.

PRO

FESS

ION

AL

DEV

ELO

PMEN

T

Prov

ide

ongo

ing

PD in

crea

sing

teac

hers’

aw

aren

ess a

nd im

plem

enta

tion

of 2

1st C

entu

ry

Lear

ning

Skil

ls.

EDUC

ATIO

NA

L LE

AD

ERSH

IP

Succ

esse

s of l

esso

ns a

nd u

nits

desig

ned

with

cr

itica

l thi

nkin

g in

min

d hi

ghlig

hted

and

exp

lore

d as

a g

roup

. Pot

entia

l for

lead

ers t

o be

iden

tified

to

keep

up

to d

ate

on re

sear

ch.

PART

NER

ING

POLI

CYM

AKI

NG

CURR

ENT

PLA

N

4. CREATIVE THINKING, PROBLEM SOLVING & DECISION MAKINGIS

TE-M

ILE

GU

IDE

14

15CU

RRIC

ULUM

Mat

eria

ls fo

r ins

truct

ion.

Id

entif

y tec

hnol

ogica

l skil

ls ne

eded

for j

obs.

****

A hi

gh sc

hool

leve

l cla

ss in

med

ia li

tera

cy

and

com

pute

r skil

ls as

a p

rere

quisi

te to

gr

adua

te w

ould

offe

r a st

rong

setti

ng in

whi

ch

to te

ach

and

advo

cate

dig

ital c

itize

nshi

p, gl

obal

aw

aren

ess a

nd m

edia

, cre

atio

n, a

utho

ring,

and

re

sear

ch sk

ills.

Curri

culu

m (c

ross

-cur

ricul

ar) t

o su

ppor

t the

in

struc

tion.

ISTE

-NET

S

5. D

igita

l Citi

zens

hip

Stud

ents

und

erst

and

hum

an, c

ultu

ral,

and

soci

etal

issu

es re

late

d to

tech

nolo

gy a

nd

prac

tice

lega

l and

eth

ical

beh

avio

r.

a. A

dvoc

ate

and

prac

tice

safe

, leg

al,

and

resp

onsi

ble

use

of in

form

atio

n an

d te

chno

logy

.

b. E

xhib

it a

posi

tive

attit

ude

tow

ard

usin

g te

chno

logy

and

sup

port

s co

llabo

ratio

n,

lear

ning

, and

pro

duct

ivity

.

c. De

mon

stra

te p

erso

nal r

espo

nsib

ility

for

lifel

ong

lear

ning

.

d. E

xhib

it le

ader

ship

for d

igita

l citi

zens

hip.

INST

RUCT

ION

For s

tude

nts/p

aren

ts/te

ache

rs de

mon

strat

e un

derst

andi

ng o

f cyb

er sa

fety,

legal

, eth

ical a

nd

safe

ty is

sues

, and

pro

tect

ion

of p

erso

nal I

D.

Tied

dire

ctly

to cu

rricu

lum

. Rea

l life

exa

mpl

es

that

are

pur

pose

ful a

nd e

ncou

rage

and

m

otiva

te st

uden

ts to

use

tech

nolo

gy b

eyon

d en

terta

inm

ent.

ASS

ESSM

ENT

Track

, cat

egor

ize, a

nd re

port

infra

ctio

ns re

late

d to

di

gita

l citi

zens

hip.

Dem

onstr

ate

digi

tal c

itize

nshi

p via

repo

rt ca

rd.

LEA

RNIN

G E

NVI

RON

MEN

T

Dem

onstr

ate

posit

ive so

cial b

ehav

ior (

follo

ws

rules

).

Suffi

cient

tech

nolo

gy se

tting

(i.e.

stud

ent

com

pute

rs, S

mar

tboa

rds,e

tc.)

PRO

FESS

ION

AL

DEV

ELO

PMEN

T

Incr

ease

teac

her k

now

ledge

to e

nsur

e co

nsist

ent

unde

rstan

ding

of d

igita

l citi

zens

hip

EDUC

ATIO

NA

L LE

AD

ERSH

IP

Prom

ote

and

enfo

rce

digi

tal c

itize

nshi

p

(teac

hers/

adm

inist

rato

rs)

PART

NER

ING

Pare

nt e

duca

tion

and

awar

enes

s pro

gram

s on

the

uses

(pos

itive

and

neg

ative

) of t

echn

olog

y, de

vices

, and

Web

2.0

).

POLI

CYM

AKI

NG

Teac

her/s

tude

nt u

ser a

gree

men

t

CURR

ENT

PLA

N

Curre

nt p

lan

is so

mew

hat C

C al

igne

d. It

doe

s m

entio

n th

e in

clusio

n of

crea

tion-

orien

ted

lesso

ns b

ut m

ore

deta

il is

need

ed.

5. DIGITAL CITIZENSHIPIS

TE-M

ILE

GU

IDE

15


RRIC

ULUM

Grad

e-lev

el te

chno

logy

ben

chm

arks

. The

crea

tion

of a

low

-gra

de te

chno

logy

clas

s ( a

spec

ific c

lass

w

ith a

teac

her)

or d

evelo

p a

sepa

rate

/inte

grat

ed

tech

nolo

gy cu

rricu

la (c

omm

on ru

brics

) tha

t can

be

valu

e-ad

ded

and

grad

e sp

ecifi

c but

follo

w

stude

nts t

hrou

gh sc

hool

.

Deve

lop

a co

mm

on te

chno

logy

app

roac

h, te

rms

and

com

mon

app

lied

theo

ry th

at w

ill be

par

t of a

di

strict

-wid

e te

chno

logy

curri

cula

pla

n.

Curri

cula

has

a m

easu

red,

tier

ed sy

stem

of

tech

nolo

gy sk

ill de

velo

pmen

t int

egra

ted

with

su

bjec

t are

as in

an

auth

entic

man

ner.

ISTE

-NET

S

6. Te

chno

logy

Ope

ratio

ns &

Con

cept

s:

Stud

ents

dem

onst

rate

a s

ound

un

ders

tand

ing

of te

chno

logy

con

cept

s, sy

stem

s, an

d op

erat

ions

.

a. U

nder

stan

d an

d us

e te

chno

logy

sy

stem

s.

b. S

elec

t and

use

app

licat

ions

eff

ectiv

ely

and

prod

uctiv

ely.

c. Tr

oubl

esho

ot s

yste

ms

and

appl

icat

ions

.

d. Tr

ansf

er c

urre

nt k

now

ledg

e to

lear

ning

of

new

tech

nolo

gies

.

INST

RUCT

ION

Teac

hers

will

inte

grat

e te

chno

logy

ben

chm

arks

in

to le

sson

s and

PBL

. The

se te

chno

logy

mar

kers

w

ill be

gra

de sp

ecifi

c and

weig

hted

in sc

ores

.

The

com

mon

tech

curri

cula

pla

n w

ill fil

ter

dow

n to

the

instr

uctio

nal l

evel

and

push

to

oppo

rtuni

ties b

eyon

d th

e sc

hool

day

as w

ell

(club

s, stu

dent

-cen

tere

d co

mm

unity

serv

ice/

even

ts, st

uden

t ins

truct

ors,

tuto

ring

etc.)

Gr

ade-

level

base

d les

sons

/uni

ts de

velo

ped

that

ar

e te

chno

logy

/21s

t C sk

ills b

ased

. Gr

ade-

level

base

d les

sons

/uni

ts de

velo

ped

that

ar

e gr

ound

ed in

criti

cal t

hink

ing

and

prob

lem-

solvi

ng/2

1st C

skills

bas

ed.

Instr

uctio

n is

diffe

rent

iate

d to

add

ress

th

e tie

red

syste

m o

f tec

hnol

ogy s

kill

deve

lopm

ent f

rom

K-1

2.

ASS

ESSM

ENT

Com

mon

rubr

ics b

ased

upo

n te

chno

logy

be

nchm

arks

. Ass

essm

ents

of te

chno

logy

skills

(ty

ping

, med

ia d

esig

n, th

e ab

ility t

o na

vigat

e te

chno

logy

, rea

d an

d co

mpr

ehen

d, a

nalyz

e, an

d ut

ilize

and

perfo

rm te

chno

logy

task

s fro

m a

n al

l-dig

ital e

nviro

nmen

t ind

epen

dent

ly).

If Cl

oud-

Tech

was

acc

essib

ly by

stud

ents

they

co

uld

have

acc

ess a

nd d

evelo

p th

eir o

wn

E-po

rtfol

io, th

is co

uld

have

dist

rict-e

xpec

tatio

ns

that

wou

ld b

e ex

pand

ed a

nd in

crea

sed

on a

ye

arly

basis

. A

deve

lope

d un

derst

andi

ng o

f help

func

tions

and

so

urce

s fro

m w

hich

to tr

oubl

esho

ot p

robl

ems

and

solve

tech

nolo

gy d

ilem

mas

inde

pend

ently

. As

sess

men

ts re

flect

and

mat

ch th

e tie

red

syste

m

with

an

inte

rven

tion

syste

m to

supp

ort s

kill

deve

lopm

ent

LEA

RNIN

G E

NVI

RON

MEN

T

Clou

d-ba

sed

tech

that

allo

ws c

olla

bora

tion

and

flexib

le un

its o

f tim

e.

Take

adv

anta

ge o

f exis

ting

tech

nolo

gy

infra

struc

ture

and

exp

and

capa

city.

A po

tent

ial f

or a

lapt

op ca

rt in

eac

h de

partm

ent.

An a

tmos

pher

e of

mov

ing

stude

nts t

owar

ds

self-

dire

ctio

n an

d in

depe

nden

ce in

tech

nolo

gy

troub

lesho

otin

g an

d ap

plica

tion.

An e

nviro

nmen

t tha

t sup

ports

the

use

and

deve

lopm

ent o

f stu

dent

tech

nolo

gy sk

ills.

PRO

FESS

ION

AL

DEV

ELO

PMEN

T

Teac

hers

have

trai

ning

and

acc

ess t

o vid

eo

supp

ort i

n co

mm

on p

rogr

ams (

wor

d, e

xcel,

et

c…) a

s well

as d

ocum

ents

that

can

be g

iven

to st

uden

ts.

A pr

ofes

siona

l tec

hnol

ogy t

each

er/sp

ecia

list t

o de

velo

p su

ch d

ocum

ents,

take

reco

mm

enda

tions

fo

r tec

hnol

ogy i

nteg

ratio

n an

d te

ach

tech

nolo

gy

inte

grat

ion.

EDUC

ATIO

NA

L LE

AD

ERSH

IP

Tech

nolo

gy p

rofe

ssio

nal t

o w

ork

with

teac

hers

to

inte

grat

e te

chno

logy

, res

earc

h te

chno

logy

use

s an

d w

ork

on/im

plem

ent t

echn

olog

y-or

iente

d pr

ofes

siona

l dev

elopm

ent.

An a

dmin

istra

tion

that

is o

pen

to e

xper

imen

tal

lesso

ns in

tegr

atin

g te

chno

logy

with

in th

e cu

rricu

la.

PART

NER

ING

The

use

of g

uest-

spea

kers

at th

e hi

gher

ed

ucat

ion

level.

Ex

plor

atio

n of

inte

rnsh

ips p

ossib

ilities

(New

Vi

sions

. Ad

ult e

duca

tion

oppo

rtuni

ties t

hat i

ncre

asin

gly

focu

s on

tech

nolo

gy a

nd 2

1st c

entu

ry sk

ills.

Brin

g in

bus

ines

s lea

ders/

com

mun

ity te

chno

logy

lea

ders

to p

artn

er a

t the

clas

sroom

, bui

ldin

g, a

nd

distr

ict le

vel.

Com

mun

icate

a w

illing

ness

to b

ring

in re

sear

ch

proj

ects

and

expe

rts fr

om S

UNY

Alba

ny o

n kn

owled

ge-b

uild

ing

and

PBL.

POLI

CYM

AKI

NG

A po

licy t

hat a

llow

s a g

reat

er le

vel o

f tru

st fo

r stu

dent

s and

their

tech

nolo

gica

l com

pete

ncy a

nd

perso

nal r

espo

nsib

ility.

NEED

Dist

rict-w

ide

acce

ss to

Clo

ud Te

ch fo

r stu

dent

s in

orde

r to

mov

e fo

rwar

d w

ith 2

1st

Cent

ury i

nteg

ratio

n.

Abilit

y to

vet a

nd a

ccep

t new

use

ful s

ites,

and

tech

nolo

gy re

sour

ces f

or a

qui

ck tu

rnar

ound

and

gr

eate

r ins

truct

or/st

uden

t flex

ibilit

y in

acce

ss to

re

sour

ces.

Crea

tion

of ta

ngib

le in

cent

ives f

or e

duca

tors

to

lead,

teac

h, a

nd a

sses

21s

t C sk

ills (b

oth

to p

eers

an

d stu

dent

s).

An a

war

enes

s of a

nd a

dvoc

acy o

f pur

suin

g te

chno

logy

gra

nts (

IDEA

Gra

nts).

CURR

ENT

PLA

N

Emph

asis

on te

chno

logy

skills

such

as

keyb

oard

ing,

(3, 4

, 6th

gra

des).

4.

1 of

Tech

Pla

n in

clude

s con

cept

s of P

BL,

reso

urce

s, us

e, re

sear

ch to

ols.

The

ques

tion

is, a

re

we

doin

g th

is, is

it e

mbe

dded

in cu

rricu

la.

Scho

ol e

xpec

tatio

ns: (

3) g

ener

al a

ctivi

ties t

o en

able

learn

ers t

o m

eet t

ech

stand

ards

(bas

ic on

es).

Stud

ents

to co

mpl

ete

a re

sear

ch p

rojec

t eac

h se

mes

ter.

6. TECHNOLOGY OPERATIONS & CONCEPTSIS

TE-M

ILE

GU

IDE

16

17

Strategic Objectives & Student Outcomes

Student Outcomes Are you READY for the 21st Century?

R=ReachIntrinsic motivationCritical thinkingImproved work ethicSelf-directed/lifelong learner

E=EngageCollaboration and communicationLeadershipCreativityHome/school connectionsServing learning/internships and externships

A=AdaptFlexibilityProblem solvingReal world applicationsKnowledge across disciplinesInnovation

D=DiversifySkill sets and experience connected to real world applicationGlobal and cultural awareness, skills and expertise

Y=Yours... Own It!ResponsibilityAccountabilityDemonstration of skills through portfoliosEvidence of masteryPassion for learning

Strategic Objectives

• Tailor curriculum to include 21st Century competencies• Create opportunities to improve student outcome• Design infrastructure to implement 21st Century vision

and achievement outcomes• Increase partnerships with businesses and college• Implement Project Based Learning • Create opportunities for students to take risks

The Schalmont Central School District, through the implementation of this technology plan, will adopt a 21st Century skills curriculum and employ methods of instruction that integrate innovative, research-proven teaching strategies, modern learning technologies, and real-world resources and contexts.

17


Instructional Technology Plan GoalsGoal 1: Use educational technology appropriately to improve learning and monitor student progress

Strategy

Action Who

1.1 Integrate technology with instruction in all curriculum in order to provide students with a variety of learning opportunities .

Create a technology curriculum committee to design the scope and sequence K-12 for technology integration .

Document within the Technology Plan- Google migration- New courses- BYOD- 1:1 Devices- Interactive boards

Timeframe Evidence

Schalmont Teachers Institute (STI) Tech Subcommittee on Curriculum Integration Teachers Administrators Technology Integration Specialist (TIS)

January - June 2014

Completed Curriculum by June 2016

1.2 Use technology to access the global education community .

1:1 devices Smart Boards Middle school digital literacy course HS tech courses

Observed instruction that meets global education outreach initiatives .

Teachers Administrators TIS

Beginning September 2015 Annually

A. Curriculum

B. Instruction

1.3 Use technology that accommodates each student’s learning style and needs .

a) Planning includes the implementation of technology to differentiate the diverse needs of learners .b) Support distance learning and expand distance learning opportunities . c) Androids/Kindles/Nooks/Apps for education/iPads

Cited observations of instructions that demonstrates the use of technology in regular instruction (10 lessons worth)Technology Upgrade to District Distance Learning LabContinue expansion of Credit Recovery ProgramAdditional Devices SWD


September 2015

Annually

1.4 Teachers will guide students to become independent, self-determining learners who seek out answers to complex problems .

Teachers will:

a) increasingly move towards a facilitator role in student education .

b) challenge students with authentic problems and real life scenarios .

c) create lessons of varying difficulty to challenge students’ ability to research, analyze and synthesize information .

a) Cited observations of instruction that demonstrate a shift in instructional practice .

b) Evidence through student artifacts and legacy projects .

c) Cited observations of instructions that demonstrate a shift in instructional practice .

Teachers Administrators TIS Teachers on Special Assignment (TOSAs)

Beginning September 2015 Annually

18

19

Instructional Technology Plan GoalsGoal 1: Use educational technology appropriately to improve learning and monitor student progress

Strategy

Action Who

1.5 Use student information system to provide continual updates on student progress and allow teachers, students, and parents to view student progress securely via the internet.

a) Expand parent portal options on current data system.

a) Increased options to include gradebook view, student attendance, homework assignments, and assessment results for both parents and students

b) Purchase and Implement LMS - Schoology

Timeframe Evidence

Director of Curriculum STI Tech Subcommittee on Curriculum Integration Teachers Administrators TIS

By June 2016

1.6 Use student information system to provide community with student achievement data.

a) Create a district-wide Data Dashboard to align with Strategic Plan metrics.

a) Data Dashboard for view on district website/PDGogy


By June 2016

C. Assessment

1.7 Ready every student to be technology proficient for testing.

a) Implement technology curriculum K-12.

Develop curriculum Technology Curriculum Committee

June 2016

1.8 Provide appropriate technology for schools to be ready for online testing.

a) Implement Technology Plan according to timeline.

Hardware in place

Each school Labs 1:1 devices

In full by June 2017

1.9 Teachers will use data to make meaningful and effective changes to instruction.

a) Implement and provide access to a common Learning Management System (i.e. Connect).

b) Teachers use LMS to monitor results and guide instruction.

Learning Management System “Schoology” up and running

Technology Integration Specialist TOSAs Administration Director of Curriculum

Begin September 2015

September 2015

19


Instructional Technology Plan GoalsGoal 2: Learning environment

Strategy

Action Who

2.1 Use technology rich environments to help students solve problems, make decisions, and express themselves .

a) Pilot 21st Century Classrooms .b) Expanded use of Media Labs and Tech centers for authentic instruction .c) iPads/Apps SWD/Autism

Two classrooms set

Devices for SWD K-12 (here and outside agencies)

Timeframe Evidence


a) By June 2016

b) September 2015

c) Begin September 2015

2.2 Provide students with authentic technology experiences with global audiences .

a)Teachers develop authentic problems for collaboration and global participation .

b) November professional development

- Gr . 6 digital literacy course - High school course

- Increase in Twitter usage for projects


a) September 2015

b) March 2016

2.3 Maintain a secure wireless network in each building to meet the instructional bandwidth requirements (i .e . computer labs, laptops carts, and BYOD mobile devices) .

a) Ensure secure and adequate wireless needs are met for 21st century education .

Completed network infrastructure

TIS Instructional Technology (IT department

September 2015

2.4 Develop a plan to acquire tablets for all students in grades 5-12 within 5 years .

a) Implement infrastructure and hardware components of the Technology Plan .

1:1 devices in place (Chromebooks)

Technology Cabinet Grades 9-12: September 2015

Grades 5-9: September 2016

Grade 8: 2016-17

Grade 6-7: 2017-18

Grade 5: 2018-19

20

21

Instructional Technology Plan GoalsGoal 2: Learning environment

Strategy

Action Who

2.5 Provide a plan to acquire interactive devices in 100% of the classrooms within 5 years .


Completed plan to include elementary

Timeframe Evidence

Technology Cabinet June 2019

2.6 Continue to provide and update computers throughout the district with the latest software .


Ongoing updates met IT Department Annually

2.7 Provide a laptop for all teachers to have network access from anywhere in district .


District-wide network access

1:1 laptops for teachers in place

IT Department September 2014

2.8 Ensure that internet speed and bandwidth meets both the needs of the district and requirements of next generation online assessments .


Completed infrastructure in place

IT Department September 2015

2.9 Continue to partner with NERIC and district Technology Coordinators to maximize the district’s ability to service and repair education technology .

a) Annual review of NERIC services aligned to the implementation timeline of the technology plan .

Ongoing partnerships

repairs at minimum/reduced rate annually

Superintendent IT Department Technology Cabinet TIS

Annually

21


Instructional Technology Plan GoalsGoal 3 – Provide Professional Development and ongoing support enabling staff to be knowledgeable when working in technology rich environments

Strategy

Action Who

3.1 All teachers will meet the NET Standards for teachers .

a) Offer multiple opportunities for professional development in the NETS Standards for all teachers .

b)Articulate professional development timeline within district’s Professional Development Plan .

Timeframe Evidence


Developed Professional Development Offerings for teachers .

Technology Curriculum Committee

TIS

Director of Curriculum

STI

Annually

3.2 The Schalmont Teacher’s Institute (STI) will create professional learning communities with other teaching professionals to remain current on best practices related to technology integration including online computer-based training .

3.3 Technology Integration Specialist will conduct workshops and offer individual support for classroom teachers, teaching assistants, special education teachers and specialists in each building .

a) STI Steering Committee will research methodologies for integrating technology into regular classroom instruction . These practices will be shared within the PDP .

b) TIS will collaborate with STI to deliver job-embedded training related to technology integration .

a) TIS attends workshops and professional develop to build skills and repertoire for teaching methodologies for technology integration .

b)TIS creates a schedule of ongoing workshops and job-embedded sessions to assist teachers in designing lessons that utilize technology as a teaching tool .

Teacher

TOSA

Annually Workshops

Professional Development offerings

- Brochures by quarter

- On website, podcasts, tutorials

Annually a) Implementation of NETS Standards in instruction will be evidenced through formal and informal observations .

b) Annual Professional Development Plan includes opportunities for all teachers to be trained in NETS Standards .

22

23

Instructional Technology Plan GoalsGoal 3 – Provide Professional Development and ongoing support enabling staff to be knowledgeable when working in technology rich environments

Strategy

Action Who Timeframe Evidence

3.4 Technology Coordinators and Technology Integration Specialist will collaborate with school staff and be a liaison between schools and Information, Communications, and Technology Services (ICT) . The Coordinators and TIS will also work with School Library Media Specialists to share and trade new technologies and promote the use of new software and new applications .

a) TIS will serve as a liaison between STI, and Building Technology Coordinators in aligning efforts to promote the use of 21st century skills and technology integration in regular instruction .

3.5 Technology Support Services (TSS) will provide technical support in each school and will maintain instructional technology tools .

Annuallya) Implement infrastructure and hardware components of the Technology Plan .

b) TSS will maintain a system to ensure instructional technology tools are in working order for classroom integration .

IT Department

TIS STI Building Coordinators TOSAs

Annually - Meetings, agendas, minutes

- Reports to technology cabinet

IT tickets

23


Instructional Technology Plan GoalsGoal 4: Educational Leadership

Strategy

Action Who

4.1 Administrators will meet the NET Standards for administrators .

a) Offer multiple opportunities for professional development in the NETS Standards for all administrators .

b) Create collaborative communities with other teaching and administrative professionals to remain current on best practices related to technology .

Annual evaluations and observations

Timeframe Evidence

Superintendent

Administrators

TIS

Annually

4.2 Create opportunities for student learning as it relates to technology skills and knowledge of the 21st century student .

a) Leaders explore multiple opportunities to integrate 21st century skills into both the classroom and school culture .

- Courses in place

- Technology cabinet minutes/plans

Administrators September 2015

4.3 Create appropriate professional development opportunities to help teachers understand the role of technology and instruction .

a) Leaders work with TIS, TOSAs, Director of Curriculum, and STI to align Professional Development opportunities for instructional technology integration at the building level .

Professional development in place (see 3 .2, 3 .3)

Administrators


TOSAs

TIS

Annually

4.4 Use technology in a timely and effective manner in order to transmit information to stakeholders .

a) Leaders model the use of technology in communications with students, staff, and parents .

b) Leaders utilize technology as a tool in their efforts to further the components of the Technology Plan .

Observations Evaluations Artifacts

Administrators


TOSAs

TIS

Annually

24

25

Instructional Technology Plan Goals

-

Goal 5: Partnering - Expand partnerships between district schools and businesses, local colleges and universities, community residents, and parents using technology

Strategy

Action Who

5.1 Use district homepage and social media as a means of communicating district news .

a) Work with BOCES to ensure district website and social media is innovative easily navigable for our community’s use .

b) District website and social media make use of timely submissions of information and updates to engage the end-user .

Superintendent

- News and information available at schalmont .org

- Tech integration site

Timeframe Evidence

Administrators

Communications Liaisons

September 2015

5.2 Maintain and increase the use of the parent data portal for greater parent accessibility .

a) Research and implement parent portal innovations to best serve parents, students, and the community .

Administrators


TOSAS

TIS

September 2016

5.3 Seek and create new partnerships and opportunities for students with area colleges, universities, alternative education environments, and businesses .

a) Research area businesses seeking partnerships to provide opportunities for students through internships and externships .

b) Seek partnership with SUNY Albany’s College of Nanoscale Engineering and Sciences .

c) Continue and expand New Visions opportunities for students .

Established program/events in place

Administrators


Project Lead the Way Instructors

TOSAs

TIS

Annually

Enhanced Parent Portal options in place

25


Instructional Technology Plan GoalsGoal 6: Policymaking

Strategy

Action Who

6.1 Update all Board of Education policies pertaining to the use of technology in schools to match goals and standards outlined within the Technology Integration Plan this includes a review of the district internet safety policy and all policies related to the social and ethical uses of technology .

a) Review current policies and revise as appropriate to align with Technology Plan .

b) Create associated regulations to align with updated Board of Education policies .

Completed policies and forms

Timeframe Evidence

Technology Cabinet

Superintendent

Board of Education

In place September 2015

6.2 Develop social media guidelines for safe and effective use by students, staff, and administrators .

a) Research pros and cons of social media usage in schools in order to make a policy change recommendation on this matter .

b) Implement recommendation based on research and best practices .

Gr . 6 digital literacy course

Guidelines distributed to staff and on school district website

Superintendent September 2015

26

27

Student Standards & Skills

Standard 1: Creativity & Innovation “Make It!”Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology .

A . Apply existing knowledge to generate new ideas, products, or processes .

B . Create original works as a means of personal or group expression .

C . Use models and simulations to ex-plore complex systems and issues .

D . Identify trends and forecast possibilities .

Standard 2: Communication & Collaboration “Share It!”Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others .

A . Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media .

B . Communicate information and ideas effectively to multiple audiences us-ing a variety of media and formats .

C . Develop cultural understanding and global awareness by engaging with learners of other cultures .

D . Contribute to project teams to produce original works or solve problems .

Standard 3: Research & Information Fluency “Find It!”Students apply digital tools to gather, evaluate, and use information .

A . Plan strategies to guide inquiry .

B . Locate, organize, analyze, evaluate, synthesize, and ethically use infor-mation from a variety of sources and media .

C . Evaluate and select information sources and digital tools based on the appropriateness to specific tasks .

D . Process data and report results .

Standard 4: Critical Thinking, Problem Solving & Decision Making “Solve It!”Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources .

A . Identify and define authentic prob-lems and significant questions for investigation

B . Plan and manage activities to develop a solution or complete a project

C . Collect and analyze data to identify solutions and/or make informed decisions .

D . Use multiple processes and diverse perspectives to explore alternative solutions .

Standard 5: Digital Citizenship “Protect It!”Students understand human, cultural, and societal issues related to technology and practice legal ethical behavior .

A . Advocate and practice safe, legal, and responsible use of information and technology .

B . Exhibit a positive attitude toward using technology that supports col-laboration, learning, and productiv-ity .

C . Demonstrate personal responsibility for lifelong learning .

D . Exhibit leadership for digital citizen-

ship .

Standard 6: Technology Operations & Concepts “Use It!”Students demonstrate a sound understanding of technology concepts, systems, and operations .

A . Understand and use technology sys-tems .

B . Select and use applications effec-tively and productively .

C . Troubleshoot systems and applica-tions .

D . Transfer current knowledge to learning of new technologies .

In association with the International Society for Technology in Education (ISTE®), Schalmont has adopted the six ISTE definitive standards for learning, teaching and leading in the digital age.

27


The following list of ideas are “provided in an effort to bring the standards to life and demonstrate the variety of activities possible. Space limitations and the realities of the constantly evolving learning and technology landscapes make it impossible to provide a comprehensive collection of examples and consequently, students and teachers should not feel constrained by this resource.” ---ISTE Website

PK-Grade 2 (ages 4-8)The following experiences with technology and digital resources are examples of learning activities in which students might engage during PreKindergarten through second grade (ages 4–8) .

1 . Illustrate and communicate original ideas and stories using digital tools and media-rich resources . (1, 2)

2 . Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally appropriate solu-tion . (1, 3, 4)

3 . Engage in learning activities with learners from multiple cultures through e-mail and other electronic means . (2, 6)

4 . In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area . (1, 2, 6)

5 . Find and evaluate information related to a current or histori-cal person or event using digital resources . (3)

6 . Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals . (1, 3, 4)

7 . Demonstrate the safe and coopera-tive use of technology . (5)

8 . Independently apply digital tools and resources to address a variety of tasks and problems . (4, 6)

Examples of 21st Century Skills in the Classroom

KEY

The numbers in parentheses after each item identify the standards (1–6):

1 . Creativity & Innovation

2 . Communication & Collaboration

3 . Research and Information Fluency

4 . Critical Thinking, Problem Solving, & Decision Making

5 . Digital Citizenship

6 . Technology Operations & Concepts

Please note: This is a living document which establishes where some of the larger 21st century skills should be introduced. It is meant to be revisited yearly and modified as technology will certainly grow and accelerate.

Technology At-A-Glance by Grade Level

Pre-Kindergarten - In development

Kindergarten - In development

First Grade - Computer basics, beginning research (I wonder . . .)

Second Grade - Keyboarding (various functions)

Third Grade - Keyboarding (cultural communication)

Fourth Grade - Navigating the Web/databases for information - keywords and key ideas

Fifth Grade - Web reliability, research (Gathering facts and synthesizing into an outcome)

Sixth Grade - Digital citizenship, word processing

Seventh Grade - Presenting (sharing sources)

Eighth Grade - Databases

Ninth Grade - Collaboration (interact, collaborate and create with peers)

Tenth Grade - Creativity (video, interactive, documentary)

Eleventh Grade - Advanced resources (journals, databases)

Twelfth Grade - PSA’s

9 . Communicate about technology using developmentally appropriate and accurate terminol-ogy . (6)

10 . Demonstrate the ability to navigate in virtual environ-ments such as electronic books, simulation soft-ware, and web-sites . (6)

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29

Grades 3-5 (ages 8-11)The following experiences with technology and digital resources are examples of learning activities in which students might engage during grades 3-5 (ages 8-11) .

1 . Produce a media-rich digital story about a significant local event based on first-person interviews . (1, 2, 3, 4)

2 . Use digital-imaging technology to modify or create works of art for use in a digital presentation . (1, 2, 6)

3 . Recognize bias in digital resources while researching an environmen-tal issue with guidance from the teacher . (3, 4)

4 . Select and apply digital tools to col-lect, organize, and analyze data to evaluate theories or test hypoth-eses . (3, 4, 6)

5 . Identify and investigate a global issue and generate possible solutions using digital tools and resources . (3, 4)

6 . Conduct science experiments using digital instruments and measure-ment devices . (4, 6)

7 . Conceptualize, guide, and manage individual or group learning proj-ects using digital planning tools with teacher support . (4, 6)

8 . Practice injury prevention by apply-ing a variety of ergonomic strate-gies when using technology . (5)

9 . Debate the effect of existing and emerging technologies on individu-als, society, and the global com-munity . (5, 6)

10 . Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems . (4, 6)


1 . Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software . (1, 2)

2 . Create original animations or videos documenting school, community, or local events . (1, 2, 6)

3 . Gather data, examine patterns, and apply information for deci-sion making using digital tools and resources . (1, 4)

4 . Participate in a cooperative learning project in an online learning com-munity . (2)

5 . Evaluate digital resources to deter-mine the credibility of the author and publisher and the timeliness and accuracy of the content . (3)

6 . Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related prob-lems . (3, 4, 6)

7 . Select and use the appropriate tools and digital resources to accom-plish a variety of tasks and to solve problems . (3, 4, 6)

8 . Use collaborative electronic author-ing tools to explore common cur-riculum content from multicultural perspectives with other learners . (2, 3, 4, 5)

9 . Integrate a variety of file types to create and illustrate a document or presentation . (1, 6)

10 . Independently develop and apply strategies for identifying and solv-ing routine hardware and software problems . (4, 6)


1 . Design, develop, and test a digital learning game to demonstrate knowledge and skills related to cur-riculum content . (1, 4)

2 . Create and publish an online art gallery with examples and com-mentary that demonstrate an un-derstanding of different historical periods, cultures, and countries . (1, 2)

3 . Select digital tools or resources to use for a real-world task and justify the selection based on their ef-ficiency and effectiveness . (3, 6)

4 . Employ curriculum-specific simula-tions to practice critical-thinking processes . (1, 4)

5 . Identify a complex global issue, develop a systematic plan of in-vestigation, and present innovative sustainable solutions . (1, 2, 3, 4)

6 . Analyze the capabilities and limita-tions of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs . (4, 5, 6)

7 . Design a website that meets acces-sibility requirements . (1, 5)

8 . Model legal and ethical behav-iors when using information and technology by properly selecting, acquiring, and citing resources . (3, 5)

9 . Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources . (1, 5)

10 . Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity . (4, 6)

Examples of 21st Century Skills in the Classroom

29

Technology “At A Glance” by Grade Level: This is a living document which establishes where some of the larger 21st century skills should be introduced. It is meant to be revisited yearly and modified as technology will certainly grow and accelerate.

PK

K

1 Computer Basics, Beginning Research (I wonder...)

2 KeyBoarding - Various Functions

3 Keyboarding - Cultural Communication

4 Navigating the Web/databases for Information - Key words and key ideas

5 Web Reliability, Research (Gathering facts and synthesizing into an outcome)

6 Digital Citizenship, Word Processing

7 Presenting - Sharing Sources

8 Databases

9 Collaboration - Interact, Collaborate and create with peers.

10 Creativity (Video, Interactive, Documentary

11 Advanced Resources (Journals, Databases)

12 PSA’s

30

Schalmont Central Schools Technology Plan In association with The International Society for Technology in Education (ISTE®), Schalmont has adopted the six ISTE definitive standards for learning, teaching and leading in the digital age.

Standard 1: Creativity and Innovation

" Make It! "

Students demonstrate creative thinking, construct knowledge, and develop innovative products and

processes using technology.

a) Apply existing knowledge to generate new ideas, products, or processes b) Create original works as a means of personal or group expression c) Use models and simulations to explore complex systems and issues d) Identify trends and forecast possibilities

Standard 2: Communication and Collaboration

“ Share it! “

Students use digital media and environments to communicate and

work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a) Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b) Communicate information and ideas effectively to multiple audiences using a variety of media and formats c) Develop cultural understanding and global awareness by engaging with learners of other cultures d) Contribute to project teams to produce original works or solve problems

Standard 3: Research and Information Fluency

" Find It! "

Students apply digital tools to gather, evaluate, and

use information.

a) Plan strategies to guide inquiry b) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d) Process data and report results

Standard 4: Critical Thinking, Problem Solving, and Decision Making

" Solve It! "

Students use critical thinking skills to plan and conduct research,

manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a) Identify and define authentic problems and significant questions for investigation b) Plan and manage activities to develop a solution or complete a project c) Collect and analyze data to identify solutions and/or make informed decisions d) Use multiple processes and diverse perspectives to explore alternative solutions

Standard 5: Digital Citizenship

" Protect it “

Students understand human, cultural, and societal issues related to technology and practice legal ethical

behavior.

a) Advocate and practice safe, legal, and responsible use of information and technology b) Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c) Demonstrate personal responsibility for lifelong learning d) Exhibit leadership for digital citizenship

Standard 6: Technology Operations and Concepts

" Use It "

Students demonstrate a sound understanding of technology concepts, systems, and operations.

a) Understand and use technology systems b) Select and use applications effectively and productively c) Troubleshoot systems and applications d) Transfer current knowledge to learning of new technologies

31

Examples of 21st Century Skills in the Classroom: The following list of ideas are “provided in an effort to bring the standards to life and demonstrate the variety of activities possible. Space limitations and the realities of the constantly evolving learning and technology landscapes make it impossible to provide a comprehensive collection of examples…... and consequently, students and teachers should not feel constrained by this resource.” ---ISTE Website

---------------------------------------

PK–Grade 2 (ages 4–8) The following experiences with technology and digital resources are examples of learning activities in which students might engage during PK–Grade 2 (ages 4–8):

1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1, 2)

2. Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally

appropriate solution. (1, 3, 4)

3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2, 6)

4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area.

(1, 2, 6)

5. Find and evaluate information related to a current or historical person or event using digital resources. (3)

6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals.

(1, 3, 4)

7. Demonstrate the safe and cooperative use of technology. (5)

8. Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6)

9. Communicate about technology using developmentally appropriate and accurate terminology. (6)

10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and websites. (6) The numbers in parentheses after each item identify the standards (1–6)

1.Creativity and Innovation 2.Communication and Collaboration 3.Research and Information Fluency 4.Critical Thinking, Problem Solving, and Decision Making 5.Digital Citizenship 6.Technology Operations and Concepts

---------------------------------------

32

Grades 3–5 (ages 8–11) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 3–5 (ages 8–11):

1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4) 2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6) 3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4) 4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6) 5. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4) 6. Conduct science experiments using digital instruments and measurement devices. (4, 6) 7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher

support. (4, 6) 8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5) 9. Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6) 10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (4, 6) The numbers in parentheses after each item identify the standards (1–6): 1.Creativity and Innovation 2.Communication and Collaboration 3.Research and Information Fluency 4.Critical Thinking, Problem Solving, and Decision Making 5.Digital Citizenship 6.Technology Operations and Concepts

---------------------------------------

Grades 6–8: (ages 11–14)

The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 6–8 (ages 11–14):

1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping software. (1, 2) 2. Create original animations or videos documenting school, community, or local events. (1, 2, 6) 3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4) 4. Participate in a cooperative learning project in an online learning community. (2) 5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and accuracy of the content. (3) 6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather, view, analyze, and report results for content-related problems. (3, 4, 6) 7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. (3, 4, 6) 8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural perspectives with other learners. (2, 3, 4, 5) 9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6) 10. Independently develop and apply strategies for identifying and solving routine hardware and software problems. (4, 6) The numbers in parentheses after each item identify the standards (1–6)


--------------------------------------

33

Grades 9–12 (ages 14–18) The following experiences with technology and digital resources are examples of learning activities in which students might engage during Grades 9–12 (ages 14–18):

1. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum content. (1, 4) 2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of different historical periods, cultures, and countries. (1, 2) 3. Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and effectiveness. (3, 6) 4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4) 5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions. (1, 2, 3, 4) 6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs. (4, 5, 6) 7. Design a Website that meets accessibility requirements. (1, 5) 8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and citing resources. (3, 5) 9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and resources. (1, 5) 10. Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and productivity. (4, 6) The numbers in parentheses after each item identify the standards (1–6)


--------------------------------------

Key to Scope & Sequence:

A= awareness of skill/standard I= introduce skill/standard R= reinforce skill/standard M= master skill/standard

34

STE Standard 1: Creativity and Innovation "Make It" Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a) Apply existing knowledge to generate new ideas, products, or processes b) Create original works as a means of personal or group expression c) Use models and simulations to explore complex systems and issues d) Identify trends and forecast possibilities Using and Creating Multimedia Presentations: Student Skills: What we want the students to do... K 1 2 3 4 5 6 7 8 9 10 11 12

open and close a presentation template I R M

create, save, print, retrieve and close slide I R M

rearrange slide using slide sorter or a storyboard feature to organize presentation

I R M

use icons and menus I R M

cut, copy, and paste text I R M

insert graphics, clip art, sounds, and multimedia files I R M

insert objects such as graphs, charts and spreadsheets I R M

modify background and layout of slides I R M

manage headers and footers I R M

adjust presentation timing, and action buttons I R M

apply principles and elements of design I R M

utilize tools to edit text size, shape and color I R M

save presentations in other formats I R M

work in various modes and views (outline, notes and presentation)

I R M

Using web based presentation resources and websites to develop presentations

I R M

35

STE Standard 1: Creativity and Innovation Using and Creating Spreadsheets: Student Skills: What we want the students to do... K 1 2 3 4 5 6 7 8 9 10 11 12

Select a cell, multiple cells I R M

Enter data into cells I R M

Change font style, color, size I R M

Align cells I R M

Create basic charts and graphs I R M

select multiple cells I R M

insert/ delete cells, rows, columns I R M

Move/copy cells, rows, columns I R M

Change width, height, color of cells I R M

use sort option I R M

use simple formulas (sum, average) I R M

create complex formulas (mean, mode, %) I R M

36

STE Standard 1: Creativity and Innovation Using Word Processing Skills:

Student Skills: What we want the students to do... K 1 2 3 4 5 6 7 8 9 10 11 12

create, save, retrieve, print and close document I R R R M

use formatting toolbar M

insert and manipulate clip art, photos, charts, and graphs I R M

use grammar and spell check I R M

adjust line spacing I R M

create columns I R R M

insert headers, footers, pagination I R R M

adjust margins and page views I R M

adjust font styles, size, color I R M

adding bullets and number lists I R M

adding and adjusting textboxes I R M

cut, copy and paste text and pictures I R M

create tables I R M

use function keys and keyboard shortcuts I R M

troubleshoot formatting problems-use help feature I R R M

save documents as other formats I R R M

using and navigating menus I R R M

use undo and redo icons I R M

use program-specific templates and stationery I R M

insert spreadsheets and formulas I R M

use word count tool I R M

use print preview I R M

37

ISTE Standard 2: Communication and Collaboration "Share it" Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a) Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b) Communicate information and ideas effectively to multiple audiences using a variety of media and formats c) Develop cultural understanding and global awareness by engaging with learners of other cultures d) Contribute to project teams to produce original works or solve problems


Collaborate safely and responsibly with others to exchange ideas electronically (e.g., blogs, wikis, email, chat), to develop new understandings, to make decisions, to solve problems, and to broaden and deepen understanding within the technology learning community and beyond.

I R R R R R M

Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media as members of a social and intellectual network of learners.

I R M

Demonstrate teamwork by working productively with others, either individually or in project teams, to produce original electronic works or solve problems.

I R M

Develop cultural understanding, global awareness, and respect for differing interests and experiences of others by engaging, through the use of technology, with learners of other cultures to solicit diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.

I R M

Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern within and beyond the learning community.

I R M

Use social networks and information tools both electronically and in person to gather and share information exhibiting responsibility, safety, and etiquette

I R M

Use email, chat, or other electronic means to compose, send, retrieve, read, reply to, forward, save, print and delete messages I R M

engage in learning activities through a variety of collaborative platforms

I R M

create and use group addresses in order to collaborate efficiently and effectively

I R M

share documents with others I R M

practice appropriate communication etiquette showing digital citizenship

I R M

video conference with others outside the school walls I R M

publish a finished work for viewing online I R M

participate on virtual teams in projects spread across the globe I R M

38

ISTE Standard 3: Research and Information Fluency "Find It" Students apply digital tools to gather, evaluate, and use information. a) Plan strategies to guide inquiry b) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d) Process data and report results


Basics:

Use online catalogs to locate, access, and use resources (print and e-books, targeted websites, resource lists) A I R M

Differentiate between digital resources (databases, encyclopedias, websites, search engines, social media platforms) A I

Understand the organizational structure of various digital resources, and how to navigate each effectively A I R M

Search/Locate:

Develop search strategies appropriate to the information need (natural language, keywords, synonyms, Boolean operators) A I R M

Refine search strategies using tools within databases or other digital resource (full-text, peer-review, advanced-search options to narrow or broaden search) A I R M

Locate information in various formats (video, podcast, graphs, images) A I R M

Evaluate information for relevance, accuracy, reliability, and purpose, including dynamic online content (social media, blogs, wikis) A A I I R M

Choose material suitable for grade level and academic rigor A I R M

Organize/Synthesize:

Organize virtual information in a beneficial way, e.g., using Favorites and bookmarking sites A I R M M

Organize and synthesize data from various resources, using online tools such as Noodletools and Google Docs A I R M M

Use online note-taking resources effectively (Noodletools, Spicy Nodes) A I R M M

Express:

Create an authentic product appropriate to task purpose and intended audience, using relevant format or platform A I R M M

Share information and collaborate in participatory environments (GoogleDocs)

Transfer knowledge gained to new formats as they evolve A I R M

Ethical Use of Digital Resources:

Understand plagiarism, paraphrasing, and correct citation A A I R M M

Understand copyright issues and licensing as they apply to remixing/repurposing material from other sources, Creative Commons, etc. A I R M M

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ISTE Standard 4: Critical Thinking, Problem Solving, and Decision Making "Solve It" Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. a) Identify and define authentic problems and significant questions for investigation. b) Plan and manage activities to develop a solution or complete a project. c) Collect and analyze data to identify solutions and/or make informed decisions. d) Use multiple processes and diverse perspectives to explore alternative solutions. Using Word Processing Skills


Connects ideas to own interests. M

Develops researchable questions to address the issue at hand, with guidance as needed.

M

Analyzes and evaluates what is known, observed or experienced to form tentative thesis or hypothesis.

M

Identifies target audience. M

Uses digital tools such as Noodletools to organize notes, data, findings M

Uses digital tools to collaborate with peers within the classroom, as well as outside the classroom.

I R R R R M

Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses

M

Apply previous knowledge of technology to new situations/applications M

Apply digital tools and resources to address a variety of tasks and problems (gather, view and analyze data, and report results

M

Compare and contrast data and findings with peers using spreadsheets and other digital tools.

M

Develops a schema or mind map to express the big idea and the relationships among supporting ideas and topics of interest.

M

Challenges ideas in text and makes notes of questions to pursue in additional sources.

M

Recognizes bias in digital resources M

Use collaborative electronic authoring tools to explore content w/others M

Presents different perspectives with evidence for each. M

Develops own point of view and supports with evidence; Recognizes that own point of view influences the interpretation of information

M

Recognizes the effect of different perspectives/points of view on info. M

Troubleshoot software issues M

Produce a media rich digital story

Design, develop and test a digital learning game

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ISTE Standard 5: Digital Citizenship “Protect it!” Students understand human, cultural, and societal issues related to technology and practice legal ethical behavior a) Advocate and practice safe, legal, and responsible use of information and technology b) Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c) Demonstrate personal responsibility for lifelong learning d) Exhibit leadership for digital citizenship


Care for and leave equipment ready for the next user (Leave things better than you found them)

I R R M

Use equipment for positive and productive functions (You lose control when you post/send)

I R M

Recognize and respect the ownership for others' work (Copyright and Proper Citation)

I R M

Creation and maintenance of passwords (How to create, not to share) I R R R M

Do not share personal information (phone numbers, passwords) I R R M

Treat each virtual interaction as though it was face to face. (what you do, share, say, send)

I R R M

Virus detection and avoidance I R R M

Software selection, installation and maintenance I R M

Demonstrate the safe and cooperative use of technology I R R M

Safety and online communications (how much information to share) I R M

Safe Searching / Navigation (where we go online, how we act)"Phishing & Viruses" (awareness of security risks)

I R M

Digital Netiquette (acting responsibly and respectfully in the online environment; respecting the privacy of others)

I R M

Intellectual Property (using and crediting sources properly, fair use, plagiarism, appropriation vs. transformation

I R M

Student Skills: What we want the students to do.. K 1 2 3 4 5 6 7 8 9 10 11 12

Digital Profile (information we post, protecting our privacy, why it's important) I R M

"Digital Traces" (the traces we leave that can define who we are in ways we may not realize) and "Keeping Financial Information Safe" (potential effects on our financial security and credit)

Cyberbullying I R M

Cyberslander I R M

Email and online communication etiquette I R M

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STE Standard 6: Technology Operations and Concepts "Use It" Students demonstrate a sound understanding of technology concepts, systems, and operations. a) Understand and use technology systems b) Select and use applications effectively and productively c) Troubleshoot systems and applications d) Transfer current knowledge to learning of new technologies


Engage in learning activities with learners from multiple cultures through email/ other means

M

Independently apply digital tools and resources to address a variety of tasks and problems

I R M

Communicate about technology using developmentally appropriate and accurate terminology

I R R M

Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and Web sites.

I R M

Select and apply digital tools to collect, organize and analyze data to evaluate theories or test hypotheses

I R R M

Conceptualize, guide and manage individual or group learning projects using digital planning tools with teacher support.

I R R M

Apply previous knowledge of digital technology operations to analyze and solve current hardware and software problems. (What is your plan B?)

I R R M

Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning and career needs.

I R M

Select digital tools or resources to use for a real- world task and justify the selection based on their efficiency and effectiveness

I R M

Design a website that meets accessibility requirements

I R R M

Toggle between 2 or more programs, websites or documents (Manage your desktop)

I R M

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Google Migration - Committee C is recommending that the district begin a migration to a full implementation of Google Apps for Education (GAFE) beginning July 2014. During the first 12 months of GAFE the committee recommends that the current First Class (FC) e-mail system continue to be available to all current users through June 2015. New users after July 1, 2014 will go directly into the GAFE system. Committee C recognizes the need for a migration from FC to GAFE. Therefore the current FC system will remain available until July 1, 2015. Resources beyond email (workspaces, documents, web-pages) in the FC system will move July 1, 2014. Committee C recognizes the need for district wide calendars for both calendar days and resources. Such current FC calendars will be reproduced in GAFE for July 2014. Building calendars will be managed by Building Administrative Staff. District wide calendars will be managed by District Administrative Staff. Building Resource calendars will be managed by Building Administrative Staff. Documentation to support the creation and maintenance of calendars and resources will be provided. In addition, the resource naming conventions will include the Room numbers. At present, the districts email password policies are less than the commonly recommended policies for email systems. Committee C is recommending (length, formation, during, practice): 8 characters, 3 of four characters including capital and lowercase letters, numbers and symbols. The passwords need to be changed (FIB) every 90 days. At present, the districts FC email username policies use first initial of first name and up to the first 7 characters of the users last name for a total of 8 characters ([email protected]). For those taking part in the initial release of GAFE staff usernames were the first initial of the first name and the full last name ([email protected]). Students in GAFE are the [email protected]. Committee C recommends the present username policies be continued. If there are duplicate names, the middle initial will be used. If a name is hyphenated, the network administrator will manipulate the username. Teachers will be able to create groups by their class periods and add students to the groups. Committee C recognizes the need for archiving of all Google resources (including email, web pages, calendar) and recommends the Backupify services for archiving all staff and student accounts. Teachers can access the backed-up files. Committee C recognizes the need for reducing paper consumption and the migration to the digital cloud. Therefore the committee recommends Chromebook printing. Open Labs will be set up for printing (Library, Computer Lab rooms)

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mailto:[email protected]

Network- Committee C is recommending that the districts aging (16 years) network infrastructure be updated to allow for the ever increasing use of cloud based resources. Committee C has evaluated and considered two currently popular manufacturers in the local educational market. Cisco has a strong history of stable network products. However, Cisco is also one of the most expensive products on the available market. Meraki, recently purchased by Cisco, holds an increasing segment of the market and is competitively priced for education. Locally, many districts (Queensbury, Mohonasen, Shenendehowa and Berne-Knox) have been migrating to Meraki.

MERAKI CISCO

TOTAL $ 529,247.96 $ 542,274.13 plus NERIC fee

Includes All Cisco Core, Meraki POE switches, Meraki WAPs, UPS

installation.

All Cisco Core, Prime Management Controller, Cisco POE switches, Cisco WAPs, UPS installation.

Support and Maintenance

Year 1 included on top level Cisco switching with 5 years for Meraki

Year 1 included on top level switching and core each additional year estimated at $14K for just top

level switching.

MDM Included Additional Purchase Needed

Dashboard Included Prime Management included $40K first year

Committee C received proposals from two local vendors; Annese who proposed Cisco and CPI who proposed Meraki. The districts Network Administrator has confidence in engineers from both organizations. However, when considering prior work with both organizations CPI has shown themselves to be a very client driven organization while historically Annese engineers follow a more corporate initiative. After fully reviewing both proposals Committee C recommends that Schalmont CSD purchase the Meraki package through the vendor CPI and try to co-ser through the Washington BOCES.

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Staffing-

Elementary MS HS DO, OPS & OTHER SITES

Desktops 691 233 164 264 30

Laptops 535 128 202 196 9

Tablets 33 4 7 4 18

Printers 207 67 65 71 4

Copiers 27 6 6 11 4

Servers 15 1 MS/HS Combined

12 2

At present, the district has 3,986 active technology devices managed and supported by the districts Technology Offices. Devices include desktops, laptops, tablets, printers, copiers, scanners, projectors, document cameras, digital video/still cameras, scanners, classroom response systems, digital interactive whiteboards and other related technology items. I addition to these devices the offices support networked systems such as the phone, security and network backbone along with the internal e-mail system, SPAM filter, Virus Protection, Anti-Exe protection, heating and cooling management system and content filter. At present, the Technology offices are staffed by two full-time professional technology staff ( a Network Administrator and a District Help Desk Technician) and two part-time (one every-other day) contracted level-3 NERIC Technicians for a total of 115 working support hours per week. At present, the Technology offices support 1853 students and 296 FTE’s. Daily support calls exceed 60 per day (over 7 per hour) in the first few months of each school year while the number of requests for support will drop to an average of about 12 per day (a little over 3 per hour) for the rest of the school year. In addition to these calls the office continues to support multiple system backbones, projects, grants and other initiatives of the district. In addition to the elementary, MS/HS campuses the district continues to own Schonowe, Woestina and Mariaville which require on-going support for systems management and require a network and related support.

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With the proposed changes in network access and increasing inventory numbers (allowing personal devices, Chromebooks) Committee C recognizes the need for a review of the current staffing in order to fully support the future of technology within the district. Of particular concern is the transient, in-flexible schedule and ever changing nature of the contracted NERIC staff. In the previous two years these members of the districts technology team have changed eight times. With each change came a loss of productive work time as a new NERIC Technician needed to be oriented to the districts technology and staff. Therefore, Committee C recommends eliminating the NERIC Technicians and hiring one additional full-time Schalmont Technician. In addition, during the 2014-15 school year the Student Help Desk should be implemented. This provides additional Level I technician assistance at no cost to the district. In addition to the professional technology staff of the Technology Offices Committee C recognizes that the future of technology will also heavily involve the districts Building Coordinators as well as the Districts Technology Integration Specialist and the STI Technology Program Specialist. Each of these positions will be heavily involved in the classroom support and training of staff who will use these new educational technology resources. Therefore, Committee C recommends changing the Building Coordinator role to include more of a focus on technology integration in the classroom and less on triage of technology help desk issues.

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Servers- In recent years the district has seen the number of internal servers decrease as an increasing number of services (SIS, FM) have moved to cloud based services. While the district still maintains localized DNS, DHCP, AD along other global services (and vendor management systems) the number of servers will likely continue to decrease over the next few years. At present several key servers are aged and should be considered for replacement as soon as the new network is in place. Therefore, Committee C recommends that our servers reside local. Policies- At present, the districts BOE policies related to technology limit personal devices on the districts current network. Committee C recognizes that along with a new network design, intended for BYOD and cloud access, these policies will require updates that consider cloud access for personal devices while maintaining network, data and systems security. Therefore, Committe C recommends the development of Technology policies to match/guide our technology implementation. Technology Board Policies will be revised, developed and approved prior to roll out of each initiative. Technology Team - Historically technology initiatives within the district have had a variety of starting points including teams and committees involving the Superintendent, Business Official, Director of Curriculum, Network Administrator, Building Coordinators, Principals, Committees (IDEA, STI) as well as from instructional and other staff. While input is requested, meetings held and announcements made there remains the issue of communication being the weakest link. Communication among these various individuals and groups has always proved to be a challenge. Therefore, Committee C recommends that an abbreviated version of the Technology Committee meet four times a year to handle Technology challenges. Building committee meetings, as implemented in 2013-14 school year, should continue to meet monthly.

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NERIC Technology Assessment - Transportation Office Network and Building- is receiving new fiber cable network lines Network Closet environments - H&C, UPS -all planned in network upgrade Fiber Design in current network - revisions in network upgrade SNMP management - discussed cost versus reality. Meraki will provide mgmt features. Jefferson Connectivity - quote in network upgrade plan. Password Security - revised Screen Lockout- 30 - Should be used for laptops (30 minutes) Login Banner NO- staff electronically sign AUA every fall DNS updates/fixes - NERIC DNS - NO to NERIC DNS DHCP non-static - on BYOD =ok, rest of the network needs static IPs WEP and single SSID - No WEP, changing AD to 2012 - new network upgrade provides this change. AD Policies - Single top layer - NO AD Policies - simply with fewer - NO KMS (key management server) - Part of new network server deployment Terminal Services - SABRE10 - TS can’t be removed; retiring SABRE10. File Storage - Google Drive will backup up to 30G for non google documents. Backups (DO) - only DO staff Updates (WSUS) - Done VM Servers - Can’t replace all servers for our vendors with virtual network needs. Server Backups - SWAT prefers off site backup. Not necessary (Cloud servers, google) Content Filter Delays - New Content Filter-staff not seeing as many sites blocked. Managed Services - NO (absolute NO) Technicians - Local technicians instead of NERIC staff more reliable and provide consistent work flow. Help Desk Database Direct Emails - continue as is - Need is for additional staffing not a new database. Remote Desktop - No NERIC access; No NERIC Managed services Single Administrator - with more Schalmont staff, admin role will be shared AirWatch MDM - Pay for $; free with Meraki Exchange - NERIC email = NO; Prefer Google email NERIC Security Hosting - We have our own system STI Communications - PD will be collaborated with the Technology Plan Implementation No Instructional Technology Support Staff - we have Bldg Coordinators, Technology Integration Specials and STI Technology Program Specialist. BYOD Challenges - Policies need to be created, New network can handle BYOD Policy Changes - approximately half of Tech polices have been reviewed and updated. Remaining policies are awaiting finalization of Technology plan and Network upgrades.

48

Cost for implementation of Technology When developing the budget we are going to have

to keep the needs of technology in mind. • Projectors = $5k - $3k per unit • Labs = $40k - $50k each • Software = $500.00 - $40k each • Network = $530k • Laptops = $800.00 per unit • Desktops = $700.00 per unit • Chrome books = $316.00 per unit • Servers = $3k - $6k per unit • IPads = $900.00 per unit

49

Hardware Implementation Plan Timeline 2014-2018

Network Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

1. Tech “C” planning meeting 04/02/2014 04/02/2014

2. Technology Committee Meeting- Present Plan 04/24/2014 04/24/2014

3. Technology Committee Plan Approval 04/24/2014 05/01/2014

4. Neric Purchase 05/01/2014 06/30/2014

5. Sign Off with Vendor/NERIC for Purchases 05/01/2014 05/01/2014

6. HD Network Installation 07/22/2014 08/15/2014

7. Updates for server backbone (DHCP, DNS, New IP structure) 07/22/2014 08/15/2014

8. WI Network Installation 07/22/2014 08/15/2014

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Hardware Implementation Plan

1. Evaluation/Configurations 3/13/2014 04/26/2014

2. DELL Quote 04/07/2014 04/18/2014

3. NERIC Quote with Management Fees 04/06/2014 04/25/2014

4. Official Purchase with NERIC, Documents 04/07/2014 04/25/2014

5. Delivery 06/03/2014 06/30/2014

6. Inventory Deliveries 06/21/2014 07/10/2014

7. Build Primary and Image all Secondary 06/24/2014 07/26/2014

8. Pull Previous Desktops 07/01/2014 07/03/2014

Timeline 2014-2018

Laptops/Desktops Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

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1. Replace XP Units 07/07/2014 08/01/2014

2. Nutrikids Replacements 04/24/2014 08/30/2014

3. 2nd Additional Lab at JE from current mini-labs 05/01/2014 08/02/2014

4. Clear Bunker 05/01/2014 05/05/2014

5. Data Drops Installed and Ports Activated 07/07/2014 07/11/2014

6. Counter Installed 07/14/2014 07/26/2014

7. Systems Deployment 07/28/2014 08/02/2014

8. 1st Additional Lab at JE 07/07/2014 08/02/2014

9. Clear room 07/07/2014 07/11/2014

10. Data Drops Installed and Ports Activated 07/07/2014 07/11/2014

11. Counter Installed 07/21/2014 07/25/2014

12. Systems Deployment 07/28/2014 08/02/2014

13. Update SHS Mobile Lab 01 04/07/214 08/16/2014

14. Create JELIB LAB Public Area 01/14/2014 08/16/2014

Timeline 2014-2018

Deployments Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

52


1. Coordinate Tops, Sessions 05/01/2014 06/30/2014

2. Coordinate Rooms and Instructors 05/01/2014 07/22/2014

3. Create Web Based Documentation, as required 05/01/2014 06/30/2014

4. Create Web Based Video Training, as required 05/01/2014 06/30/2014

5. Provide Training Sessions 9/2 09/02/2014 09/02/2014

Timeline 2014-2018

Deploy and Training Day (STI) Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

53


1. Evaluation Sampling of Chromebooks in Current Environment

04/01/2014 06/27/2014

2. BC Evaluation of Chromebooks in Classrooms 04/07/2014 06/27/2014

3. 1st Year HS (9th GR) Implementation 05/01/2015 09/01/2016

4. 2nd Year HS (9th GR) Implementations 05/06/2016 09/01/2017

5. 3rd Year HS (9th GR) Implementations 05/01/2017 09/01/2018

6. 4th Year HS (9th GR) Implementations 05/01/2018 09/01/2019

7. Chromebook Mobile Lab Replacements for MS 05/01/2015 09/01/2015

8. Chromebook Mobile Lab Replaments for JE 05/01/2015 09/01/2015

9. Other Lab/Library Areas for Possible Chromebook Deploy

06/30/2014 05/01/2015

Timeline 2014-2018

Chromebooks Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

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1. Gather locations from BC’s/Principals 01/01/2014 04/01/2014

2. Gather sales proposals from Vendors 04/01/2014 04/19/2014

3. Pull Current Ink/Laser Printers 07/07/2014 08/16/2014

Timeline 2014-2018

Printers/Copiers Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

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1. Notify Current Instructional Staff Teaching Office 2013 05/01/2014 05/01/2014

2. Upgrade All Current Installations 07/24/2014 07/25/2014

Timeline 2014-2018

Office 2013 Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

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1. Technology Committee Approval for Gmail Migration 04/24/2014 04/24/2014

2. Technology Committee “C” Create recommended policies 02/22/2014 05/01/2015

3. Migrate First Class resources to GAFE 05/01/2014 06/30/2014

4. Generate staff accounts 04/10/2014 06/30/2014

5. Disable Graduating Class 2014 06/28/2014 06/28/2014

6. Import Student Class 2014-2015 08/18/2014 08/18/2014

7. Continued App Rollout 09/01/2014 06/30/2018

Timeline 2014-2018

Google Apps for Education (GAFE) Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

57


1. Evaluate and Purchase IDEA Products 04/01/2014 04/19/2014

2. Receive and Inventory IDEA Products 04/22/2014 04/30/2014

3. Prep and Deploy IDEA products 05/01/2014 05/10/2014

Timeline 2014-2018

IDEA Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

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1. Evaluate current Projection Age 07/01/2014 10/01/2015

2. Supply Replacement Discontinued Lamp Projects 11/01/2015 12/31/2015

3. Plan for Future Projection Replacements- Tech “C” 06/30/2014 06/30/2018

Timeline 2014-2018

Projection Start Finish 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

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2015 7315 1 of 2

Students

SUBJECT: STUDENT ACCEPTABLE USE POLICY

The Schalmont Board of Education will provide access to various computerized information resources through the District's computer system ("DCS" hereafter) consisting of software, hardware, computer networks and electronic communications systems. This may include access to electronic mail, "on-line services" and the "Internet." It may include the opportunity for some students to have independent access to the DCS from their home or other remote locations. All use of the DCS, including independent use off school premises, shall be subject to this policy and accompanying regulations. Further, all such use must be in support of education and/or research and consistent with the goals and purposes of the School District.

Access to Inappropriate Content/Material and Use of Personal Technology or Electronic Devices

This policy is intended to establish general guidelines for the acceptable student use of the DCS and also to give students and parents/guardians notice that student use of the DCS will provide student access to external computer networks not controlled by the School District. The District cannot screen or review all of the available content or materials on these external computer networks. Thus some of the available content or materials on these external networks may be deemed unsuitable for student use or access by parents/guardians.

Despite the existence of District policy, regulations and guidelines, it is virtually impossible to completely prevent access to content or material that may be considered inappropriate for students. Students may have the ability to access such content or material from their home, other locations off school premises and/or with a student's own personal technology or electronic device on school grounds or at school events. Parents and guardians must be willing to establish boundaries and standards for the appropriate and acceptable use of technology and communicate these boundaries and standards to their children. The appropriate/acceptable use standards outlined in this policy apply to student use of technology via the DCS or any other electronic media or communications, including by means of a student's own personal technology or electronic device on school grounds or at school events.

Student use of the DCS is conditioned upon written agreement by all students and their parents/guardians that student use of the DCS will conform to the requirements of this policy and any regulations and forms adopted to ensure acceptable use of the DCS. All such agreements shall be kept on file in the District Office.

Standards of Acceptable Use

Generally, the same standards of acceptable student conduct which apply to any school activity shall apply to use of the DCS. This policy does not attempt to articulate all required and/or acceptable uses of the DCS; nor is it the intention of this policy to define all inappropriate usage. The District Code of Conduct along with the student agreement form 7315F will further define general guidelines of appropriate student conduct and use as well as proscribed behavior.

(Continued)

60

SUBJECT: STUDENT ACCEPTABLE USE POLICY (Cont'd.)

District students shall also adhere to the laws, policies and rules governing computers including, but not limited to, copyright laws, rights of software publishers, license agreements, and student rights of privacy created by federal and state law.

Students who engage in unacceptable use may lose access to the DCS in accordance with applicable due process procedures, and may be subject to further discipline under the District's school conduct and discipline policy and the District Code of Conduct. The District reserves the right to pursue legal action against a student who willfully, maliciously or unlawfully damages or destroys property of the District. Further, the District may bring suit in civil court against the parents/guardians of any student who willfully, maliciously or unlawfully damages or destroys District property pursuant to General Obligations Law Section 3-112.

Student data files and other electronic storage areas will be treated like school lockers. This means that such areas shall be considered to be School District property subject to control and inspection. The District Network Administrator may access all such files and communications without prior notice to ensure system integrity and that users are complying with the requirements of this policy and accompanying regulations. Students should NOT expect that information stored on the DCS will be private.

Notification

The District's Acceptable Use Policy along with policy form #7316F will be disseminated to parents and students in order to provide notice of the school's requirements, expectations, and students' obligations when accessing the DCS.

NOTE: Refer also to Policies #7315F Acceptable Use Policy Form #7550 Dignity for All Students Act

#7316 Student Use Of Personal Technology/Bring Your Own Device (BYOD) #7317 Student Required Use, Internet and 1:1 Device (Chromebook) Use Policy

#3410 Student Code of Conduct on School Property

Reviewed: 8/5/15 First Read: 8/25/15 Second Read/Adoption: 9/14/15 Next Review: 9/2017

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BOE Policy # 7315F

ACCEPTABLE USE POLICY FORM-STUDENTS

In order to access information from the Internet and the school network, students must accept responsibility for proper use of these resources. By signing this Acceptable Use Policy, the student agrees to abide by the following rules and regulations of this agreement. Network users have no expectation of privacy and understand that computer usage is for educational purposes only.

• Students may access the Internet when permitted during supervised class time, study halls or atthe school library for research related to their course work.

• Any use of the school network for illegal activity is prohibited.• Using computer programs which harass users, infiltrate a computing system, or damage

software is prohibited.• Posting of personal information, including pictures, about themselves or other people is

prohibited. Any student who uses a personal communication device on school grounds orschool-provided communication device, computer network, or the internet to harass or coerceanother person, uses vulgar, obscene, profane, lewd language to communicate suchharassment, or threatens an illegal or immoral act shall be subject to school disciplinaryprocedures.

• Users will not attempt to gain unauthorized access to the district system or go beyondauthorized access.

• Use of profane, obscene, threatening or offensive language in email messages, web pages orsocial media sites is not permitted.

• Plagiarizing and violating copyright laws are not permitted.• External e-mail, chat sites, web blogs or journals to communicate with others is not allowed.• In any instance in which cyberbullying causes a substantial disruption of the work of the school

or impinges on the rights of other students, the person committing the act shall be subject toschool disciplinary procedures.

62

Students who engage in unacceptable use may lose access to the District’s technology system and may be subject to further disciplinary actions including revocation of computer use and additional consequences as deemed appropriate. Parents, please discuss these rules with your student to ensure he or she understands them.

Students and staff are required to report to the designated staff incidents of cyberbullying about which they are aware. DASA Coordinators in each school will investigate all reports, using any electronic communications records currently kept by the school district and recommend the next course of action.

I _________________________________________________ (print student name) have read the above statement and agree to comply with these rules and regulations.

Student’s signature:______________________________________________________________

Date: ___________________

I have read the above with my child and understand the rules my child must adhere to while working with the district’s computers. In addition, I give my child permission to use the district’s network to access the Internet.

Parent’s signature: _______________________________________________________________

Date: _________________

63

2015 7317

Students

SUBJECT: STUDENT REQUIRED USE, INTERNET AND 1:1 DEVICE (CHROMEBOOK) USE POLICY

The Schalmont Central School District provides all students access to the Internet and network resources as well as 1:1 Devices (Chromebooks) for all incoming 9th grade students to use through 12th grade graduation or separation from the district as a means to promote 21st Century Competencies and support the District Strategic Plan. The District administration has created accompanying regulations that provide specific guidelines and information about the required use and limitations that the school imposes on use of these resources for all 9th- 12th grade students assigned a 1:1 Device Chromebook by the District.

In addition to this policy, the use of any district-owned hardware or software requires students to abide by the Technology Required Use policies and regulations, and the Student Code of Conduct. Additional rules may be added as necessary to the accompanying regulation.

Reviewed: 3/9/15 First Reading: 3/23/15 Second Read/Adoption: 4/13/15 Next Review: 4/2017

64

2015 7317R/7317F 1 of 3

Students

SUBJECT: TERMS OF STUDENT REQUIRED USE, INTERNET AND 1:1 DEVICE (CHROMEBOOK) SAFETY

Students issued a District-owned 1:1 device (Chromebook) in their 9th grade school year are required to adhere to these guidelines for required use, internet use and 1:1 device (Chromebook) use at both home and school for the entire time they are entrusted with the care and use of the device. Specifically, students:

1. Will use appropriate language in all communications avoiding profanity, obscenity, and offensive orinflammatory speech. Cyberbullying, such as personal attacks/or threats on/against anyone made whileusing district-owned technology to access the Internet or local school network, is to be reported toresponsible school personnel. Rules of “netiquette” and good digital citizenship should be followedconducting oneself in a responsible, ethical, and polite manner.

2. Will make available for inspection by an administrator or teacher upon request any messages or filessent or received at any Internet location. Files stored and information accessed, downloaded, ortransferred on district-owned technology are not private.

3. Will follow copyright laws and should only download/import music or other files to a district-ownedtechnology that he/she is authorized or legally permitted to reproduce or for which he/she has thecopyright.

4. Will never reveal identifying information, files, or communications to others through email or post tothe Internet.

5. Will not attempt access to networks and other technologies beyond the point of authorized access. Thisincludes attempts to use another person’s account and/or password.

6. Will not share passwords or attempt to discover passwords. Sharing a password could cause the primaryuser to become liable if problems arise with its use and be subject to disciplinary action.

7. Will not download and/or install any potentially harmful programs, files or games from the Internet orother sources onto any district owned technology. This includes the intentional introduction of computerviruses or other malicious software.

8. Will not tamper with district owned computer hardware or software, engage in unauthorized entry intocomputer, vandalize or destroy the computer or computer files. Damage to computers many result indisciplinary action. Report any and all damage or loss of device immediately to the school administrator.

9. Will not attempt to override, bypass or otherwise change the Internet filtering software or other networkconfigurations.

10. Will not bring Chromebook nor any other type of electronic device into a classroom or any otherlocation where a New York State assessment is being administered.

11. Will use district owned technology for school-related purposes only during the instructional day, athome or elsewhere while refraining from use related to commercial, political or other private purposes.

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12. Will not make use of materials or attempt to locate materials that are unacceptable in a school setting.This includes, but is not limited to; pornographic, obscene, graphically violent or vulgar images, sounds,music, language, video or other materials. The criteria for acceptability is demonstrated in the types ofmaterial made available to students by administrators, teachers, and the school media center.Specifically, all district owned technologies should be free at all times of any pornographic, obscene,graphically violent, or vulgar images, sounds, music, language video or other materials.

13. Will keep the Chromebook secure and damage free.14. Will not loan your Chromebook or charger or cords to anyone.15. Will not leave Chromebook in vehicles, unattended, or eat or drink in close proximity to Chromebook.16. Will not stack objects on the Chromebook or leave near water or place on the floor.17. Will clearly label Chromebook, power cords and charger with student name.18. Will bring Chromebook to school fully charged and in good working order each day.19. Will report immediately to a school official any damage to or loss of their Chromebook.

By signing below, you are in agreement to abide by the conditions listed within this regulation andassume responsibility for the care and proper use of Schalmont owned technology specifically the 1:1 Chromebook including personally backing up data. Schalmont is not responsible for any loss resulting from delays, non-deliveries, missed deliveries, lost data or service interruptions caused by user error, omissions or reasons beyond the District’s control. Information obtained via the Internet or other resources using District owned technology is not guaranteed as to its accuracy or quality. It is strongly recommended that parents obtain insurance through the school district for each student Chromebook issued and provide a secure cover for the device.

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As a student my signature indicates I have read or had explained to me and understand both the Required Use policy #7317 and regulation #7317R for Chromebooks and accept responsibility for abiding by the terms and conditions outlined and using this resource for educational purposes. I understand that should I fail to honor all the terms of this regulation, further internet and other electronic media accessibility may be denied. Furthermore I may be subject to disciplinary action outlined in the Schalmont Student Code of Conduct and, if applicable, my Chromebook may be recalled.

Student Name (please print): _________________________________________________

Student signature: ___________________________________

Date: ___________________

As the parent/guardian of above student, my signature indicates I have read and understand both the required use policy and regulation for Chromebooks and give my permission for my child to have access to the District-owned electronic device.

Parent/Guardian (please print):________________________________________________

Parent/Guardian signature: __________________________________

Date: ________________

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SUBJECT: STUDENT USE OF PERSONAL TECHNOLOGY/BRING YOUR OWN DEVICE (BYOD)

The Board of Education seeks to maintain a safe and secure environment for students and staff. Advances in technology have made it possible to expand the learning environment beyond traditional classroom boundaries. Using personal electronic devices during instruction time can enable students to explore new concepts, personalize their learning experience and expand their global learning opportunities. Additionally, the use of personal technology devices is everywhere in today’s society, and standards for students’ use during non-instructional time should adapt to this change. This policy defines the use of personal technology during instructional and non-instructional times and reinforces the standard that all use, regardless of its purpose, must follow the guidelines as outlined in the student Required Use Policy RUP (#7315) and the district Code of Conduct, and the Dignity for All Students Act.

Definition For purposes of BYOD, “device” means a privately owned wireless and/or portable electronic handheld

equipment that includes but is not limited to: existing and emerging mobile communication systems and smart technologies, such as cellular phones, Blackberries, SMART phones, iPhones and iPods, portable internet devices and such as Personal Digital Assistants (PDAs), MP3 players, laptops, iPads, tablets, Kindle, Nook, netbooks and portable storage devices as well as any device with similar capabilities. Personal technology includes all existing and emerging technology devices that can take photographs, record or play audio or video, input text, upload and download media, connect to or receive information from the Internet, and transmit or receive messages, telephone calls or images.

Internet Schalmont offers a filtered public Wi-Fi in all schools. Only the filtered internet gateway provided by the

district may be accessed while on campus. Personal connective devices are not permitted to be used to access outside internet sources at any time.

Security and Damages Responsibility to keep the device secure rests with the individual owner. Schalmont Central School

District is not liable for any device stolen or damages on campus. If a device is stolen or damaged, it will be handled through the administrative offices similar to how other personal artifacts might be impacted in similar situations. It is recommended that decals or other custom touches be used to physically identify your device from others. Additionally, protective cases for devices are encouraged.

Liability The District shall not be liable for the loss, damage, misuse or theft of any personal technology brought to

school. The District reserves the right to monitor, inspect and/or confiscate personal technology when administration has reasonable suspicion to believe that a violation of school policy or criminal law has occurred.

Permission Students will not be permitted to use personal technology devices in school or at school functions until

they have reviewed the Required Use Policy (RUP), application sections of the Code of Conduct and associated technology guidelines and signed the Student Use of Personal Technology Permission Form with their parents or guardians. (#7361F)

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SUBJECT: STUDENT USE OF PERSONAL TECHNOLOGY/BRING YOUR OWN DEVICE (BYOD)

Permission (cont’d) Students must follow the guidelines for use set out in the District Code of Conduct and the RUP at all

times. All users of the district’s computer network and the filtered Internet must understand that use is a privilege, not a right, and that entails responsibility. The district reserves the right to control access to the Internet for all users of its computer and network. The district may either allow or prohibit certain students in online activity or access to specific websites. All users shall not have any expectation of privacy in using the computer network. Any device may not be used to record, transmit or post photographic images or video a person, or persons on campus during school activities/hours.

When respected, technology as an educational material will benefit the learning environment as a whole. Consequences for misuse will follow guidelines in the district’s Code of Conduct. It is unacceptable to use any device for anything that is disruptive to the educational process.

Instructional Uses Instructional purposes include, but are not limited to, approved classroom activities, research, college

admissions activities, career development, communication with experts, homework and other activities as deemed appropriate by school staff. Personal technology use by students is permitted during the school day for educational purposes and/or in approved locations only. Students are expected to act responsibly and thoughtfully when using technology resources. Students bear the burden of responsibility to inquire with school staff, administrators and/or teachers when they are unsure of the permissibility of a particular use of technology prior to engaging in such use. Teachers or staff members will indicate when and if classroom use is acceptable.

Non-Instructional Uses Appropriate use of personal technology during the non-instructional time is also allowed if students

follow the guidelines in the RUP and Code of Conduct. Non-instructional use includes texting, calling and otherwise communicating with others during free periods and in common areas of the school building such as hallways, cafeteria, student halls, buses and student lounges and cafes. Other non-instructional uses may include such things as Internet searches, reading, listening to music, and watching videos. The use during non-instructional time must be conducted in a safe and unobtrusive manner. Devices must be in silent mode to avoid disrupting others.

Prohibition During State Assessments All students are prohibited from bringing electronic devices into a classroom or any other location where

a New York State assessment is being administered. Test proctors, test monitors, and school officials shall have the right to collect prohibited electronic devices prior to the start of the test and hold them while the test is being administered, including break periods. Admission to any assessment will be denied to any student who refuses to relinquish a prohibited device. Students with disabilities may use certain devices if the device is specified in that student’s IEP or 504 plan or a student has provided medical documentation that they require the device during testing.

Reviewed: 3/9/23 First Reading: 3/23/15 Second Read/Adoption: 4/13/15 Next Review: 4/2017

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SUBJECT: STUDENT USE OF PERSONAL TECHNOLOGY/BRING YOUR OWN DEVICE (BYOD) (STUDENT AGREEMENT)

STUDENT AGREEMENT

By taking advantage of equipment that you, as parents, may have already provided your children, and by the District providing a filter wireless network (Wi-Fi), the District can partner with you to provide students with the best academic resources available.

Learning about and being held accountable for the responsible use of either District-owned technology or personally-owned electronic devices is an important part of preparing students to be successful in the future. Whether using District-owned or personally-owned electronic devices for school purposes, each student is expected to act in an appropriate manner in accordance with the District’s Responsible Use Policy (RUP).

Students in grades 3-12 may bring and use personal, portable, electronic devices starting at the beginning of the 2014-15 school year. Devices such as, but not limited to, electronic readers, small laptops, computers, tablets, cell phones and other portable equipment can access the District’s filtered Wi-Fi network.

All students, teachers, and parents/guardians participating in BYOD must adhere to the following guidelines, the student Code of Conduct, and all Board of Education policies.

• Individual takes full responsibility for his/her device and keeps it with him/herself at all times. The school is not responsible for the security of the device and if lost, the school will spend only limited time trying to locate;

• These devices have educational and monetary value. Students are prohibited from trading or selling theseitems to other students on District property including school buses;

• Device must be in silent mode while on school campuses and while riding school buses;

• Device may not be used to cheat on assignments or tests;

• Device may not be used to record, transmit or post photographic images or video a person, or persons oncampus during school activities/hours;

• Student may only access files on the computer or Internet sites which are related to the classroomcurriculum;

• Electronic devices are only to be used in the classroom for educational purposes at the discretion of theteacher. Students must comply with every teacher’s request to not use device or shut down device when asked;

• School/District administrators have the right to prohibit use of devices at certain times or duringdesignated activities (i.e. school presentations, musicals, guest speakers, testing) that occur during the school day;

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SUBJECT: STUDENT USE OF PERSONAL TECHNOLOGY/BRING YOUR OWN DEVICE (BYOD) (STUDENT AGREEMENT)

STUDENT AGREEMENT

• Individual acknowledges that the schools’ network filters will be applied to his/her connection to theInternet and will not attempt to bypass them;

• Individuals understand that by bringing a device on premises subjects the device to scanning and securitymeasure. Individuals also agree that there is antivirus protection already on the device brought in to the school. Knowingly infecting the District network with a Virus, Trojan or program designed to damage, alter, destroy or provide access to unauthorized data or information is in violation of the RUP policy and will result in disciplinary action;

• Individual realizes that processing or accessing information on school property related to hacking; alteringor bypassing network security policies is in violation of the RUP policy and will result in disciplinary action;

• The School district has the right to collect and examine any device that is suspected of causing problemsor was the source of an attack or Virus infection;

• Student understandings that printing from personal laptops will not be possible at school;

• Student ensures device is fully charged or runs off personal battery while on campus.

• Teachers will not store student devices at any time, nor with any district employee diagnose, repair orwork on a student’s personal device.

I understand and will abide by the above policy and expectations for BYOD. I further understand that any violation is unethical and may result in the loss of my network or device privileges as well as other disciplinary action.

Student Signature: ____________________________________ Date: ___________________

Parent/Guardian Signature: _____________________________ Date: ___________________

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4 Sabre DriveSchenectady, New York 12306

Phone: (518) 355-6110 Fax: (518) 355-8720

Dr . Carol A . PallasSuperintendent

Bronson KnaggsDirector of Curriculum

Joseph LenzBusiness Administrator

Visit us on the web at:

www.schalmont.org