Chenango Forks Central School District Instructional Technology

Transcription

Chenango Forks
Central School
District
“A community where learners excel!”
Instructional Technology Plan
www.cforks.org/technologyplan
2012-2017
“We must prepare our students for their future, not our past.”
D. Thornburg
Chenango Forks Central School District
1 Gordon Dr. Binghamton, NY 13901
607-648-7543 607-648-7560 (fax)
www.cforks.org
Chenango Forks School District Technology Plan 2012-2017
Approved by BOE: 7/11/2013
Administration
Board of Education
Joe Peck
Superintendent
Don Edwards
President
Kathleen Dixon
Assistant Superintendent
Amy O’Brien
Board of Education member
Tom Wiser
Spyros Dimatos
Melissa Stephens
Building Administrators and Technology Leaders
John
Hillis
Lori
Pourby
Nicole
Knapp
HS Principal
MS Principal
ES Principal
Barb Gebo
Cheri Panko/Keith Rosko
Ed Monico
Technology Leaders
District Technology Team (SWAT)
Superintendent, Assistant
Superintendent, Building
Administrators and
Technology Leaders
Melissa Santacrose and Patty
Sweeney
Librarians
Theresa Collier, Chris Gill, Lorraine,
Hulbert, Anne Marie Martino,
Stephanie Mirabito, Lisa Moody, and
Marcy Slocum
ES Teachers
Michael O’Hearn
Thomas Sanford
MS Teacher
Victoria Kwartler, Roy Dando, Andrea Gumble, Joseph Roosa, Keith
Rosko, and Jason Smith
HS Teachers
Introduction
About Chenango Forks
Technology at Chenango Forks
MISSION
HISTORY
VISION
TECHNOLOGY SUPPORT STAFF
DISTRICT TECHNOLOGY PRIORITY
Student Skills
Hardware and Software
Classroom Technology
iPads
Peripheral Technology
Building Technology
Future Purposes
Wireless Implementation
Software
Professional Development
BUDGET
APPENDIX A
Chenango Forks Central Schools Instructional Network Hardware Inventory 2012-2015
Appendix B
Policies, Procedures and Regulations
COMPUTER USE IN INSTRUCTION
COMPUTER USE IN INSTRUCTION REGULATION
INTERNET SAFETY POLICY REGULATION
INTERNET ACCEPTABLE USE STUDENT CONTRACT FORM
INTERNET ACCESS POLICY FOR EMPLOYEES
PARENT/STUDENT DIGITAL DEVICE USER AGREEMENT
Appendix C
Resources
The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for
Students
Framework for 21st Century Learning
Common Core Writing Standards
Introduction
About Chenango Forks
The Chenango Forks School District is located in a suburban part of Broome County, nine
miles north of Binghamton, New York. The area's picturesque setting includes rolling hills and
the confluence of the Susquehanna and Chenango Rivers. The district is served by the
Binghamton Regional Airport, and has connections for Interstates 81 and 88, as well as Route
17.
Binghamton University and Broome Community College are located in the area, giving
residents access to exceptional and affordable higher education. In addition, a variety of
cultural opportunities are available, including the Roberson Science and Museum Center, TriCities Opera, Cider Mill Playhouse, Binghamton Philharmonic, Broome County Historical
Society, and many theatrical groups. The region is well-known as the "Carousel Capital,"
housing several original working carousels. Numerous other recreational opportunities abound,
such as cross-country skiing, golf, and fishing. The area is also host to two minor league
professional sports teams.
The school district is comprised of three schools: CF Elementary (PreK-5); CF Middle School
(6-8); and CF High School (9-12). Our Elementary School is located on Patch Road. The
Middle School is an extension of the High School building on Gordon Drive, and both schools
also operate as separate entities. Student enrollment includes approximately 1,600 students in
grades PreKindergarten through twelfth.
Technology at Chenango Forks
MISSION
All students must be equipped with the conceptual tools and the pragmatic skills needed to
function with technology in the Information Age.
HISTORY
A legislative grant from Senator Warren Anderson in the early 80’s was a catalyst for the
infusion of computer technology in our district. Through our technology plan we have been
able to remain in the forefront of technology integration in our educational process. The goal of
our committee is to maintain this level of integration.
To ensure that we maintain an ongoing and purposeful technology plan Chenango Forks has
building level Technology Utilization Committees that meet regularly. The purpose of each
committee is to plan implementation of current technology and propose new technology
appropriate for their building level.
This technology plan has been thoroughly redesigned to align in format with our district CDEP
plan, utilizing data to drive our technology decisions. It has been reviewed and approved by
the district technology team, the building site councils, and CDEP team. This plan reflects
guidelines established in the New York State Education Department's long range plan for
technology in schools.
VISION
The primary goal of the Chenango Forks school district is to teach through technology in all
curricular areas. Computers and related interactive learning technologies are powerful tools for
all curricula, allowing all students to achieve success pre-kindergarten to adulthood through
21st Century Skills. These skills include creativity, communication, collaboration, research,
problem solving, cyber citizenship and knowledge of appropriate technology. No school district
can afford to ignore these opportunities and challenges.
With this goal comes the underlying pretext that the faculty and staff of Chenango Forks must
be technology literate to be able to provide technology rich curricula, therefore a second goal
is to foster the growth of technology literacy among the entire Chenango Forks educational
community. This can be achieved through formal and informal professional development
sessions as well as other venues.
There are many technical questions that need to be addressed in planning for the teaching
through technology into the curriculum. Indeed, it will be difficult to adequately address many
of the technical questions prior to decisions about the educational ones. Since our students
must be prepared to succeed in the 21st century, a century that is based on technology, the
availability of technology in our schools will provide motivations and opportunities for
restructuring and revitalizing the traditional curriculum. This can be accomplished in such a
way that will not only benefit our students with more 21st century skills, but also ‘level the field’
to help the more academically challenged to succeed.
In all grades, the Common Core Writing Standards will be the basis for teaching through
technology in the curriculum. These standards specifically address technology use in
education. Since writing is a cross-curricular skill, these standards can be adapted to all
courses and all levels. Electronic media will be focused in each building library media center
and delivered to classrooms. Internet and Intranet resources will also be supported on the
wide area network.
In grades K-5, each classroom is now equipped with four iPads. These tablets are utilized in a
variety of educational settings including small group, centers and individually as part of the
normal school activities. Most curriculum objectives at each level will be met within the various
computer configurations offered in the schools. Students will learn safe internet searching
skills, how to evaluate and document the use of internet sources in their research, and how to
utilize several programs.
TECHNOLOGY SUPPORT STAFF
During the 2012-2013 school year Chenango Forks became a managed IT service with data
through BOCES. This configuration consists of an IT Coordinator and an Assistant IT
Coordinator and three techs. A part time technology specialist delivers technology based
professional development which is embedded in to the Common Core Curriculum.
.
GREEN INITIATIVES
In an effort to save energy and resources, Chenango Forks Information Services supports
green initiatives. Everyone is strongly encouraged to turn off all devices when not in use.
Beginning in the 2011-12 school year we have implemented a power saving software on all
PCs. This software manages energy savings by shutting the computers down during nonschool hours.
Chenango Forks Central Schools utilizes e-recycling services to dispose of outdated
equipment. Where possible we make every effort to reuse equipment, in whole or in its parts,
before it is declared surplus and sent for e-recycling.
Chenango Forks Central Schools has several document scanners and other technologies to
generate electronic copies of documents, lessening our need for printed materials. Teachers
are encouraged to post material to their web site for students and parents to view, as opposed
to making paper copies.
As iPads become more common place, teachers use platforms such as Edmodo, EDU2.0 and
iTunes to disseminate course material at a savings for the district. Evidence shows that a
typical students uses $500.00 per year in paper and printing costs. By using electronic means
this cost is lowered significantly.
DISTRICT TECHNOLOGY PRIORITY
The Chenango Forks School district has implemented a three part technology priority:
-Student Skills, Professional Development and Hardware. No one area is more important than
another since they are interdependent. The point of convergence results in a 21st Century
Learner.
Student Skills
Comprehensive technology infused curriculum based on ISTE (International Standards for
Technology Education) as well as the NYS Technology Standards with the goal of 21st century
learning skills that addresses the needs of all Chenango Forks learners PK-12. The following
skills represent the following ISTE standards:
#3- Research and Information Fluency
#5- Digital Citizenship
#6- Technology Operations and Concepts
Content
Area
Resources
Resources
Resources
Content
Sub Area
PK-2
3-5
6-8
9-12
Students know the proper
use of technical equipment
Students will
demonstrate the
proper use of
technical equipment
and devices
Students will
independently
demonstrate the
proper use of
technical equipment
and devices
Students will be given
the opportunity to learn
programming and
computer "maintenance"
skills
Students will be aware of
various programs and their
uses
Students will have a
working knowledge of
specific uses of
various programs
Students will be able
to interconnect files
using program suites
Students will know how
to access, evaluate and
use information
accurately and
creatively
Students will know how to
navigate the school
website safely and
effectively, as well as
instructor-selected
websites hyperlinked from
the school's web pages
Students will know
how to navigate the
internet safely and
with ease for
information
Students will
demonstrate internet
literacy skills
practicing safe
internet skills
Students will know how
to navigate the internet
safely using advanced
search functions
Computer
Devices
Programs
Internet
Literacy
Content
Area
Content
Sub- Area
PK-2
3-5
6-8
9-12
basic knowledge of
media literacy
working knowledge
of media literacy
Students will be able to
critically analyze,
interpret and understand
media and its content
to use encyclopedia
databases to search
for information
Students will use
appropriate online
databases to search
for information
Students will search and
access journal and
magazine articles
Students will be
proficient at
keyboarding
Students will be
fluent in keyboarding
Media
Literacy
Resources
Students will have a basic
knowledge of the concept
of online research
Resources
Research
Students will know how to
use their CF logins and
passwords
Production
Login/
Password
Students will learn basic
keyboarding skills that are
age/grade appropriate
Production
Keyboarding
Production
Technology
Skills
Content
Area
Content
Sub-Area
Resources
Production
Resources
Production
Students will show an
ability to create
multimedia
presentations
to create a variety of
different multimedia
presentations
create advanced
multimedia
presentations
navigate the computer
desktop and age/grade
appropriate programs
independently
Students will know the
basics of file
organization and
extensions
Students will show
understanding of file
management with
help from teacher
Students will show
knowledge by
independently practicing
file management
PK-2
3-5
6-8
9-12
understanding of how to
create a document in a
word processing program
Students will have an
understanding of a
word processing
program, its uses and
implications
Students will be
proficient in word
processing skills
Students will use word
processing effectively
Students have a basic
knowledge of desktop
publishing
Students with a basic
knowledge will
incorporate images
into desktop
publishing
working knowledge
of desktop publishing
select and use
appropriate program for
word processing, image
manipulation and
multimedia presentation
Students will demonstrate
the ability to create basic
presentations
understanding of
presentation
programs
working knowledge
of presentation
software
create presentations
and content-related
projects using various
program
Multimedia
Production
Resources
Production
Students will create basic
multimedia presentations
(videos/digital images)
Word
Processing
Programs
Desktop
publishing
Presentation
Programs
Resources
Production
Citizenship
Citizenship
Citizenship
understanding of a
spreadsheet program
working knowledge
of spreadsheet
software
Students will understand
the concept of plagiarism,
and recognize that print
and non-print sources
must be cited.
Students will use the
internet responsibly
and are informed
about reliability of
source without
plagiarism
Students will
demonstrate internet
literacy skills utilizing
information without
plagiarism
Students will access and
utilize information
without plagiarism
Students will understand
the methods and proper
use of cyber
communication
basic understanding
of methods of cyber
communication and
their proper use
Students will
demonstrate
appropriate use of
cyber communication
Students will use
various methods of
cyber communication
responsibly for
assignments
understanding of internet
safety and appropriate
conduct
working knowledge of
cyber safety and
appropriate conduct
Students will
demonstrate cyber
safety and
appropriate conduct
Students will
demonstrate knowledge
of life-long cyber safety,
security and ethics
issues
Spreadsheet
Programs
Plagiarism
Cyber
Communication
Cyber
Safety
Scope and Sequence of Student Skills for Chenango Forks Schools (K-4)
Topic
K
1
2
3
4
KEYBOARDING (Production)
Pre-Keyboarding
-Demonstrate
correct
posture at the
computer
-Recognize &
find letters/
numbers on
the keyboard
-Appropriately
use righthand and lefthand and
thumb for
spacebar
-Identify and
use enter and
delete keys
K+
Demonstrate
correct
posture at
the computer
(as best as
possible)
-Recognize
and find
letters and
numbers on
the keyboard
Appropriately
use righthand and
left-hand,
index finger
placement,
thumb for
spacebar
- Identify and
use enter
and delete
key
Demonstrate
1+
2+
3+
correct
posture while
locating
letters and
numbers on
the keyboard
with
increasing
speed
- Understand
and use
right-hand
and left
hand, index
finger
placement,
and thumb
for spacebar
with
increasing
ease*use
shift key to
create
capital letters
Keyboarding
-Demonstrate correct
posture while locating
letters and numbers on the
keyboard with increasing
ease
-Appropriately use righthand and left hand, index
finger placement, and
thumb for spacebar with
increasing ease
*Position cursor with arrow
keys
*Place fingers on homerow
and use proper fingers to
type homerow letters
*Understand and begin to
use proper fingering for the
reach keys (letters only)
-Introduction: emphasis on
technique and posture.
Speed not a focus.
-Understand the purpose of
correct keyboarding
techniques
-Demonstrate proper
fingering for keying all
letters (eyes on doc or
screen)
-Demonstrate proper
fingering for introduced
special keys (space bar,
enter, lt shift, rt shift,
backspace/delete, period,
comma, question mark)
-Demonstrate proper
fingering for introduced
special keys (space bar,
enter, lt shift, rt shift,
backspace/delete, period,
comma, question mark)
-Key accurately from
dictation and printed copy
(letters, short words and
phrases)
-Complete a keyboard
-Strong Emphasis on
technique, posture
and accuracy.
-Demonstrate correct
keyboarding
techniques while
working on speed and
maintaining accuracy
(eyes on doc or
screen)
-Complete a
keyboard technique
checklist at least once
per quarter
-Demonstrate proper
fingering for number
keys
-Key accurately from
dictation and printed
copy (short words,
sentences, and
phrases)
-Demonstrate proper
technique while
keying a paragraph
technique checklist at least
once per quarter
-Goal: Keyboard letters
using proper technique and
posture
-Goal: type at least 15 WPM
on three, 30 second timings
with 3 errors or fewer
BASIC SKILLS
(Production)
Care
- Understand
basic care: no
food or drink,
proper CD
handling,
hands off
monitors,
clean hands
K+
1+
2+
- Understand
basic care: no
food or drink,
proper CD
handling, hands
off monitors,
clean hands
- Understand basic care: no
food or drink, proper CD
handling, hands off
monitors, clean hands
- Understand basic care: no
food or drink, proper CD
handling, hands off
monitors, clean hands
Hardware
-Identify:
Monitor
CPU
Speakers
Headphones
Keyboard
Mouse
- Turn monitor
off and on
- Log off/shut
down
computer
K+
-Turn on
monitor and
CPU (Boot up)
-Plug in
headphones
into correct jack
-Identify printer
Operations
- Log on using
username and
password
-Close using “X”
-Identify folder
icons
K+
1+
2+
3+
- Log on using
username and
password
-Log off vs. Shut
Down
-Reinforce
folder icon
- Use Start
Menu to open
programs
Differentiate between files
and folders
- Manage task bar: use task
bar to open programs
-Recognize desktop icons
(Folders, Recycle Bin,
Internet)
-Reinforce log off vs. shut
down
-Print and retrieve a file
-Minimize and Maximize
windows
-Identify and understand
network drives (J drive, Pub
Drive:)
-Reinforce desktop icons
(Files, Programs, Folders,
Recycle Bin, Internet)
-Reinforce and use the
window sizing tools
- Identify and
understand network
drives (j drive, pub
drive)
-Reinforce keyboard
shortcuts (CTRL Z, X,
C, V)
3+
- Reinforce
appropriate care
- Reinforce
appropriate care
from the printer
-Identify and use the
window sizing tools
(Minimize/Maximize/Restore
Down)
(Minimize/Maximize/Restore
Down)
- Reinforce Skills
-Know keyboard shortcuts:
copy, cut, paste, undo
(CTRL Z, X,C,V)
File Operations
Mouse Skills
- Learn correct
finger/hand
placement on
mouse
-Drag and drop
graphics
- Point and click
to select with
correct button
-Click to open
programs
- Reposition
mouse: pointer
and cursor
placement
-Double click to
open files (with
help)
- Drag and drop
graphics
- Differentiate
between files
and folders
- Manage task
bar: use task
bar to open
programs
- Begin to use
drop down
menus to
perform file
operations
- Double-Click
to open files and
programs
- Open, save,
and close items
from the
Desktop
- Differentiate
between "Save"
and "Save As..."
-Recognize
.doc, .ppt, and
.pub file
extensions
- Execute print
command
1+
2+
3+
- Differentiate between files
and folders
- Manage task bar: use task
bar to open programs
- Use task bar to
toggle/activate between
windows
- Minimize and maximize
windows
-Distinguishing between
Desktop and My Documents
to save files
-Create and name a folder
-Distinguish between .doc,
.ppt, and .pub file
extensions
- Independently select text
-Independently move from
page to page within a
document
-Saving documents directly
into folders located in My
Documents
- Create new folders
within Desktop/My
Documents
-Independently
organize files
-Recognize .jpeg and
.wav file extensions
K+
-Scroll
-Double Click
1+
2+
3+
-Select text
-Right click
- Right Click: knows a menu
appears with varying
options
-Drag and drop files into
folders
- Reinforce Skills
-Introduce graphics mouse
skills (re-size/rotate/flip)
-Drag and drop into
folders
-Resizing of images
- Reinforce Skills
-Identify and use CTRL F
(Find)
-Recognize.doc, .ppt, and
.pub file extensions
ONLINE
SKILLS
(Resources)
Browser Skills
-Click on links to
access web sites
and maneuver in
a website
-Close browser
window and tabs
K+
-Use back and
forward buttons
-Recognize the
address bar
-Close pop-ups
-Recognize links
Search
Strategies
1+
2+
3+
-Independently access
frequently used sites
-Understand Internet
domains (edu, .com, .org,
.gov)
- Use back and forward
buttons
-Click on links to access
web sites
- Use the Home Button
- Use the Refresh button
-Accurately type URL
- Reinforce previously
learned skills
-Accurately type URL
-Understand the CF
web filter:, what it
does, why we have it,
what it means if a
STOP window from
the filter appears.
1+
2+
3+
-Using teacher provided
resources students select
appropriate key words
-Students understand
navigation within a web
page (top, side, bottom
navigation)
-Understand the purpose of
a search engine
-Understand how to do
single word searches
-Interpret search results
-Recognize and use
advanced search options
with support
-Recognize the difference
between databases and
search engines
-Identify and
understand Boolean
Search Terms using
http://www.boolify.org/
- Select and refine
appropriate key
words for searching
- Use advanced
search features within
approved search
engines and
directories
-Design: easy to move from
page to page and good
graphics/color.
-Content: information is
useful
-Technical: all links work,
can find things quickly
-Credibility: author with
contact info, host site, date
All of 3rd, plus:
-Content: additional
resource links
included, rich content,
site compares in
content to other
resource.
-Credibility: links have
been kept current
1+
2+
-Independently access and
navigate district online
resources
Understand the purpose of
district resources, know how
to access, navigate, use
them to support learning
3+
-Understand the
Evaluating
Websites
District Online
Resources
-Access and
navigate
appropriate
district resources
with help from the
instructor
K+
-Access and
navigate
appropriate
district
resources with
with minimal
support from
instructor
purpose of district
resources, know how
to access, navigate,
and use them to
support learning
independently
(Citizenship)
ETHICS
Internet/Internet
Safety
Discuss the
following topics:
What is the
internet?
Why do we use
it?
How can be
safe using it?
1+
2+
3+
Understand basic Internet
safety
-Do not give out personal
information including name,
address, phone, school
-Do not share a password
-Tell an adult if something is
uncomfortable
-Do not open a file without
updated antivirus software
-No flaming
-No YELLING
Understand additional
Internet safety rules:
-Never send your picture
without checking with your
parents
-Never get together with
someone you meet online
-Get parent permission
before going online and
before downloading or
installing anything
-What is written online can
be read by anyone on the
Internet
-If something make you feel
uncomfortable, tell a trusted
adult
-No rude language
-Saying something online is
the same as saying it in
person
-Continue to develop
a deeper
understanding of the
Internet through the
use of online
resources
-Continue to practice
Internet Safety
Acceptable Use
-View video on
Internet Safety
-Create class
rules(AUP)
-Sign poster
1+
2+
3+
-Students sign individual
AUP agreements (not
official)
-Continue to follow AUP in
everyday work
-Students sign individual
AUP agreements (not
official)
-Continue to follow AUP in
everyday work
-Students sign
individual AUP
agreements (not
official)
-Continue to follow
AUP in everyday work
-Teacher models citing
sources for any graphic and
music used that teacher did
not originally create
3+
Digital Ethics
-Understand all work
is copyrighted unless
otherwise stated
-Be aware of fair use
guidelines
-Use basic citations
for images &
information in
research projects
SOFTWARE
APPLICATION
(Resources/
Production)
Word
Processing/
Presentations
- Open and close
a document
-Insert clip art into
a document
(using instructorentered search
term)
-Enter text into a
template
document with
instructor
assistance
-Save a file (with
instructor
assistance)
Desktop
Publishing
K+
- Place cursor to
add text
- Use
backspace to
correct mistakes
- Use arrow
keys
- Use correct
spacing
between words
and sentences
- Use Enter key
to format lines
-Search for and
insert clip art
into a document
- Double-click to
select word
- Format
text:font, size,
color, style
- Print using
print options
- Use a template
to: add text,
insert clip art,
insert word art,
add slide
transitions, add
slide design
1+
2+
3+
- Click and drag to select
text
-Type and change font
style, size, color
-Add/format slides in
presentations
- Insert and manipulate Clip
Art
- Insert and manipulate
Word Art
- Recognize spelling and
grammar check (red and
green lines)
- Justify text: right, left,
center
- Copy/ Cut/Paste
- Right Click to correct
mistakes
- Undo, using both" Edit >
Undo" and icon
-Word process using online
tools (digital stories)
- Tab to begin paragraph
-Underline text
- Create and format text box
- Use Smart Art Tools
- Insert and manipulate
picture from file
- Use Thesaurus
With minimal support:
- Insert Text Box
- Format background
- Insert/Format Picture
- Apply Slide Transition
- Format background
(not using themes)
- Apply Custom
Animation
- Use Page Setup:
margins, layout,
spacing
- Create and edit
bulleted and
numbered lists
-Insert and format
tables
-Create a brochure from a
template based on research
-Format text, insert
graphics, format text boxes
- Insert clip art into a
document with minimal
support
-Insert picture from file
2+
3+
- Create New Document
- Use a template
- Create a new
document
-Edit formatting (color,
theme) of templates
- Move between
pages
Graphics Tools
-use online tools
to create shapes,
colors, and
pictures
K+
-Use online
tools to create
images
-Insert clip art
into documents
(with instructor
support)
1+
-Use concept mapping
templates to support various
curriculum areas
-Use concept mapping as a
tool to organize thoughts
and information
Concept
Mapping
2+
3+
2+
3+
-Use concept mapping
templates to support various
curriculum areas
-Continue to use
concept mapping
templates to support
various curriculum
areas
- Insert clip art into a
document with minimal
support
-Insert picture from file
- Use basic toolbars
independently Insert picture
from file
Hardware and Software
Technology
●
●
●
●
●
●
●
●
●
●
●
●
computer for presentations
document camera
LCD projector
additional PCs for student use
more than 50% also have an interactive whiteboard
Apple TV projection devices
digital cameras
video cameras
USB audio recorders
Digital senders (document scanners)
iPod minis
variety of e-readers (Noon, Kindle, etc.)
iPads
In the 2011-12 school year Chenango Forks Schools implemented an iPad initiative. As of the 20122013 school year they have been distributed as follows:
4 per classroom in grades PK-5
4 -30 tablet carts in grades 6-8
175+ utilized in 1:1 classroom in grades 9-12
Platforms – The district realizes that certain educational programs are limited to specific operating
systems. Chenango Forks is implementing both PC and Apple computers.
Building Technology
Each building is equipped with:
● at least one computer lab
● at least one mobile laptop cart
Future Purchases
As Chenango Forks Schools moves into the future, purchases will be based on recommendations from:
● Administration
● Site Based Councils
● School Wide Achievement Team (SWAT).
Wireless Implementation
Wireless implementation was completed during the 2012-13 school year, allowing for mobile computing
throughout the district.
Software
Chenango Forks Schools strives to maintain the most current version of the following software suites
which allow students and staff to word process, manage data with spreadsheets, create presentations,
publish documents, manipulate digital graphics and create 3D graphics:
● Microsoft Office
● Adobe Master Collection
● CAD (high school classes only)
We also subscribe to software licenses for web-based services such as; but not limited to:
● Education City
● Accelerated Reader
● Acuity
● NovaNet
● Reading A-Z
The above list is not in any means a complete list, nor is it a static list. Chenango Forks constantly
strives to find the best software for the needs of the students. This may mean abandoning certain webbased services to implement others.
Professional Development
Systematic approach to professional development at all levels to the entire Chenango Forks
educational community
Professional Development is the backbone of technology integration into the PK-12 environment.
Chenango Forks is committed to providing professional development that will strengthen the curriculum
and allow teachers to utilize the most appropriate technology for student achievement. Professional
development takes a number of different configurations, depending on the need. Superintendent's
Conference days will have technology components embedded into curriculum work and as standalone
modules. Throughout the year all buildings have mini sessions offered in various formats. All buildings
infuse technology into all curriculum work, incorporating the most appropriate technology for the
students' needs. This allows differentiated instruction to be a part of the teaching plan. These six ISTE
standards are the backbone of all technology professional development :
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
TECHNOLOGY TIMELINE with supporting budget:
Performance measure
2011
2012
2013
2014
2015
All students will be grade level proficient in keyboarding
35%
50%
65%
80%
95%
All staff will be proficient in office productivity software- word processing
50%
60%
70%
85%
100%
All staff will be proficient in office productivity softwarespreadsheet
10%
20%
30%
40%
50%
All staff will be proficient in office productivity software- presentations
30%
45%
60%
75%
90%
All staff will be proficient in office productivity softwaredesktop publishing
5%
30%
50%
65%
85%
All students will be grade level proficient in office productivity software- word
processing
40%
50%
60%
80%
95%
All students will be grade level proficient in office productivity softwarespreadsheet
5%
15%
25%
35%
45%
All students will be grade level proficient in office productivity softwarepresentation
50%
65%
75%
90%
100%
All students will be grade level proficient in office productivity softwaredesktop publishing
5%
30%
50%
65%
85%
Active Teacher/Grade Level/ Department websites
30%
50%
65%
85%
100%
BUDGET
Chenango Forks Central Schools technology budget is comprised of the following: equipment, supplies,
software, professional development and BOCES equipment services and software. Purchases are
made utilizing NY State Contract pricing through our school business office and through the South
Central Regional Information Center (SCRIC) at BT BOCES where cost savings are realized through
volume purchasing power, and competitive bids through coordinating with other school districts.
Additional money becomes available from e-rate reimbursement for telecommunications.
Each year the Director of Technology confers with administrators, building’s Site Based Council and
SWAT to determine the purchases needed to support our technology initiatives for the school year.
During the 2011-12 school year the NYS Legislature determined that textbooks encompass both paper
and digital formats, thus allowing textbook funds to purchase the technology that distributes electronic
textbooks.
APPENDIX A
Chenango Forks Central Schools Instructional Network
Hardware Inventory 2012-2015
Building
Desktops
Laptops in
Carts
Printers
Projectors
Switches
Wireless
Access Points
Interactive
White Boards
Ipads
High School
272
30
14
44
14
10
15
99
Middle
School
207
24
9
32
7
7
25
63
Elementary
School
255
96
10
32
13
15
21
150
Appendix B
Policies, Procedures and Regulations
4526
COMPUTER USE IN INSTRUCTION
The Board of Education is committed to optimizing student learning and teaching. The Board
considers student access to a computer network, including the Internet, to be a powerful and valuable
educational and research tool, and encourages the use of computers and computer‑ related technology
in district classrooms solely for the purpose of advancing and promoting learning and teaching.
The computer network can provide a forum for learning various software applications and
through online databases, bulletin boards and electronic mail, can significantly enhance educational
experiences and provide statewide, national and global communication opportunities for staff and
students.
All users of the district’s computer network and the Internet must understand that use is a
privilege, not a right, and that use entails responsibility. The District reserves the right to control access
to the Internet for all users of its computers and network. The district my either allow or prohibit certain
kinds of online activity, or access to specific websites.
The Superintendent of Schools shall establish regulations governing the use and security of the
district's computer network. All users of the district’s computer network and equipment shall comply
with this policy and those regulations. Failure to comply may result in disciplinary action as well as
suspension and/or revocation of computer access privileges.
Regulations and handbooks, to be developed by the Superintendent will provide specific
guidance on this, as well as rules governing the use and security of the district’s computer network.
The computer coordinator will prepare in-service programs for the training and development of district
staff in computer skills, and for the incorporation of computer use in appropriate subject areas.
The Superintendent, working in conjunction with the designated purchasing agent for the
district, the computer network coordinator and the instructional materials planning committee, will be
responsible for the purchase and distribution of computer software and hardware throughout district
schools. They shall prepare and submit for the Board's approval a comprehensive multi‑ year
technology plan which shall be revised as necessary to reflect changing technology and/or district
needs.
Adoption date: August 12, 2008
BOE Revised: June 9, 2011
Computer Use In Instruction Regulation BOE Policy 4526-R
COMPUTER USE IN INSTRUCTION REGULATION
The following rules and regulations govern the use of the district's computer network system and access to the
Internet.
I. Administration
§ All student agreements to abide by district policy and regulations and student consent forms shall be kept on file
in the computer services office.
II. Internet Access
§ Students will be provided access during the instructional day in a controlled environment.
§ Students will be provided with individual accounts.
§ Students may browse the World Wide Web:
§ Students are not to interact with other individuals on social networking sites and in chat rooms.
§ Students may not read news groups.
§ Students may not construct their own web pages using district computer resources.
§ Students may have individual e-mail addresses.
§ Students are allowed to belong to mailing lists
§ A staff member will be required to monitor all of these activities.
III. Acceptable Use and Conduct
§ Access to the district's computer network is provided solely for educational purposes and research consistent
with the district's mission and goals.
§ Use of the district’s computer network is a privilege, not a right. Inappropriate use may result in the suspension
or revocation of that privilege.
§ Each individual in whose name an access account is issued is responsible at all times for its proper use.
§ All network users will be issued a login name and password. Passwords must be changed periodically.
§ Only those network users with written permission from the principal or computer network coordinator may
access the district's system from off‑ site (e.g., from home).
§ All network users are expected to abide by the generally accepted rules of network etiquette. This includes
being polite and using only appropriate language. Abusive language, vulgarities and swear words are all
inappropriate.
§ Network users identifying a security problem on the district's network must notify the appropriate teacher,
administrator or computer network coordinator. Under no circumstance should the user demonstrate the problem
to anyone other than to the district official or employee being notified.
§ Any network user identified as a security risk or having a history of violations of district computer use guidelines
may be denied access to the district's network.
IV. Prohibited Activity and Uses
The following is a list of prohibited activity concerning use of the district's computer network. Violation of any of
these prohibitions may result in discipline or other appropriate penalty, including suspension or revocation of a
user's access to the network.
§ Using the network for commercial activity, including advertising.
§ Infringing on any copyrights or other intellectual property rights, including copying, installing, receiving,
transmitting or making available any copyrighted software on the district computer network.
§ Using the network to receive, transmit or make available to others obscene, offensive, or sexually explicit
material.
§ Using the network to receive, transmit or make available to others messages that are racist, sexist, abusive or
harassing to others.
§ Using another user’s account or password.
§ Attempting to read, delete, copy or modify the electronic mail (e-mail) of other system users and deliberately
interfering with the ability of other system users to send and/or receive e-mail.
§ Forging or attempting to forge e-mail messages.
§ Engaging in vandalism. Vandalism is defined as any malicious attempt to harm or destroy district equipment or
materials, data of another user of the district’s network or of any of the entities or other networks that are
connected to the Internet. This includes, but is not limited to, creating and/or placing a computer virus on the
network.
§ Using the network to send anonymous messages or files.
§ Using the network to receive, transmit or make available to others a message that is inconsistent with the
district’s Code of Conduct.
§ Revealing the personal address, telephone number or other personal information of oneself or another person.
§ Using the network for sending and/or receiving personal messages.
§ Intentionally disrupting network traffic or crashing the network and connected systems.
§ Installing personal software or using personal disks on the district’s computers and/or network without the
permission of the appropriate district official or employee.
§ Using district computing resources for commercial or financial gain or fraud.
§ Stealing data, equipment or intellectual property.
§ Gaining or seeking to gain unauthorized access to any files, resources, or computer or phone systems, or
vandalize the data of another user.
§ Wastefully using finite district resources.
§ Changing or exceeding resource quotas as set by the district without the permission of the appropriate district
official or employee.
§ Using the network while access privileges are suspended or revoked.
§ Using the network in a fashion inconsistent with directions from teachers and other staff and generally accepted
network etiquette.
V. No Privacy Guarantee
Students using the district’s computer network should not expect, nor does the district guarantee privacy for
electronic mail (e-mail) or any use of the district’s computer network.The district reserves the right to access and
view any material stored on district equipment or any material used in conjunction with the district’s computer
network.
VI. Sanctions
All users of the district’s computer network and equipment are required to comply with the district’s policy and
regulations governing the district’s computer network. Failure to comply with the policy or regulation may result in
disciplinary action as well as suspension and/or revocation of computer access privileges.
In addition, illegal activities are strictly prohibited. Any information pertaining to or implicating illegal activity will be
reported to the proper authorities. Transmission of any material in violation of any federal, state and/or local law or
regulation is prohibited. This includes, but is not limited to materials protected by copyright, threatening or
obscene material or material protected by trade secret. Users must respect all intellectual and property rights and
laws.
VII. District Responsibilities
The district makes no warranties of any kind, either expressed or implied, for the access being provided. Further,
the district assumes no responsibility for the quality, availability, accuracy, nature or reliability of the service and/or
information provided. Users of the district’s computer network and the Internet use information at their own risk.
Each user is responsible for verifying the integrity and authenticity of the information that is used and provided.
The district will not be responsible for any damages suffered by any user, including, but not limited to, loss of data
resulting from delays, non-deliveries, misdeliveries, or service interruptions caused by its own negligence or the
errors or omissions of any user. The district also will not be responsible for unauthorized financial obligations
resulting from the use of or access to the district’s computer network or the Internet.
Further, even though the district may use technical or manual means to regulate access and information, these
methods do not provide a foolproof means of enforcing the provisions of the district policy and regulation.
Revised: Dec. 10, 2009
Internet Safety Policy Regulation
BOE Policy #4526.1-R
INTERNET SAFETY POLICY REGULATION
The following rules and regulations implement the Internet Safety Policy adopted by the Board of Education to
make safe for children the use of district computers for access to the Internet and World Wide Web.
I. Definitions
In accordance with the Children’s Internet Protection Act,
●
●
Child pornography refers to any visual depiction, including any photograph, film, video, picture or
computer or computer generated image or picture, whether made or produced by electronic, mechanical,
or other means, of sexually explicit conduct, where the production of such visual depiction involves the
use of a minor engaging in sexually explicit conduct. It also includes any such visual depiction that (a) is,
or appears to be, of a minor engaging in sexually explicit conduct; or (b) has been created, adapted or
modified to appear that an identifiable minor is engaging in sexually explicit conduct; or (c) is advertised,
promoted, presented, described, or distributed in such a manner than conveys the impression that the
material is or contains a visual depiction of a minor engaging in sexually explicit conduct.
Harmful to minors means any picture, image, graphic image file, or other visual depiction that (a) taken as
a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion; (b) depicts,
describes or represents, in a patently offensive way with respect to what is suitable for minors, an actual
or simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd
exhibition of the genitals; and (c) taken as a whole, lacks serious literary, artistic, political, or scientific
value as to minors.
II. Blocking and Filtering Measures
●
●
●
●
The Superintendent or his or her designee shall secure information about, and ensure the purchase or
provision of, a technology protection measure that blocks access from all district computers to visual
depictions on the Internet and World Wide Web that are obscene, child pornography or harmful to minors.
The district’s computer network coordinator shall be responsible for ensuring the installation and proper
use of any Internet blocking and filtering technology protection measure obtained by the district.
The computer network coordinator or his or her designee may relax the district’s Internet blocking and
filtering technology measure only for its users.
The computer network coordinator should monitor the online activities of users for whom the blocking and
filtering technology measure has been disabled or relaxed to ensure there is not access to visual
depictions that are obscene or child pornography.
III. Monitoring of Online Activities
●
●
●
●
The district’s computer network coordinator shall be responsible for monitoring to ensure that the online
activities of staff and students are consistent with the district’s Internet Safety Policy and this regulation.
He or she may inspect, copy, review, and store at any time, and without prior notice, any and all usage of
the district’s computer network for accessing the Internet and World Wide Web and direct electronic
communications, as well as any and all information transmitted or received during such use. All users of
the district’s computer network shall have no expectation of privacy regarding any such materials.
Except as otherwise authorized under the district’s Computer Network or Acceptable Use Policy, students
may use the district’s computer network to access the Internet and World Wide Web only during
supervised class time, study periods or at the school library, and exclusively for research related to their
course work.
Staff supervising students using district computers shall help to monitor student online activities to ensure
students access the Internet and World Wide Web, and/or participate in authorized forms of direct
electronic communications in accordance with the district’s Internet Safety Policy and this regulation.
·he district’s computer network coordinator shall monitor student online activities to ensure students are
not engaging in hacking (gaining or attempting to gain unauthorized access to other computers or
computer systems), and other unlawful activities.
IV. Training
●
●
●
●
●
●
The district’s computer network coordinator shall provide training to staff and students on the
requirements of the Internet Safety Policy and this regulation at the beginning of each school year.
The training of staff and students shall highlight the various activities prohibited by the Internet Safety
Policy, and the responsibility of staff to monitor student online activities to ensure compliance therewith.
The district shall provide age-appropriate instruction to students regarding appropriate online behavior.
Such instruction shall include, but not be limited to: positive interactions with others online, including on
social networking sites and in chat rooms; proper online social etiquette; protection from online predators
and personal safety; and how to recognize and respond to cyber bullying and other threats.
Students shall be directed to consult with their classroom teacher if they are unsure whether their
contemplated activities when accessing the Internet or Worldwide Web are directly related to their course
work.
Staff and students will be advised to not disclose, use and disseminate personal information about
students when accessing the Internet or engaging in authorized forms of direct electronic
communications.
Staff and students will also be informed of the range of possible consequences attendant to a violation of
the Internet Safety Policy and this regulation.
V. Reporting of Violations
●
●
●
Violations of the Internet Safety Policy and this regulation by students and staff shall be reported to the
Building Principal.
The Principal shall take appropriate corrective action in accordance with authorized disciplinary
procedures.
Penalties may include, but are not limited to, the revocation of computer access privileges, as well as
school suspension in the case of students and disciplinary charges in the case of teachers.
Revised: Dec. 10, 2009
Student Internet Form 4526-E
CHENANGO FORKS CENTRAL SCHOOLS
INTERNET ACCEPTABLE USE STUDENT CONTRACT FORM
I have read the “Chenango Forks Internet Acceptable Use Policy.” I understand it, and agree to
follow its principles. I understand that as part of the disciplinary actions I may lose Internet
and/or computer access at Chenango Forks Central School and may be subject to other
disciplinary measures and/or legal prosecution.
____________________
Student Signature
___________________
Student Name (Printed)
Dated: _____________
Adoption Date: May 16, 1996
Revised: January 13, 2005
Revised: August 12, 2008
Revised: September 04, 2012
References: BOE Policy #4526-Computer Use in Instruction
#4526.2, 1-8-09 CF BOE Adopted Policy
INTERNET ACCESS POLICY FOR EMPLOYEES
4526.2
Employees of the Chenango Forks Central School District may be issued a password and e-mail
address for use on the District’s internal network. The password and e-mail address may also allow the
individual user to access the internet from District computers. Employees should be aware that District
computer use is limited to activities supporting the educational mission of the District.
No employee of the Chenango Forks Central School District shall engage in the following during the
instructional time:
1. acceptable leisure time activities such as personal correspondence, recreational reading, game
playing, or other activities;
2. commercial activities. Online shopping or online auctions or any other purchase or sale of goods or
services over the internet may not be done on district computers during instructional time;
3. accessing, transmitting, or retransmitting material which promotes violence or advocates destruction
of property, including information concerning the manufacture of destructive devices, such as
explosives, fireworks, smoke bombs, incendiary devices or the like;
4. accessing, transmitting, or retransmitting any information which is harmful to minors or staff;
5. accessing, transmitting or retransmitting material which advocates or promotes violence or hatred
against particular individuals or groups of individuals or advocates or promotes the superiority of one
racial, ethnic or religious group over another;
6. using or possessing bootleg software. Bootleg software means any software which has been
downloaded or is otherwise in the user’s possession without the appropriate registration of the
software, including the payment of any fees owing to the owner of the software;
7. transmitting e-mail through an anonymous remailer; phishing or spam
8. committing or attempting to commit any act involving the use of the network which disrupts the
operation of the network within the School District or any network connected to the Internet, including
the use or attempted use or possession of computer viruses or so-called hacking or other unlawful
activities on line;
9. disabling or attempting to disable filtering software. However, such filtering software may be disabled
for bona fide research or other lawful purposes, when the Building Principal of the building in which
such research or other lawful activity will be conducted has given written permission to disable the
filtering software.
A violation of this policy may result not only in loss of Internet privileges, but disciplinary action to and
including termination from employment.
Adopted: January 8, 2009
Anticipated BOE Approval September, 2013
Chenango Forks Central School District
PARENT/STUDENT DIGITAL DEVICE USER AGREEMENT
PLEASE PRINT ALL INFORMATION
Student __________________________________________________________________________
Parent___________________________________________________________________________
Address _________________________________________________________________________
Home Phone ___________________________ Mobile Phone_______________________________
Work Phone ___________________________
Parent Email______________________________________________________________________
In this agreement, “we,” “us,” and “our” means the District. “You” and “your” means the parent/guardian and
student enrolled in CFCSD. The “property" is a _____________ owned by CFCSD with the following Serial
numbers: _______________________________.
Terms: You will read, understand and sign this Parent/Student Digital Device Use Agreement before taking
possession of the Property.
You will comply at all time with CFCSD’s Acceptable Use Policy, incorporated herein by reference and made a
part hereof for all purposes. Any failure to comply may terminate your rights of possession effective immediately
and the District may repossess the property. Failure to comply may also subject the student to discipline up to and
including long-term suspension in accordance with the District’s Code of Conduct.
Title: Legal title to the property is in the District and shall at all times remain in the District. Your right of
possession and use is limited to and conditioned upon your full and complete compliance with this Agreement.
Software: Any software and or applications will be installed in accordance with the CFCSD tablet procedures.
Failure to comply with the tablet procedures may terminate your rights of possession effective immediately and
the District may repossess the property. Failure to comply may also subject the student to discipline up to and
including long term suspension in accordance with the District’s Code of Conduct.
You may, however, set up wireless networks on your device for use when not on school grounds.
Loss or Damage: Accidental damage may be covered by the insurance policy secured by the District on the
property. If the damage is intentional or negligent, you are responsible for the reasonable cost of repair or its
replacement cost. On campus loss or damage must be reported immediately to administrative personnel. Offcampus loss or theft must be reported within 48 hours to the appropriate law enforcement authority. A copy of the
report filed with law enforcement must be turned into school administrators by the next school day.
Search: At all times, the device and any software installed on the device remains property of CFCSD. As such,
neither students nor parents have any expectation of privacy in the data stored on the device. District
representatives retain the right to search digital media associated with the device. This media may include but is
not limited to will include hard drive, USB storage Devices, and portable memory cards.
Repossession: If you do not fully comply in a timely manner with all terms of this Agreement, including the
timely return of the property, the District shall be entitled to declare you in default and come to your place of
residence, or other location of the property, to take possession of the property. If a transfer to another school takes
place, you will have 48 hours to return the computer.
Term of Agreement: Your right to use and possession of the property terminates not later than the last day of the
school year unless earlier terminated by the District or upon withdrawal from the District.
Appropriation: Your failure to return the property in a timely manner and the continued use of it for non-school
purposes without the District’s consent may be considered unlawful appropriation of the District‘s property and
will subject you to criminal prosecution or a civil action for recovery of the property and monetary damages or
both.
Signatures:
_______________________________________________
Parent or Guardian Signature
_______________________________________________
Student Signature
Date: __________________
Date:__________________
Asset Serial Number:_______________________________
Appendix C
Resources
The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators for
Students
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
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.
2. Communication and CollaborationStudents 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.
Students:
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.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
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.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
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.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
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.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
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.
© 2007 International Society for Technology in Education. ISTE® is a registered trademark of the International Society for Technology in
Education. World rights reserved. No part of this book may be reproduced or transmitted in any form or by any means—electronic,
mechanical, photocopying, recording, or by any information storage or retrieval system—without prior written permission from the publisher.
Contact Permissions Editor, ISTE, 175 West Broadway,
Framework for 21st Century Learning
Common Core Writing Standards
College and Career Readiness Anchor Standards for Writing
The K-5 standards on the define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by
number. The CCR and grade-specific standards are necessary complements- the former providing
broad standards, the latter providing additional specificity- that together define the skills and
understanding that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences
Responding to Literature
11. Develop personal, cultural, textual, and thematic connections within and across genres as they
respond to texts through written, digital, and oral presentations, employing a variety of media and genre
Pre-Kindergarteners:
Text Types and Purposes
1. With prompting and support, use a combination of drawing, dictating, or writing to express an opinion about a
book or topic (e.g., I like…. because…)
2. With prompting and support, use a combination of drawing, dictating, or writing to compose
informative/explanatory texts in which they name what they are writing about and supply some information about
the topic.
3. With prompting and support, use a combination of drawing, dictating, or writing to narrate a single event and
provide a reaction to what happened.
4. Not applicable to prekindergarten (begins in grade 3).
5. With guidance and support, respond to questions and suggestions and add details to strengthen illustration or
writing, as needed.
6. With guidance and support, explore a variety of digital tools to produce and publish writing; collaborate with
peers.
7. With guidance and support, participate in shared research and writing projects (e.g., explore a number of books
by a favorite author and express opinions about them).
8. With guidance and support, recall information from experiences or gather information from provided sources to
answer a question.
Range of Writing
11. Create and present a poem, dramatization, art work, or personal response to a particular author or theme
studied in class, with prompting and support as needed.
Writing Standards K–5
[W]
The following standards for K–5 offer a focus for instruction each year to help ensure that students gain
adequate mastery of a range of skills and applications. Each year in their writing, students should
demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the
development and organization of ideas, and they should address increasingly demanding content and
sources. Students advancing through the grades are expected to meet each year’s grade-specific
standards and retain or further develop skills and understandings mastered in preceding grades. The
expected growth in student writing ability is reflected both in the standards themselves and in the
collection of annotated student writing samples in Appendix C.
Kindergartners:
Grade 1 students:
Grade 2 students:
1.
Use a combination of
drawing, dictating, and writing
to compose opinion pieces in
which they tell a reader the
topic or the name of the book
they are writing about and
state an opinion or preference
about the topic or book (e.g.,
My favorite book is . . .).
1.
Write opinion pieces in
which they introduce the topic or
name the book they are writing
about, state an opinion, supply a
reason for the opinion, and
provide some sense of closure.
2.
to compose
informative/explanatory texts
in which they name what they
are writing about and supply
some information about the
topic.
2. Write
informative/explanatory texts
in which they name a topic,
supply some facts about the
topic, and provide some
sense of closure.
Kindergartners:
Grade 1 students:
1. Write opinion pieces in
which they introduce the topic
or book they are writing about,
state an opinion, supply
reasons that support the
opinion, use linking words
(e.g., because, and, also) to
connect opinion and reasons,
and provide a concluding
statement or section.
2. Write
informative/explanatory texts in
which they introduce a topic,
use facts and definitions to
develop points, and provide a
concluding statement or
section.
Grade 2 students:
3.
to narrate a single event or
several loosely linked events,
tell about the events in the
order in which they occurred,
and provide a reaction to what
happened.
3.
Write narratives in which
they recount two or more
appropriately sequenced events,
include some details regarding
what happened, use temporal
words to signal event order, and
provide some sense of closure.
3. Write narratives in which
they recount a well-elaborated
event or short sequence of
events, include details to
describe actions, thoughts, and
feelings, use temporal words to
signal event order, and provide
a sense of closure.
Production and Distribution of
Writing
4.
(Begins in grade 3)
4.
(Begins in grade 3)
4. (Begins in grade 3)
5.
With guidance and
support from adults, respond
to questions and suggestions
from peers and add details to
strengthen writing as needed.
5. With guidance and
support from adults, focus on
a topic, respond to questions
and suggestions from peers,
and add details to strengthen
writing as needed.
5. With guidance and support
from adults and peers, focus
on a topic and strengthen
writing as needed by revising
and editing.
6.
With guidance and
support from adults, explore a
variety of digital tools to
produce and publish writing,
including in collaboration with
peers.
support from adults, use a
variety of digital tools to
produce and publish writing,
including in collaboration with
peers.
6. With guidance and support
from adults, use a variety of
digital tools to produce and
publish writing, including in
7. Participate in shared
research and writing projects
(e.g., explore a number of
“how-to” books on a given
topic and use them to write a
sequence of instructions).
7. Participate in shared
(e.g., read a number of books
on a single topic to produce a
report; record science
observations).
collaboration with peers.
Research to Build and Present
Knowledge
7.
Participate in shared
(e.g., explore a number of
books by a favorite author and
express opinions about them).
8.
With guidance and
support from adults, recall
information from experiences
or gather information from
provided sources to answer a
question.
support from adults, recall
information from experiences
or gather information from
provided sources to answer a
question.
8. Recall information from
experiences or gather
information from provided
sources to answer a question.
9.
(Begins in grade 4)
Range of Writing
11. Create and/or present a
poem, dramatization, artwork,
or personal response to a
particular author or theme
studied in class, with support
as needed.
11. Create and present a poem,
dramatization, artwork or
personal response to a particular
author or theme studied in class
with support as needed.
dramatization, artwork or personal
response to a particular author or
theme studied in class with
support as needed.
1.
Write opinion pieces on
topics or texts, supporting a point
of view with reasons.
1. Introduce the topic or text
they are writing about,
state an opinion, and
create an organizational
structure that lists
reasons.
1. Write opinion pieces on topics
1.
Write opinion pieces on topics
or texts, supporting a point of
or texts, supporting a point of view
view with reasons and
with reasons and information.
information.
a.
Introduce a topic or
text
clearly,
state an opinion,
1. Introduce a topic or text
and create an organizational
clearly, state an opinion, and
structure in which ideas are
create an organizational
logically grouped to support
structure in which related
the writer’s purpose.
ideas are grouped to support
b.
Provide logically
the writer’s purpose.
2. Provide reasons that
2. Provide reasons that are
support the opinion.
3. Use linking words and
phrases (e.g., because,
therefore, since, for
example) to connect
opinion and reasons.
4. Provide a concluding
statement or section.
2.
Write
informative/explanatory texts to
examine a topic and convey ideas
and information clearly.
a.
Introduce a topic
and group related
information together;
include illustrations when
useful to aiding
comprehension.
b.
Develop the topic
with facts, definitions, and
details.
c.
Use linking words
and phrases (e.g., also,
another, and, more, but)
to connect ideas within
categories of information.
d.
Provide a
concluding statement or
section.
supported by facts and
details.
3. Link opinion and reasons
using words and phrases
(e.g., for instance, in order to,
in addition).
4. Provide a concluding
statement or section related
to the opinion presented.
ordered reasons that are
supported by facts and
details.
c.
Link opinion and
reasons using words,
phrases, and clauses (e.g.,
consequently, specifically).
d.
Provide a concluding
to the opinion presented.
2.
Write
2.
Write informative/explanatory
texts to examine a topic and convey
examine a topic and convey ideas
ideas and information clearly.
and information clearly.
a.
Introduce a topic
a.
Introduce a topic
clearly, provide a general
clearly and group related
observation and focus, and
information in paragraphs
group related information
and sections; include
logically; include formatting
formatting (e.g., headings),
(e.g., headings), illustrations,
illustrations, and multimedia
and multimedia when useful to
when useful to aiding
aiding comprehension.
comprehension.
b.
Develop the topic with
b.
Develop the topic with
facts, definitions, concrete
facts, definitions, concrete
details, quotations, or other
information and examples
information and examples
related to the topic.
related to the topic.
c.
Link ideas within and
c.
Link ideas within
across categories of
categories of information
information using words,
phrases, and clauses (e.g., in
using words and phrases
(e.g., another, for example,
contrast, especially).
also, because).
d.
Use precise language
d.
Use precise language
and domain-specific
and domain-specific
vocabulary to inform about or
vocabulary to inform about or
explain the topic.
explain the topic.
e.
e.
to the information or
to the information or
explanation presented.
3.
Write narratives to
develop real or imagined
experiences or events using
effective technique, descriptive
details, and clear event
sequences.
a.
Establish a
situation and introduce a
narrator and/or
characters; organize an
event sequence that
unfolds naturally.
b.
Use dialogue and
descriptions of actions,
thoughts, and feelings to
develop experiences and
events or show the
response of characters to
situations.
c.
Use temporal
words and phrases to
signal event order.
d.
Provide a sense
of closure.
3.
Write narratives to develop
real or imagined experiences or
events using effective technique,
descriptive details, and clear event
sequences.
1. Orient the reader by
establishing a situation and
introducing a narrator and/or
event sequence that unfolds
naturally.
2. Use dialogue and
description to develop
experiences and events or
show the responses of
characters to situations.
3. Use a variety of transitional
words and phrases to
manage the sequence of
events.
4. Use concrete words and
phrases and sensory details
to convey experiences and
events precisely.
5. Provide a conclusion that
follows from the narrated
experiences or events.
3. Write narratives to develop
real or imagined experiences or
events using effective technique,
descriptive details, and clear
event sequences.
1. Orient the reader by
establishing a situation and
introducing a narrator and/or
characters; organize an event
sequence that unfolds
naturally.
2. Use narrative techniques, such
as dialogue, description, and
pacing, to develop experiences
and events or show the
responses of characters to
situations.
3. Use a variety of transitional
words, phrases, and clauses
to manage the sequence of
events.
4. Use concrete words and
phrases and sensory details
to convey experiences and
events precisely.
5. Provide a conclusion that
Writing Standards K–5
[W]
Grade 3 students:
Grade 4 students:
Grade 5 students:
Writing
4.
With guidance and
support from adults, produce
writing in which the development
and organization are appropriate
to task and purpose. (Gradespecific expectations for writing
types are defined in standards 1–
3 above.)
4.
Produce clear and
coherent writing in which the
development and organization
are appropriate to task, purpose,
and audience. (Grade-specific
expectations for writing types are
defined in standards 1–3 above.)
4.
5.
With guidance and
support from peers and adults,
develop and strengthen writing
as needed by planning, revising,
and editing. (Editing for
conventions should demonstrate
command of Language standards
1–3 up to and including grade 3
on page 29.)
5.
With guidance and
develop and strengthen writing
as needed by planning, revising,
and editing. (Editing for
command of Language
standards 1–3 up to and
including grade 4 on page 29.)
5.
6.
6. With some guidance and
6. With some guidance and support from
With guidance and
support from adults, use
technology to produce and
publish writing (using
keyboarding skills) as well as to
interact and collaborate with
others.
support from adults, use
technology, including the
Internet, to produce and
publish writing as well as to
others; demonstrate
sufficient command of
keyboarding skills to type a
minimum of one page in a
single sitting.
Produce clear and coherent writing
in which the development and
organization are appropriate to task,
purpose, and audience. (Grade-specific
expectations for writing types are defined
in standards 1–3 above.)
a. Produce text (print or nonprint) that
explores a variety of cultures and
perspectives.
With guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting, or trying a new
approach. (Editing for conventions should
demonstrate command of Language
standards 1–3 up to and including grade
5 on page 29.)
adults, use technology, including the
Internet, to produce and publish
writing as well as to interact and
collaborate with others; demonstrate
sufficient command of keyboarding
skills to type a minimum of two pages
in a single sitting.
Knowledge
7.
Conduct short research
projects that build knowledge
about a topic.
7. Conduct short research
projects that build knowledge
through investigation of
different aspects of a topic.
8.
Recall information from
experiences or gather information
from print and digital sources;
take brief notes on sources and
sort evidence into provided
categories.
7.
Conduct short research projects
that use several sources to build
knowledge through investigation of
different aspects of a topic.
8.
Recall relevant information from
experiences or gather relevant
information from print and digital sources;
summarize or paraphrase information in
notes and finished work, and provide a list
of sources.
9.
(Begins in grade 4)
9. Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
a.
Apply grade 5 Reading
standards to literature (e.g.,
“Compare and contrast two or
more characters, settings, or
events in a story or a drama,
drawing on specific details in the
text [e.g., how characters
interact]”).
b.
standards to informational texts
(e.g., “Explain how an author
uses reasons and evidence to
support particular points in a text,
identifying which reasons and
evidence support which point[s]”).
Range of Writing
10. Write routinely over
extended time frames (time for
research, reflection, and revision)
and shorter time frames (a single
sitting or a day or two) for a
range of discipline- specific tasks,
purposes, and audiences.
10. Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) for a
range of discipline-specific tasks,
narrative, play, art work, or
personal response to a particular
author or theme studied in class.
11.
Create and present an original poem,
narrative, play, art work, or literary
critique in response to a particular
author or theme studied in class.
a. Recognize and illustrate social,
historical, and cultural features in the
presentation of literary texts.
College and Career Readiness Anchor Standards for Writing
The grades 6–12 standards on the following pages define what students should understand and be
able to do by the end of each grade. They correspond to the College and Career Readiness (CCR)
anchor standards below by number. The CCR and grade-specific standards are necessary
complements—the former providing broad standards, the latter providing additional specificity—that
together define the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly
and accurately through the effective selection, organization, and analysis of content.
3.
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
4. Produce clear and coherent writing in which the development, organization, and style are
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
7. Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter
11. Develop personal, cultural, textual, and thematic connections within and across genres as they respond to
texts through written, digital, and oral presentations, employing a variety of media and genres.
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Writing Standards 6–12
[W]
The following standards for grades 6–12 offer a focus for instruction each year to help ensure that
students gain adequate mastery of a range of skills and applications. Each year in their writing, students
should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax
to the development and organization of ideas, and they should address increasingly demanding content
and sources. Students advancing through the grades are expected to meet each year’s grade-specific
standards and retain or further develop skills and understandings mastered in preceding grades. The
expected growth in student writing ability is reflected both in the standards themselves and in the
collection of annotated student writing samples in Appendix C.
Grade 6 students:
Grade 7 students:
Grade 8 students:
1. Write arguments to support
claims with clear reasons and
relevant evidence.
a.
Introduce claim(s),
acknowledge alternate or
opposing claims, and
organize the reasons and
evidence logically.
b.
Support claim(s) with
logical reasoning and
relevant evidence, using
accurate, credible sources
and demonstrating an
understanding of the topic or
text.
c.
Use words, phrases,
and clauses to create
cohesion and clarify the
relationships among claim(s),
reasons, and evidence.
d.
Establish and
maintain a formal style.
e.
statement or section that
follows from and supports the
argument presented.
relevant evidence.
a.
Introduce claim(s),
acknowledge and
distinguish the claim(s)
from alternate or opposing
claims, and organize the
reasons and evidence
logically.
b.
Support claim(s)
with logical reasoning and
relevant evidence, using
accurate, credible sources
and demonstrating an
understanding of the topic or
text.
c.
Use words, phrases,
and clauses to create
relationships among
claim(s), counterclaims,
reasons, and evidence.
d.
Establish and
maintain a formal style.
e.
follows from and supports
the argument presented.
2. Write
2. Write informative/explanatory
2. Write
examine a topic and convey
ideas, concepts, and information
through the selection,
organization, and analysis of
relevant content.
1. Introduce a topic; organize
ideas, concepts, and
information, using
strategies such as
definition, classification,
comparison/contrast, and
cause/effect; include
graphics (e.g., charts,
tables), and multimedia
when useful to aiding
comprehension.
texts to examine a topic and
convey ideas, concepts, and
information through the selection,
organization, and analysis of
relevant content.
1. Introduce a topic clearly,
previewing what is to follow;
organize ideas, concepts,
and information, using
strategies such as definition,
classification,
comparison/contrast, and
cause/effect; include
graphics (e.g., charts,
tables), and multimedia when
useful to aiding
comprehension.
examine a topic and convey
ideas, concepts, and
information through the
selection, organization, and
analysis of relevant content.
1. Introduce a topic clearly,
previewing what is to
follow; organize ideas,
concepts, and information
into broader categories;
include formatting (e.g.,
headings), graphics (e.g.,
charts, tables), and
multimedia when useful to
aiding comprehension.
2. Develop the topic with
relevant evidence.
a.
Introduce claim(s) and
organize the reasons and evidence
clearly.
b.
Support claim(s) with clear
reasons and relevant evidence,
using credible sources and
demonstrating an understanding of
the topic or text.
c.
Use words, phrases, and
clauses to clarify the relationships
among claim(s) and reasons.
d.
Establish and maintain a
formal style.
e.
statement or section that follows
from the argument presented.
3.
4.
5.
6.
relevant facts, definitions,
concrete details,
quotations, or other
information and examples.
Use appropriate transitions
to clarify the relationships
among ideas and concepts.
Use precise language and
domain-specific vocabulary
to inform about or explain
the topic.
formal style.
follows from the information
or explanation presented.
3.
4.
5.
6.
relevant facts, definitions,
concrete details, quotations,
or other information and
examples.
Use appropriate transitions
to create cohesion and clarify
the relationships among
ideas and concepts.
to inform about or explain the
topic.
formal style.
the information or
3.
4.
5.
6.
relevant, well-chosen facts,
definitions, concrete
information and examples.
Use appropriate and varied
transitions to create
relationships among ideas
and concepts.
to inform about or explain
the topic.
formal style.
the information or
(continued)
3.
Write narratives to
develop real or imagined
experiences or events using
effective technique, relevant
descriptive details, and wellstructured event sequences.
1. Engage and orient the
reader by establishing a
context and introducing a
narrator and/or
3. Write narratives to develop real or 3. Write narratives to develop real or
imagined experiences or events
using effective technique, relevant
1. Engage and orient the reader
by establishing a context and
point of view and introducing
a narrator and/or characters;
organize an event sequence
imagined experiences or events
using effective technique, relevant
1. Engage and orient the reader
by establishing a context and
point of view and introducing
a narrator and/or characters;
organize an event sequence
2.
3.
4.
5.
event sequence that
unfolds naturally and
logically.
Use narrative techniques,
such as dialogue, pacing,
and description, to
develop experiences,
events, and/or
characters.
Use a variety of transition
words, phrases, and
clauses to convey
sequence and signal
shifts from one time
frame or setting to
another.
Use precise words and
phrases, relevant
descriptive details, and
sensory language to
convey experiences and
events.
Provide a conclusion that
2.
3.
4.
5.
that unfolds naturally and
logically.
and description, to develop
experiences, events, and/or
characters.
to convey sequence and
signal shifts from one time
frame or setting to another.
phrases, relevant descriptive
details, and sensory
language to capture the
action and convey
experiences and events.
follows from and reflects on
the narrated experiences or
events.
2.
3.
4.
5.
that unfolds naturally and
logically.
description, and reflection, to
develop experiences, events,
and/or characters.
to convey sequence, signal
shifts from one time frame or
setting to another, and show
the relationships among
phrases, relevant descriptive
details, and sensory
language to capture the
action and convey
follows from and reflects on
the narrated experiences or
events.
Writing
4. Produce clear and
development, organization,
and style are appropriate to
task, purpose, and audience.
(Grade-specific expectations
for writing types are defined in
standards 1–3 above.)
a. Produce text (print or
nonprint) that explores a
variety of cultures and
4.
Produce clear and
development, organization, and
style are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing
3 above.)
a. Produce text (print or nonprint)
that explores a variety of cultures
and perspectives.
4.
Produce clear and
development, organization, and
style are appropriate to task,
purpose, and audience. (Gradespecific expectations for writing
3 above.)
a. Produce text (print or nonprint)
that explores a variety of cultures
and perspectives.
perspectives.
5.
5.
With some guidance
and support from peers and
adults, develop and
strengthen writing as needed
by planning, revising, editing,
rewriting, or trying a new
approach. (Editing for
conventions should
demonstrate command of
Language standards 1–3 up
to and including grade 6 on
page 53.)
6. Use technology, including the
Internet, to produce and
publish writing as well as to
others; demonstrate sufficient
command of keyboarding skills
to type a minimum of three
pages in a single sitting.
With some guidance and
develop and strengthen writing as
needed by planning, revising,
approach, focusing on how well
purpose and audience have been
addressed. (Editing for
on page 53.)
6.
Use technology, including the
writing and link to and cite
sources as well as to interact and
collaborate with others, including
linking to and citing sources.
5.
With some guidance and
develop and strengthen writing as
needed by planning, revising,
approach, focusing on how well
purpose and audience have been
addressed. (Editing for
on page 53.)
6. Use technology, including the
writing and present the
relationships between information
and ideas efficiently as well as to
others.
Knowledge
7.
Conduct short research
projects to answer a question,
drawing on several sources and
refocusing the inquiry when
appropriate.
7. Conduct short research projects to
8.
8. Gather relevant information from
Gather relevant
information from multiple print
and digital sources; assess the
credibility of each source; and
quote or paraphrase the data
and conclusions of others while
avoiding plagiarism and
providing basic bibliographic
information for sources.
9.
Draw evidence from
literary or informational texts
to support analysis,
reflection, and research.
a.
“Compare and contrast texts in
different forms or genres [e.g.,
stories and poems; historical
novels and fantasy stories] in
terms of their approaches to
similar themes and topics”).
b.
standards to literary nonfiction
(e.g., “Trace and evaluate the
argument and specific claims in
a text, distinguishing claims that
are supported by reasons and
evidence from claims that are
not”).
answer a question, drawing on
several sources and generating
additional related, focused
questions for further research and
investigation.
7. Conduct short research projects
to answer a question (including a
self-generated question), drawing
on several sources and
generating additional related,
focused questions that allow for
multiple avenues of exploration.
8. Gather relevant information from
multiple print and digital sources,
using search terms effectively;
assess the credibility and accuracy
of each source; and quote or
paraphrase the data and
conclusions of others while
avoiding plagiarism and following a
standard format for citation.
multiple print and digital sources,
using search terms effectively;
assess the credibility and
accuracy of each source; and
quote or paraphrase the data and
conclusions of others while
avoiding plagiarism and following
a standard format for citation.
9.
9.
Draw evidence from literary
or informational texts to support
analysis, reflection, and research.
a.
“Compare and contrast a
fictional portrayal of a time,
place, or character and a
historical account of the same
period as a means of
understanding how authors of
fiction use or alter history”).
b.
standards to literary nonfiction
(e.g. “Trace and evaluate the
argument and specific claims
in a text, assessing whether
the reasoning is sound and the
evidence is relevant and
sufficient to support the
claims”).
Draw evidence from
literary or informational texts to
support analysis, reflection, and
research.
a.
standards to literature (e.g., “Analyze
how a modern work of fiction draws
on themes, patterns of events, or
character types from myths,
traditional stories, or religious works
such as the Bible, including
describing how the material is
rendered new”).
b.
standards to literary
nonfiction (e.g., “Delineate
and evaluate the argument
and specific claims in a text,
assessing whether the
reasoning is sound and the
evidence is relevant and
sufficient; recognize when
irrelevant evidence is
introduced”).
Range of Writing
10. Write routinely over
extended time frames (time
for research, reflection, and
revision) and shorter time
frames (a single sitting or a
day or two) for a range of
discipline-specific tasks,
10. Write routinely over extended time 10. Write routinely over extended
frames (time for research,
time frames (time for research,
reflection, and revision) and shorter
reflection, and revision) and
time frames (a single sitting or a
shorter time frames (a single
day or two) for a range of
sitting or a day or two) for a range
discipline-specific tasks, purposes,
of discipline-specific tasks,
and audiences.
11. Create and present a text or
art work in response to literary
work.
a. Develop a perspective
or theme supported by
relevant
details.
b. Recognize and
illustrate social, historical,
and cultural
features in the
presentation of literary texts.
11. Create a presentation, art work, or
text in response to a literary work
with a commentary that identifies
connections.
a. Make deliberate, personal,
cultural, textual, and thematic
connections across genres.
b. Create poetry, stories, plays, and
other literary forms
(e.g. videos, art work).
11.
Create a presentation, art work,
or text in response to a literary
work with a commentary that
identifies connections and
explains divergences from the
original.
a. Make well-supported personal,
cultural, textual, and thematic
connections across genres.
b. Create poetry, stories, plays,
and other literary forms (e.g.
videos, art work).
c. Create poetry, stories,
plays, and other literary forms
Writing Standards 6–12
[W]
The CCR anchor standards and high school grade-specific standards work in tandem to define college
and career readiness expectations—the former providing broad standards, the latter providing additional
specificity.
Grades 9–10 students:
1. Write arguments to support claims in an analysis
of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence. Explore and
inquire into areas of interest to formulate an
argument.
a.
Introduce precise claim(s), distinguish
the claim(s) from alternate or opposing
claims, and create an organization that
establishes clear relationships among
claim(s), counterclaims, reasons, and
evidence.
b.
Develop claim(s) and counterclaims
fairly, supplying evidence for each while
pointing out the strengths and limitations of
both in a manner that anticipates the
audience’s knowledge level and concerns.
c.
Use words, phrases, and clauses to
link the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons, between
reasons and evidence, and between claim(s)
and counterclaims.
d.
Establish and maintain a formal style
and objective tone while attending to the
norms and conventions of the discipline in
which they are writing.
e.
Provide a concluding statement or
section that follows from and supports the
argument presented.
1.
Write arguments to support claims in an
analysis of substantive topics or texts, using valid
Explore and inquire into areas of interest to formulate
an argument.
a.
Introduce precise, knowledgeable claim(s),
establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing
claims, and create an organization that logically
sequences claim(s), counterclaims, reasons, and
evidence.
b.
Develop claim(s) and counterclaims fairly
and thoroughly, supplying the most relevant
evidence for each while pointing out the strengths
and limitations of both in a manner that
anticipates the audience’s knowledge level,
concerns, values, and possible biases.
c.
Use words, phrases, and clauses as well
as varied syntax to link the major sections of the
text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons
and evidence, and between claim(s) and
counterclaims.
d.
Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
e.
Provide a concluding statement or section
that follows from and supports the argument
presented.
2.
Write informative/explanatory texts to
examine and convey complex ideas, concepts,
and information clearly and accurately through
the effective selection, organization, and analysis
of content.
a.
Introduce a topic; organize complex
ideas, concepts, and information to make
important connections and distinctions;
include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b.
Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations, or
other information and examples appropriate
to the audience’s knowledge of the topic.
c.
Use appropriate and varied transitions
to link the major sections of the text, create
cohesion, and clarify the relationships among
complex ideas and concepts.
d.
Use precise language and domainspecific vocabulary to manage the complexity
of the topic.
e.
Establish and maintain a formal style
and objective tone while attending to the
norms and conventions of the discipline in
which they are writing.
f.
Provide a concluding statement or
section that follows from and supports the
information or explanation presented (e.g.,
articulating implications or the significance of
the topic).
2. Write informative/explanatory texts to examine
and convey complex ideas, concepts, and information
clearly and accurately through the effective selection,
organization, and analysis of content.
a.
Introduce a topic; organize complex ideas,
concepts, and information so that each new
element builds on that which precedes it to create
a unified whole; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
b.
Develop the topic thoroughly by selecting
the most significant and relevant facts, extended
definitions, concrete details, quotations, or other
information and examples appropriate to the
audience’s knowledge of the topic.
c.
Use appropriate and varied transitions and
syntax to link the major sections of the text,
create cohesion, and clarify the relationships
among complex ideas and concepts.
d.
Use precise language, domain-specific
vocabulary, and techniques such as metaphor,
simile, and analogy to manage the complexity of
the topic.
e.
Establish and maintain a formal style and
objective tone while attending to the norms and
conventions of the discipline in which they are
writing.
f.
Provide a concluding statement or section
that follows from and supports the information or
explanation presented (e.g., articulating
implications or the significance of the topic).
Text Types and Purposes (continued)
3. Write narratives to develop real or imagined
3. Write narratives to develop real or imagined
experiences or events using effective technique,
well-chosen details, and well-structured event
sequences.
a.
Engage and orient the reader by setting
out a problem, situation, or observation,
establishing one or multiple point(s) of view,
and introducing a narrator and/or characters;
create a smooth progression of experiences or
events.
b.
Use narrative techniques, such as
dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences,
events, and/or characters.
c.
Use a variety of techniques to
sequence events so that they build on one
another to create a coherent whole.
d.
Use precise words and phrases,
telling details, and sensory language to convey
a vivid picture of the experiences, events,
setting, and/or characters.
e.
Provide a conclusion that follows from
and reflects on what is experienced, observed,
or resolved over the course of the narrative.
f.
Adapt voice, awareness of audience,
and use of language to accommodate a
variety of cultural contexts.
experiences or events using effective technique,
well-chosen details, and well-structured event
sequences.
a.
Engage and orient the reader by setting
out a problem, situation, or observation and its
significance, establishing one or multiple point(s)
of view, and introducing a narrator and/or
characters; create a smooth progression of
b.
Use narrative techniques, such as
dialogue, pacing, description, reflection, and
multiple plot lines, to develop experiences,
events, and/or characters.
c.
Use a variety of techniques to sequence
events so that they build on one another to
create a coherent whole and build toward a
particular tone and outcome (e.g., a sense of
mystery, suspense, growth, or resolution).
d.
Use precise words and phrases, telling
details, and sensory language to convey a vivid
picture of the experiences, events, setting,
and/or characters.
e.
Provide a conclusion that follows from
and reflects on what is experienced, observed,
or resolved over the course of the narrative.
f.
Adapt voice, awareness of audience, and
use of language to accommodate a variety of
cultural contexts.
4. Produce clear and coherent writing in which
4.
the development, organization, and style are
(Grade-specific expectations for writing types are
defined in standards 1–3 above.)
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in
standards 1–3 above.)
5.
5.
Develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is
most significant for a specific purpose and
audience. (Editing for conventions should
demonstrate command of Language standards 1–
3 up to and including grades 9–10 on page 55.)
6.
Use technology, including the Internet, to
produce, publish, and update individual or shared
writing products, taking advantage of technology’s
capacity to link to other information and to display
information flexibly and dynamically.
Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
(Editing for conventions should demonstrate
command of Language standards 1–3 up to and
including grades 11–12 on page 55.)
6. Use technology, including the Internet, to
produce, publish, and update individual or shared
writing products in response to ongoing feedback,
including new arguments or information.
Conduct short as well as more sustained
research projects to answer a question (including a
self-generated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
a. Explore topics dealing with different cultures
and world viewpoints.
7.
Conduct short as well as more sustained
research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or
broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating
understanding of the subject under investigation.
8.
8. Gather relevant information from multiple
7.
Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each
source in answering the research question; integrate
information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard
format for citation.
a. Explore topics dealing with different cultures
and world viewpoints.
authoritative print and digital sources, using
advanced searches effectively; assess the strengths
and limitations of each source in terms of the task,
purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one
source and following a standard format for citation.
(continued)
9.
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
a.
Apply grades 9–10 Reading standards to
literature (e.g., “Analyze how an author draws on
and transforms source material in a specific work
[e.g., how Shakespeare treats a theme or topic
from Ovid or the Bible or how a later author draws
on a play by Shakespeare]”).
b.
literary nonfiction (e.g., “Delineate and evaluate
the argument and specific claims in a text,
assessing whether the reasoning is valid and the
evidence is relevant and sufficient; identify false
statements and fallacious reasoning”).
9.
Draw evidence from literary or informational texts to
support analysis, reflection, and research.
a.
literature (e.g., “Demonstrate knowledge of
eighteenth-, nineteenth- and early-twentieth-century
foundational works of American literature, including
how two or more texts from the same period treat
similar themes or topics”).
b.
literary nonfiction (e.g., “Delineate and evaluate the
reasoning in seminal U.S. texts, including the
application of constitutional principles and use of
legal reasoning [e.g., in U.S. Supreme Court Case
majority opinions and dissents] and the premises,
purposes, and arguments in works of public
advocacy [e.g., The Federalist, presidential
addresses]”).
Range of Writing
10. Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks,
10. Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of tasks,
11. Create literary texts that demonstrate
11. Create interpretive and responsive texts to
knowledge and understanding of a wide
demonstrate knowledge and a sophisticated
variety of texts of recognized literary merit.
understanding of the connections between life and the
a. Engage in a wide range of prewriting
literary work.
experiences, such as using a variety of visual
a. Engage in using a wide range of prewriting strategies,
representations, to express personal, social,
such as visual representations and the
and cultural connections and insights.
creation of factual and interpretive questions, to
b. Identify, analyze, and use elements
express personal, social and cultural
and techniques of various genres of literature.
connections and insights.
c. Develop critical and interpretive texts
b. Identify, analyze, and use elements and techniques of
from more than one perspective, including
various genres of literature, such as
historical and cultural.
allegory, stream of consciousness, irony, and
d. Create poetry, stories, plays, and other
ambiguity, to affect meaning.
literary forms (e.g. videos, artwork).
c. Develop innovative perspectives on texts, including
historical, cultural, sociological, and
psychological contexts.
d. Create poetry, stories, plays, and other literary forms
Chenango Forks School District
Bring your Own Digital Device Procedures
and Information
The focus of the digital device program at Chenango Forks School District is
to provide tools and resources to the 21st Century Learner. Excellence in education
requires that technology is seamlessly integrated throughout the educational
program. Increasing access to technology is essential for the future, and one of
the learning tools of these 21st Century students is a digital device. The individual
use of a digital device is a way to empower students to maximize their full
potential and to prepare them for college and the workplace.
Learning results from continuous dynamic interaction among students,
educators, parents and the extended community. Technology immersion does not
diminish the vital role of the teacher. To the contrary, it transforms the teacher
from a director of learning to a facilitator of learning. Effective teaching and
learning with digital devices integrates technology into the curriculum anytime,
anyplace.
The procedures and information within this document apply to all digital
devices used at Chenango Forks School District, including any other device
considered by the administration to come under this procedure. Teachers may set
additional requirements for use in their classroom.
Table of Contents
Overview
Bringing Your Own Device
General Precautions
Using Your Digital Device at School
Digital devices Left at Home
Charging Your Digital Device’s Battery
Screensavers
Inspection
Software on Digital Devices
Sound, Music, Games or Programs
Procedure for Re-loading Software
Software Upgrades
Acceptable Use
Digital Device Care
Legal Propriety
Student Discipline
Repairs
Student Pledge for Digital Device Use
Student/Parent CopyChenango Forks School District
Overview
Bringing Your Own Device
Bringing your own device will be discussed during a Parent/Guardian Orientation.
Parents/guardians and students must sign and return copies of the Bring Your Own
Digital Device Student Pledge, and Acceptable Use documents before the digital
device can be used at Chenango Forks Schools.
The student will be responsible for any damage to the digital device. Chenango
Forks Central Schools will not be held responsible in any capacity for physical
damage, loss or theft of any personally-owned device.
Chenango Forks Schools will not be held responsible for any damage that may
occur as a result of connecting to the network or any electrical power source.
The parents/guardians of any student bringing personal technology to school are
responsible for and will be required to reimburse the School District for any
damage that their child may cause through the use of wireless network with
his/her personally-owned device.
General Precautions
● All users will follow this policy and the Acceptable Use Policy for technology.
● Cords and cables must be inserted carefully into the digital device to prevent
damage.
● Digital devices must never be left in an unlocked locker, unlocked car or any
unsupervised area.
● Students are responsible for keeping their digital device battery charged for
school each day.
Using Your Digital Device at School
Digital devices are intended for use at school each day. In addition to teacher
expectations for digital device use, school messages, announcements, calendars
and schedules may be accessed using the digital device. Students must be
responsible to bring their digital device to all classes, unless specifically instructed
not to do so by their teacher.
Digital devices Left at Home
If students leave their digital device at home, they are responsible for getting the
course work completed as if they had their digital device present.
Charging Your Digital Device’s Battery
Digital devices must be brought to school each day in a fully charged condition.
Screensavers
● Inappropriate media may not be used as a screensaver or background
photo. This includes any media that violates the Code of Conduct as found
on the CFSD website.
Inspection
Students may be selected at random to provide their digital device for inspection.
Software on Digital Devices
Sound, Music, Games or Programs
● Appropriate music/games/apps/programs are allowed to be used in school
on the digital device for educational purposes and can be used as
determined by the teacher.
● Student use of a personally-owned device must support the instructional
activities currently occurring in the school environment.
● From time to time the school may need to add software applications for use
in a particular course. The licenses for this software require that the
software be deleted from digital devices at the completion of the course.
● Chenango Forks Central School District may require the installation of
certain software to be in compliance with district policies.
Procedure for Re-loading Software
Students are responsible for technical difficulties and re-loading software on the
device. The school does not accept responsibility for the loss of any software or
documents deleted due to a re-format and re-image.
Software Upgrades
Upgrade versions of licensed software/apps are available from time to time.
Students may be required to check in their digital devices for periodic updates and
syncing.
Acceptable Use
The use of the Chenango Forks School District’s technology resources is a
privilege, not a right. This technology extends beyond the physical devices
including but not limited to, wireless internet, apps and software. The privilege of
using the technology resources provided by the Chenango Forks School District is
not transferable or extendible by students to people or groups outside the district
and terminates when a student is no longer enrolled in the Chenango Forks
School District. This document is provided to make all users aware of the
responsibilities associated with efficient, ethical, and lawful use of technology
resources. If a person violates any of the user terms and conditions named in this
document, privileges may be terminated, access to the school district technology
resources may be denied, and the appropriate disciplinary action shall be applied.
The Chenango Forks School District’s Acceptable Use Policy as well as the Student
Handbook shall be applied to student infractions.
Devices with recording capability must not be used to impinge upon the privacy of
students and staff.
Violations may result in disciplinary action up to and including
suspension/expulsion for students. When applicable, law enforcement
agencies may be involved.
Parent/Guardian Responsibilities
● Talk to your children about values and the standards that your children
should follow on the use of the Internet just as you do on the use of all
media information sources such as television, telephones, movies, and radio.
Student Responsibilities
● Students should always turn off and secure their digital device after they are
done working to protect their work and information.
Digital Device Care
Students will be held responsible for maintaining their individual digital devices
and keeping them in good working order. Students will be responsible for damages
to their digital devices.
● Digital device batteries must be charged and ready for school each day.
● Personal digital devices that are stolen or lost at school must be reported
immediately to the Main Office of applicable building.
● Never leave the device unattended.
● Handle with care. Extreme heat and cold will damage the device.
● Care should be taken when cleaning the device. Only static free soft cloths
should be used. No solvents or solutions should be used.
Legal Propriety
● Comply with trademark and copyright laws and all license agreements.
Ignorance of the law is not immunity. If you are unsure, ask a teacher or
parent.
● Plagiarism is a violation of the Chenango Forks School District Code of
Conduct. Give credit to all sources used, whether quoted or summarized.
This includes all forms of media on the Internet, such as graphics, movies,
music, and text.
Use or possession of hacking software is strictly prohibited and violators will be
subject to disciplinary action. Violation of applicable state or federal law will result
in criminal prosecution and/or disciplinary action by the District.
Student Discipline
If a student violates any part of the above policy, he or she will be subject to
consequences as listed in the Acceptable Use Policy and Chenango Forks School
District Student Handbook.
Repairs
Students will be financially responsible for damages to their digital devices.
Repairs will not be handled by the Chenango Forks School District.
● I will take good care of my digital device.
● I will never leave my digital device unattended.
● I will never loan out my digital device to other individuals.
● I will know where my digital device is at all times.
● I will charge my digital device’s battery daily.
● I will keep food and beverages away from my digital device since they may
cause damage to the device.
● I will use my digital device in ways that are appropriate, meet Chenango
Forks School District expectations, and are educational.
● I understand that my digital device is subject to inspection at any time
without notice.
● I will follow the information outlined in the Bring Your Own Digital Device
Procedures, the Acceptable Use Policy and the Code of Conduct while at
school, as well as outside the school day.
● I will file a police report in case of theft, vandalism, and other acts as
well as report it to the Chenango Forks School District.
● I will be financially responsible for all damage or loss.
● I understand the use of the digital device in class is for educational
purposes.
I agree to the stipulations set forth in the above document
Student Name (please print): ______________________________
Student Signature: ____________________________ Date: _________
Parent/Guardian Name (please print): _________________________
Parent/Guardian Signature: _____________________Date: ___________
Student/Parent Copy
● I will take good care of my digital device.
● I will never leave my digital device unattended.
● I will never loan out my digital device to other individuals.
● I will know where my digital device is at all times.
● I will charge my digital device’s battery daily.
● I will keep food and beverages away from my digital device since they may
cause damage to the device.
● I will use my digital device in ways that are appropriate, meet Chenango
Forks School District expectations, and are educational.
● I understand that my digital device is subject to inspection at any time
without notice.
● I will follow the information outlined in the Bring Your Own Digital Device
Procedures, the Acceptable Use Policy and the Code of Conduct while at
school, as well as outside the school day.
● I will file a police report in case of theft, vandalism, and other acts as
well as report it to the Chenango Forks School District.
● I will be financially responsible for all damage or loss.
● I understand the use of the digital device in class is for educational
purposes.
I agree to the stipulations set forth in the above document
Student Name (please print): ______________________________
Student Signature: ____________________________ Date: _________
Parent/Guardian Name (please print): _________________________
Parent/Guardian Signature: _____________________Date: ___________
Chenango Forks School District Copy

Chenango Forks Central School District Instructional Technology

Transcription

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