Five Year Technology Plan/ Smart Schools Investment Plan

Transcription

CENTRAL SCHOOL DISTRICT
5
Five Year Technology Plan/
Smart Schools Investment Plan
2014-2018
Updated June 2016
w w w. s c h a l m o n t . o r g
2
Superintendent
Dr. Carol A. Pallas
Business Administrator
Five Year Technology Plan 2 0 1 4 - 2 0 1 8
TABLE OF CONTENTS
DISTRICT INFORMATION, MISSION, VISION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
INTRODUCTION/RATIONALE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Joseph Lenz
THE CASE FOR 21ST CENTURY COMPETENCIES. . . . . . . . . . . . . . . . . . . . . . . . . 5
Director of Curriculum
DEFINITION OF THE FIVE SUPPORT SYSTEMS. . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Bronson Knaggs
21ST CENTURY STUDENT OUTCOMES & SUPPORT SYSTEMS . . . . . . . . . . . . . . . 8
Board of Education
21ST CENTURY SKILLS OUTCOMES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Michael Pasquarella
President
21ST CENTURY SYSTEMS ALIGNMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
John DiCocco
Vice President
Joseph Amoroso
Gregory Campoli
Amelia Hallam
Robert Sheehan
Kevin Thompson
ISTE-NETS & MILE GUIDE CONSIDERATION FOR DISTRICT TECHNOLOGY PLAN. . 11
STRATEGIC OBJECTIVES & STUDENT OUTCOMES. . . . . . . . . . . . . . . . . . . . . . . 17
GOALS FOR INSTRUCTIONAL TECHNOLOGY PLAN
• Goal 1: Educational Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
• Goal 2: Learning Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
• Goal 3: Professional Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
• Goal 4: Educational Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
• Goal 5: Partnerships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
• Goal 6: Policymaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
STUDENT STANDARDS & SKILLS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
EXAMPLES OF 21ST CENTURY SKILLS IN THE CLASSROOM . . . . . . . . . . . . . . . 28
TECHNOLOGY “AT A GLANCE” BY GRADE LEVEL. . . . . . . . . . . . . . . . . . . . . . . . 30
TECHNOLOGY INFRASTRUCTURE EXPANSION & PURCHASES . . . . . . . . . . . . . . 43
APPENDICES
• Appendix A: Technology Infrastructure Timeline . . . . . . . . . . . . . . . . . . . . . . 50
• Appendix B: Associated Board of Education Policies 7315, 7316, 7317. . . . 60
Schalmont Central School District
4 Sabre Drive • Schenectady, New York 12306
Telephone: (518) 355-6200 • Fax: (518) 355-9203
www.schalmont.org
Produced in cooperation with the Capital Region BOCES Communications Service. Updated May 2015.
3
District Information
The Schalmont Central School District
spans across five towns and three counties
to serve approximately 1,800 students in
kindergarten through twelfth grade. The
district is home to three school buildings—
Jefferson Elementary School, Schalmont
Middle School and Schalmont High School.
declining enrollment, decreasing revenues
and increasing costs. At the same time, the
percentage increase of the school tax levy
has been reduced. The district has remained
at or under its tax levy limit for the past
several years.
Schalmont At-A-Glance
• Student enrollment: 1,815
Jefferson is a large building, split into two
houses—one for grades K-2 and one for
grades 3-4. The middle school comprises
grades 5-8, and is located on the same
campus as the high school, which serves
grades 9-12.
• Teachers: 188
Students consistently meet or exceed state
standards for academic performance. In
2014, Schalmont ranked 14th out of 85
area school districts in the Albany-based
Business Review’s annual school district
rankings. In 2005, the district was ranked
49th.
• In 2015, 95.5 percent of Schalmont High School graduates earned a Regents diploma,
and 87 percent went on to attend a two- or four-year college.
While academics are at the heart of
education, students also have access to
a variety of extracurricular programs that
expand the learning experience beyond the
classroom and offer unique, creative outlets
for expression.
Schalmont produces scholar-athlete teams,
accomplished artists, award-winning
musicians and civic-minded youth who
volunteer their time to help community
members in need.
In return, Schalmont has enjoyed the support
of active, involved parents, businesses
and residents who have been instrumental
in developing and maintaining a strong
instructional program.
In recent years, district officials have
made difficult decisions and initiated a
variety of cost-saving measures, including
closing two elementary schools, to address
• Support staff: 217
• Administrators: 11
• 2014-15 Budget: $45,797,561
• In addition to the state-required core curriculum, students have access to a preengineering program, Career and Technical Education pathway, and more than 20 honors,
advanced placement and college-level courses.
• As part of a $9.7 million capital project, approved by voters in 2007, high school
students have access to a state-of-the-art multimedia suite featuring 21st-century courses
integrating technology in a project-based learning environment.
• The district is fortunate to operate the grant-funded Schalmont Teachers Institute, which
is largely responsible for providing professional development activities.
• Students are led by a talented and experienced management team as well as a cadre of
highly involved instructional staff.
Mission Statement
The staff and community of Schalmont Central School District will provide
programs, resources and facilities to foster a positive learning environment.
Each individual will be encouraged and assisted to grow emotionally,
intellectually, physically, and socially to meet the challenges of the future.
Vision Statement
We strive to provide educational opportunities that will engage every student
and build capacity in order to prepare students with the necessary 21st
century competencies to compete and excel in a complex, evolving, and
interconnected world.
4
Introduction: Rationale
To succeed in the 21st century and
an evolving and increasingly complex and
globalized economic environment students
must possess the skills and knowledge to
become career and college ready.
Following guidance from the Partnership
for 21st Century Skills Organization and
using the International Standards for
Technology in Education, the Schalmont
Central School District Technology
Committee has developed a comprehensive
global communications and technology plan
for implementation over the next five years.
While the plan is a roadmap for our
work with students over the next five years,
it will be continuously updated based on
implementation, feedback, and the evolving
nature of technology in our world. In this
way the plan becomes a framework upon
which a culture of learning and technology
integration will live, grow, and thrive at
Schalmont.
The Partnership for 21st Century Skills
has emerged as the leading advocacy
organization focused on infusing 21st
Century skills in education. The Partnership
encourages schools and districts to
bring together a team from the business
community, education leadership, and
other community stakeholders to define a
powerful vision for 21st Century education
that ensures every child’s success as
citizens and workers in the 21st Century.
The Schalmont Central School District
Technology Committee, comprised of
stakeholders from the recommended areas,
has worked over the course of a year and
a half to research, plan, and develop a
technology plan that will bring us well into
the 21st Century.
“This plan will
serve as a
framework upon
which a culture
of learning
and technology
integration will live,
grow and thrive at Schalmont.”
—Superintendent Dr. Carol Pallas
DISTRICT TECHNOLOGY COMMITTEE
The district’s
26-member
technology committee
was established in
February 2013 to
review the district’s
existing technology
plan, research
requirements
to support next
generation,
computer-based
assessments and
design a technological
framework around
the educational shifts
associated with the
state’s new learning
standards.
Imran Abbasi, High School Principal
Chase Campbell, High School Teacher
Rachel Cardinal, Student
Anthony Cassale, High School Teacher
Kennedy Cronk, Student
Michael Della Villa, Board of Education Member
Walter Dixon, Community Member
Debbie Falcone, Data Information Specialist
Linda Fasano, Middle School Librarian
Carrie Fiske, Jefferson Teacher
Steve Frank, Community Member
John George, Middle School Teacher
Joby Gifford, Jefferson Principal
Taylor Gould, Student
Benjamin Harrington, Community Member
Lori Hurley, Middle School Teacher
Gabrielle Juers, Student
Bronson Knaggs Director of Curriculum
Joe Lenz, Business Administrator
Terri McCreadie, Network Administrator
Danielle Motyka, Student
Angelo Santabarbara, Community Member
Ann Schulman, High School Teacher
Sarah Scotti, Jefferson Teacher
Kevin Stearns, Student
Wendy Stearns, High School Teacher
5
The Case for 21st Century Competencies
The success of U.S. education
in the 21st Century depends upon
student acquisition of 21st Century
skills because:
1. EDUCATION IS CHANGING:
We can no longer claim that the U.S.
educational results are unparalleled.
Students around the world outperform
American students on assessments that
measure 21st Century skills. Today’s
teachers need better tools to address this
growing problem.
2. COMPETITION IS CHANGING
INTERNATIONALLY:
Innovation and creativity no longer set
U.S. education apart. Innovators around
the world rival Americans in breakthroughs
that fuel economic competitiveness.
3. THE WORKPLACE, JOBS, AND
SKILL DEMANDS ARE CHANGING:
Today every student, whether he/
she plans to go on to a four-year college,
trade school, entry-level job requires 21st
Century skills to succeed. We need to
ensure that all students are qualified to
succeed in work and life in this new global
economy. [http://www.p21.org]
Next Generation Assessments
The technology committee also considered the requirements associated
with next generation assessments and computer-based testing. New York
State is a cooperating state in the new Partnership for Assessment of
Readiness for College and Careers (PARCC) next generation Computer Based
Assessments (CBAs). Presently, NYS is field testing these assessments
and Schalmont CSD is taking part in these field tests at the Middle School
level. Although the Board of Regents has not yet determined whether to
adopt the PARCC assessments when they are available, we do know that
both the NYS and PARCC assessments will be implemented with the support
of technology. As indicated by the State Education Department in a memo
to school districts dated January 2013, “It is advisable that school and
districts aspire to the capacity to administer computer-based assessment
simultaneously to all students in a single tested grade within elementary,
middle, or high school grade span.” In following this advice, the Schalmont
CSD has conducted an audit of our current infrastructure and technological
compatibility using the PARCC assessment administration capacity planning
tool to meet recommended PARCC requirements. These specifications and
recommendations are delineated in Appendix A: Technology Expansions,
Purchases & Timeline.
6
Definition of the Five Support Systems
All 21st Century skills initiatives
must focus on the integration
of support systems to meet the
needs of the 21st Century learner.
These support systems revolve
around five components:
1.Standards
2.Assessment
3.Curriculum and Instruction
4.Professional Development
5.Learning Environment
The Schalmont Central School District recognizes that it
will take an aligned, comprehensive approach across several
support systems to help children develop the cognitive,
academic, emotional, and physical competencies they will need
to succeed in 21st Century life.
1. Standards
• Focus on 21st century skills, content knowledge,
and expertise.
• Build understanding across and among core
subjects as well as 21st century interdisciplinary
themes.
• Emphasize deep understanding rather than shallow
knowledge
• Engage students with real world data, tools, and
experts they will encounter in college, on the
job, and in life; students learn best when actively
engaged in solving meaningful problems.
• Allow for multiple measures of mastery.
2. Assessment
• Supports a balance of assessment, including
high quality high standardized testing along with
effective, formative, and summative classroom
assessments.
• Emphasizes useful feedback on student
performance that is embedded into everyday
learning.
• Requires a balance of technology enhanced,
formative, and summative assessments that
measure student mastery of 21st century skills.
• Enables development of portfolios of student work
that demonstrate mastery of 21st century skills to
educators and prospective employers.
• Enables a balanced portfolio of measures to assess
the educational system’s effectiveness in reaching high
levels of student competency in 21st century skills.
7
3. Curriculum and Instruction
5. Learning Environments
• Focuses on providing opportunities for applying
21st century skills across content areas and for a
competency based approach to learning.
• Support professional learning communities that enable
educators to collaborate, share best practices, and
integrate 21st century skills into classroom practices.
• Enables innovative learning methods that integrate the
use of supportive technologies, inquiry, and problembased approaches and higher order thinking skills.
• Enable students to learn in relevant, real-world, 21st
century contexts (e.g., through project-based or other
applied work).
• Encourages the integration of community resources
beyond school walls.
• Allow equitable access to quality learning tools,
technologies, and resources.
4. Professional Development
• Provide 21st century architectural and interior designs
for group, team, and individual learning.
• Teaches 21st century skills discretely in the context
of core subjects and 21st century interdisciplinary
themes.
• Highlights ways teachers can seize opportunities for
integrating 21st century skills, tools, and teaching
strategies into their classroom practice-and help them
identify what activities they can replace/de-emphasize.
• To create learning practices, human support, and
physical environments that will support the teaching
and learning of 21st century skills outcomes.
• Support expanded community and international
involvement in learning, both face to face and online.
• Balances direct instruction with project-oriented
teaching methods.
• Illustrates how a deeper understanding of subject
matter can actually enhance problem solving, critical
thinking, and other 21st century skills.
• Enables 21st century professional learning communities
for teachers that model the kind of classroom learning
that best promotes 21st century skills for students.
• Cultivates teachers ability to identify students
particular learning style, intelligences, strengths, and
weaknesses.
• Helps teachers develop their abilities to use various
strategies (such as formative assessments) to reach
divers students and create environments that support
differentiated teaching and learning.
• Supports the continuous evaluation of students 21st
century skills development.
• Encourages knowledge sharing amongst communities
of practitioners, using face to face, virtual, and blended
communications. Uses a scalable and sustainable
model of professional development.
The Schalmont Central
School District, through the
implementation of this technology
plan, will adopt a 21st Century
skills curriculum and employ
methods of instruction that
integrate innovative, researchproven teaching strategies,
modern learning technologies, and
real-world resources and contexts.
8
21st Century
Student Outcomes & Support Systems
21ST CENTURY CONTENT/CORE
ACADEMIC SUBJECT MASTERY
It is important to note that no
21st Century skills implementation
can be successful without developing
core academic subject knowledge and
understanding among all students. These
skills revolve around global awareness,
financial, economic, business, and
entrepreneurial literacy, civic literacy,
environmental literacy, and health and
wellness awareness. For this reason
core academic subjects are a bedrock
component of our technology framework.
LEARNING AND INNOVATION
SKILLS
Students who can think critically and
communicate effectively must build on a
base of core academic subject knowledge.
This involves critical thinking and problemsolving skills, communication skills,
creativity and innovation skills, collaboration
skills, contextual learning skills, and
information and media literacy skills.
INFORMATION, MEDIA, AND
TECHNOLOGY SKILLS
To be able to live, learn, and work in a
technology and media-suffused environment
students need to be able to navigate
through and evaluate an abundance of
information, adapt to rapid changes in
technology tools, collaborate and make
individual contributions, and demonstrate
competency with a variety of technology
tools and applications.
Image reprinted with permission from Partnership for 21st Century Skills, http://www.p21.org
LIFE SKILLS
These revolve around the skills
of leadership, ethics, accountability,
adaptability, personal productivity, people
skills, personal responsibility, self-direction,
and social responsibility
9
21st Century Skills Outcomes
In addition to core subject
mastery, the district
Technology Committee asked
ourselves the following
questions:
Are we helping students
become…
• Critical Thinkers?
• Problem Solvers?
• Good Communicators?
• Good Collaborators?
• Information and Technology
Literate?
• Flexible and Adaptable?
• Innovative and Creative?
• Globally Competent?
• Financially Literate?
A focus of our work as a
committee has been to first
determine the outcomes we
expect for all of our students
and then make determinations
of the technology tools that we
can integrate K-12 to support
the attainment of these
outcomes.
COLLEGE AND CAREER READINESS
The Partnership for 21st Century Skills defines 21st Century Standards
as those that:
“Focus on 21st Century skills, content knowledge, and expertise.
They build understanding across and among core subjects as
well as 21st Century interdisciplinary themes. They emphasize a
deep understanding rather than shallow knowledge. They engage
students with real world data, tools, and experts they will encounter
in college, on the job, and in life. Students learn best when actively
engaged in solving meaningful problems. 21st Century standards
allow for multiple measures of mastery.”
To succeed at college, career, and life in the 21st Century students must
be supported in mastering both content and skills. The Schalmont Central
School District Technology Committee has categorized eight support
systems towards helping students achieve the outcomes of 21st Century
Skills initiatives.
These support systems were cross-checked against the International
Standards for Technology in Education (ISTE) to create the comprehensive
five-year plan. In addition, the committee analyzed and reviewed the existing
District Technology Plan in order to determine what components of that
plan should be sustained and where there were gaps between ideology and
implementation that needed to be addressed.
10
21st Century System Alignment
The Milestones for Improving Learning & Education Guide is being
used to help assess and guide the district’s approach in developing a
model for 21st century learning.
1. CREATIVITY & INNOVATION
We will have to look into legal aspects of
student-created content and its uses in the
classroom (moving forward).
Sharing teacher-generated rubrics.
Student having part in evaluating, rubrics that
include self and peer evaluations. Fostering
student leadership.
Potential use of a media club from middle school A very real look at the necessity of making time
or even lower to the high school level.
for technical proficiency aspects of lessons and
units a part of each year’s plans. How would this
be possible? How do we roll it out without being
overwhelming? How do we support teachers
who may need help?
Potential use of a media club from middle school RPI student expos are an excellent example of
or even lower to the high school level.
community partnering. We as a district have
to be willing to give up instructional time to
embrace and even seek out these opportunities.
A moving portfolio policy with the infrastructure
to match it would be ideal although potentially
costly.
Opportunities for student ownership of their
environment, new user agreements as part of
Web 2.0.
Between district communications and our
student work (Digital Photography Class,
etc.), providing real-world outlets for student
presentations or display of work.
Designated educator leaders/tech coordinators
who have built-in time to do research, develop
PD, and insert into classrooms to give microlessons or aid teachers in tech applications.
Current plan is somewhat CC aligned. It does
mention the inclusion of creation-oriented
lessons but more detail is needed.
CURRENT PLAN
POLICYMAKING
PARTNERING
EDUCATIONAL LEADERSHIP
d. Identify trends and forecast possibilities Curricula that allows for a more open, fluid
knowledge building model, which has as an
intrinsic measure forecasting and prediction
c. Use models and simulations to explore complex systems and issues
More room for open-ended assignments in terms Project with judges from professional community. Availability of appropriate tech infrastructure
Open-ended or choice based assignments allow to allow for product creation assignments and
of final product. A systematic progression of
for the creation of unique learning products.
knowledge building around authoring tools.
lessons. Reliable access to technology and
ample instructional time given at lower levels
so students have technical proficiency with
authoring programs.
Model-based assessments and lab-like
Community speakers as instructors; students
***Overarching idea of a technology or
environments.
take lead in solving an issue provided like
authoring club. Would these interest students?
in government class. Use of simulations or
interactive models for lessons throughout the
Assessments that evaluate student abilities
year.
of foreshadowing, identifying cause and
effect relationships, and increased formative
assessment.
Use community projects as basis for curriculum
like lock project in CEA. Each year from midelementary should include some aspect of
tech-oriented creation or product development;
A systematic progression of knowledge building
around authoring tools.
b. Create original works as a means of personal or group expression
Community speakers as instructors, openness to
different takes on assignments, and emphasis
on identifying and using different methods of
solving problems or accomplishing tasks.
Student owned, student created rubrics and
evaluation process. Student club that would
showcase/manage a portion of the Schalmont
website with student work, Legacy Projects,
Blogs, Skype, virtual field trips.
LEARNING ENVIRONMENT
More room for open-ended assignments in terms Open-ended or choice based assignments allow
of final product. A systematic progression of
for the creation of unique learning products.
knowledge building around authoring tools.
PIG (Grade 12) PSA, 4th Grade Pp including
pictures, Movie Maker (HS), PLW Projects, Library
Projects K-4, Electronic Portfolios, Prezi, 21st
Skills.
ASSESSMENT
Teachers share ideas - use STI as storage spot.
A systematic progression of knowledge building
around authoring tools.
Student-Driven Projects, PBL, Game Based
Learning, Student Choice in Learning, Student
Teaching, Google Drive.
INSTRUCTION
a. Apply existing knowledge to generate new ideas, products, or processes
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
CCLS, 21st Century Skills should find their
way into lessons/units each year and have
assessments based on the ability to meet these
goals and reach technical proficiency. Possible an elements of multimedia design class in which
students learn authoring tools.
1. Creativity and Innovation:
CURRICULUM
ISTE-NETS
ISTE-MILE GUIDE
(Utilize staff with expertise); Turn-key model of
professional development. Student-centered
professional development (students design and
present/teach under educator guidance) We will
need an incentive for this.
PBL, Prezi, learning from other educators and
students, focus on 21st Century Skills, Google
Drive; Technology-use PD as a measure of APPR
PROFESSIONAL DEVELOPMENT
11
2. COMMUNICATION & COLLABORATION
d. Contribute to project teams to produce
original works or solve problems.
c. Develop cultural understanding and
global awareness by engaging with
learners of other cultures.
POLICYMAKING
A direct policy that allows educators and
Alluded to in parts, yet not frequently realized
students greater freedom in utilizing the
in practice.
technologies and applications of the 21st century
while in the school environment. Establish partnerships with companies (Twitter,
Google Apps) to develop their existing software
to better meet the educational needs in a
classroom environment. Skype meetings with
partners, Voicethread, Prezi, etc.
CURRENT PLAN
Skype, websites (blogs) twitter, Google Apps,
DropBox, Prezi, Blackboard, Vimeo, Facebook,
vine,texting, e-mail, Instagram,
PARTNERING
Peer Assessment and self-reflection opportunities. A smaller reliance on quantitative data and
a greater exploration of qualitative work and
assessment.
CBA to be designed and used with relative
regularity to prepare students for such challenges
in the future.
Rubrics designed to grade individual students
on group projects (for example, online class
discussion on classroom reading material) Final projects
An infrastructure and support structure that
makes constant and frequent communications
and collaborative projects viable and reliable.
Technology specialist or coordinators who
are given set time for tech integration work
independent of their classroom time. Specialists
who are expected to continue education and
work with teachers to integrate tech lessons and
skill development and develop training modules.
Direct knowledge and comfort on the part of
educators and student in trying “big things” or
“new ideas” and having the ability to have them
not work.
Design lessons to enagae with sociocultural
ideas and realities in other nations (this can
be achieved with a Student-Content-Educator
Relation if few others are possible.
(Electronic portfolios, videos) Mastery level
expectations with multiple opportunities for
revision and reflection.
ASSESSMENT
Students use digital media and
environments to communicate and work
collaboratively, including at a distance, to
support individual learning and contribute
Curriculum design that is creative, includes
to the learning of others.
activities, meets Common Core learning with a
focus on face-to-face communication as well as
a. Interact, collaborate, and publish with
21st century skills.
peers, experts, or others employing a
variety of digital environments and media.
A curriculum that has integral benchmark units
that will develop media skills and presentation
skills.
b. Communicate information and ideas
effectively to multiple audiences using a
variety of media and formats.
Use Rubicon, Google Docs, Voicethread, Edmoto, (Use of Ipad Apps like algebra touch, use of
and/or other digital/social networks to regularly Google)
communicate and collaborate on projects, class
Instruction designed to meet the skills necessary
work, studying, and research. to use the software programs /applications.
2. Communication & Collaboration
INSTRUCTION
CURRICULUM
ISTE-NETS
ISTE-MILE GUIDE
Ongoing professional development /continuous
changes in technology.
Turn-key professional development in ICT and
collaborative practices.
12
Parent contact through technology, student
connection through technology.
3. RESEARCH & INFORMATION FLUENCY
c. Evaluate and select information
sources and digital tools based on the
appropriateness to specific tasks.
b. Locate, organize, analyze, evaluate,
synthesize, and ethically use information
from a variety of sources and media.
Access to variety of sources without being
fettered by web filters and other hindrances.
Bring in people in the research field who can
demonstrate the effective use of technology and
research in a meaningful authentic way, as in
the real world.
Provide research models and framework
encompassing CCLS, content standards,
technology standards for all content area
teachers to use effectively with their students.
Partner with school librarian to push into
classrooms or learning spaces to co-facilitate the
inquiry process.
POLICYMAKING
PARTNERING
Students will be given time and access to a
variety of resources based on an essential
question or theme. Using a technique for inquiry
that they decide will work best for them...
Using such tools as Bloom’s Taxonomy of
Cognitive Domain, students will be instructed in
a variety of techniques in gathering data.
Students will share their results/products and
data with various authentic audiences using
digital presentations and/or virtual spaces.
Students are given opportunities to continually
reflect on their own progress based on an
established framework.
Provide time and access to a variety of resources
for students to browse, use, and consume (and
discard based on appropriateness of the source)
Peer-review and student-to-student evaluation,
perhaps partnered with students in other school
districts.
Collaborate with students to establish essential
questions and themes for students to “chew”
on and determine a path of inquiry that works
best for them.
a. Plan strategies to guide inquiry.
Students are given instruction in the use of
mobile Apps and other virtual spaces in order to
collaborate with peers and teachers.
Student-created comprehensive (showing growth
Extend beyond textbook and traditional
materials, incorporating interdisciplinary content, over time) e-portfolios that are self- and peerassessed and shared with parents and peers.
collaboration, and resources beyond the
classroom.
Establish a “who cares” component in the form
of a research project that steers the students
to focus beyond immediate content to address
authentic issues and audiences (research
projects, etc).
Students apply digital tools to gather,
evaluate, and use information.
ASSESSMENT
3. Research & Information Fluency:
INSTRUCTION
CURRICULUM
ISTE-NETS
ISTE-MILE GUIDE
CURRENT PLAN
Mobile Apps and other virtual spaces readily
available to students and teachers to collaborate.
Collaborative with teacher as the facilitator and
allow students to create learning experiences
based on the framework put forth by the
instructor. Students are accountable to assess
and collaborate with peers and instructor,
and peer-review is a valid source of formative
assessment. Give students a platform to focus on
their own learning styles so they can successfully
navigate the learning process.
Provide ongoing professional development in the
inquiry model as a dynamic viable process for all
content area research.
Educate educators on what the vision is and
what it looks like, and give time to process and
experiment with techniques.
13
4. CREATIVE THINKING, PROBLEM SOLVING & DECISION MAKING
d. Use multiple processes and diverse
perspectives to explore alternative
solutions
c. Collect and analyze data to identify
solutions or complete a project
b. Plan and manage activities to develop a
solution or complete a project
a. Identify and define authentic problems
and significant questions for investigation
Successes of lessons and units designed with
critical thinking in mind highlighted and explored
as a group. Potential for leaders to be identified
to keep up to date on research.
Introduce and integrate 21st Century Learning
Skills in all content areas.
Inquiry based learning opportunities.
4. Critical Thinking, Problem Solving
& 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.
CURRICULUM
ISTE-NETS
PARTNERING
Utilize Library Media Center to showcase a
variety of technology resources. Invite community
members to share expertise related to the
project.
Introduce and develop individual and/or
collaborative electronic portfolios.
Allow students to go through process and reflect
on what steps were necessary to complete the
task.
Introduce samples of authentic problems (such as
cyberbullying) and ask ss what questions would
they need to ask to understand this problem.
Provide formal technology education for students
in grades K-12. Instruction is student-centered,
differentiated, inquiry-based, producing products
that demonstrate content mastery and critical
thinking skills.
INSTRUCTION
POLICYMAKING
Systematic and phased assessments available
that assess process as well as end result. Peer
and self reflections based off of alternative
assessment models (diary, essay, critique works)
ASSESSMENT
ISTE-MILE GUIDE
CURRENT PLAN
Direct knowledge and comfort on the part of
educators and students in trying “big things”
or “new ideas” and having the ability to have
them not work.
Provide ongoing PD increasing teachers’
awareness and implementation of 21st Century
Learning Skills.
14
5. DIGITAL CITIZENSHIP
d. Exhibit leadership for digital citizenship.
c. Demonstrate personal responsibility for
lifelong learning.
b. Exhibit a positive attitude toward using
technology and supports collaboration,
learning, and productivity.
a. Advocate and practice safe, legal,
and responsible use of information and
technology.
POLICYMAKING
Teacher/student user agreement
PARTNERING
Parent education and awareness programs on
the uses (positive and negative) of technology,
devices, and Web 2.0).
Demonstrate digital citizenship via report card.
Current plan is somewhat CC aligned. It does
mention the inclusion of creation-oriented
lessons but more detail is needed.
CURRENT PLAN
Sufficient technology setting (i.e. student
computers, Smartboards,etc.)
Track, categorize, and report infractions related to Demonstrate positive social behavior (follows
digital citizenship.
rules).
ASSESSMENT
Promote and enforce digital citizenship
(teachers/administrators)
Tied directly to curriculum. Real life examples
that are purposeful and encourage and
motivate students to use technology beyond
entertainment.
For students/parents/teachers demonstrate
understanding of cyber safety,legal, ethical and
safety issues, and protection of personal ID.
INSTRUCTION
Curriculum (cross-curricular) to support the
instruction.
****A high school level class in media literacy
and computer skills as a prerequisite to
graduate would offer a strong setting in which
to teach and advocate digital citizenship, global
awareness and media, creation, authoring, and
research skills.
Materials for instruction.
Identify technological skills needed for jobs.
5. Digital Citizenship
Students understand human, cultural, and
societal issues related to technology and
practice legal and ethical behavior.
CURRICULUM
ISTE-NETS
ISTE-MILE GUIDE
Increase teacher knowledge to ensure consistent
understanding of digital citizenship
15
6. TECHNOLOGY OPERATIONS & CONCEPTS
d. Transfer current knowledge to learning
of new technologies.
c. Troubleshoot systems and applications.
b. Select and use applications effectively
and productively.
An administration that is open to experimental
lessons integrating technology within the
curricula.
POLICYMAKING
Assessments reflect and match the tiered system
with an intervention system to support skill
development
Communicate a willingness to bring in research
projects and experts from SUNY Albany on
knowledge-building and PBL.
An awareness of and advocacy of pursuing
technology grants (IDEA Grants).
Teachers have training and access to video
support in common programs (word, excel,
etc…) as well as documents that can be given
to students.
CURRENT PLAN
An environment that supports the use
and development of student technology skills.
A potential for a laptop cart in each department. A professional technology teacher/specialist to
develop such documents, take recommendations
for technology integration and teach technology
An atmosphere of moving students towards
integration.
self-direction and independence in technology
troubleshooting and application.
Take advantage of existing technology
infrastructure and expand capacity.
Cloud-based tech that allows collaboration and
flexible units of time.
A policy that allows a greater level of trust for
Emphasis on technology skills such as
students and their technological competency and keyboarding, (3, 4, 6th grades).
personal responsibility.
4.1 of Tech Plan includes concepts of PBL,
NEED District-wide access to Cloud Tech for
resources, use, research tools. The question is, are
students in order to move forward with 21st
we doing this, is it embedded in curricula.
Century integration.
Adult education opportunities that increasingly
School expectations: (3) general activities to
enable learners to meet tech standards (basic
focus on technology and 21st century skills.
Ability to vet and accept new useful sites, and
technology resources for a quick turnaround and ones).
greater instructor/student flexibility in access to
resources.
Students to complete a research project each
Bring in business leaders/ community technology
semester.
leaders to partner at the classroom, building, and
Creation of tangible incentives for educators to
district level.
lead, teach, and asses 21st C skills (both to peers
and students).
PARTNERING
Technology professional to work with teachers to The use of guest-speakers at the higher
education level.
integrate technology, research technology uses
and work on/implement technology-oriented
Exploration of internships possibilities (New
professional development.
Visions.
Instruction is differentiated to address
the tiered system of technology skill
development from K-12. Grade-level based lessons/units developed that
are grounded in critical thinking and problemsolving/21st C skills based.
A developed understanding of help functions and
sources from which to troubleshoot problems
and solve technology dilemmas independently.
If Cloud-Tech was accessibly by students they
could have access and develop their own
E-portfolio, this could have district-expectations
that would be expanded and increased on a
yearly basis.
Develop a common technology approach, terms The common tech curricula plan will filter
and common applied theory that will be part of a down to the instructional level and push to
district-wide technology curricula plan.
opportunities beyond the school day as well
(clubs, student-centered community service/
events, student instructors, tutoring etc.)
Curricula has a measured, tiered system of
technology skill development integrated with
Grade-level based lessons/units developed that
subject areas in an authentic manner.
are technology/21st C skills based.
a. Understand and use technology
systems.
Students demonstrate a sound
understanding of technology concepts,
systems, and operations.
Common rubrics based upon technology
benchmarks. Assessments of technology skills
(typing, media design, the ability to navigate
technology, read and comprehend, analyze, and
utilize and perform technology tasks from an
all-digital environment independently).
ASSESSMENT
Grade-level technology benchmarks. The creation Teachers will integrate technology benchmarks
of a low-grade technology class ( a specific class into lessons and PBL. These technology markers
with a teacher) or develop a separate/integrated will be grade specific and weighted in scores. technology curricula (common rubrics) that can
be value-added and grade specific but follow
students through school.
6. Technology Operations & Concepts:
INSTRUCTION
CURRICULUM
ISTE-NETS
ISTE-MILE GUIDE
16
17
Strategic Objectives & Student Outcomes
The Schalmont Central School
District, through the implementation
of this technology plan, will adopt
a 21st Century skills curriculum
and employ methods of instruction
that integrate innovative, researchproven teaching strategies, modern
learning technologies, and real-world
resources and contexts.
Strategic Objectives
• Tailor curriculum to include 21st Century competencies
• Create opportunities to improve student outcome
• Design infrastructure to implement 21st Century vision
and achievement outcomes
• Increase partnerships with businesses and college
• Implement Project Based Learning
• Create opportunities for students to take risks
Student Outcomes
Are you READY for the 21st Century?
R=Reach
Intrinsic motivation
Critical thinking
Improved work ethic
Self-directed/lifelong learner
E=Engage
Collaboration and communication
Leadership
Creativity
Home/school connections
Serving learning/internships and externships
A=Adapt
Flexibility
Problem solving
Real world applications
Knowledge across disciplines
Innovation
D=Diversify
Skill sets and experience connected to real world
application
Global and cultural awareness, skills and expertise
Y=Yours... Own It!
Responsibility
Accountability
Demonstration of skills through portfolios
Evidence of mastery
Passion for learning
18
Instructional Technology Plan Goals
Goal 1: Use educational technology appropriately to improve learning and monitor
student progress
Strategy Action
A. Curriculum
1.1 Integrate
technology with
instruction in
all curriculum in
order to provide
students with a
variety of learning
opportunities.
Create a technology
curriculum committee
to design the scope
and sequence K-12 for
technology integration.
1.2 Use technology
to access the
global education
community.
Schalmont
1:1
devices Teachers
Smart Boards
MS digital literacy course
HS tech courses
Add online courses to HS
Career Class curriculum
Create “I Can”
statements related to
common core.
Who
Institute (STI)
Tech Subcommittee on
Curriculum Integration
Teachers
Administrators
Technology Integration
Specialist (TIS)
Teachers
Administrators
TIS
Timeframe
January - June
2014
Completed
Curriculum by June
2016
Evidence
Document within the
Technology Plan
- Google migration
- New courses
- BYOD
- 1:1 Devices
- Interactive boards
- Curriculum and “I Can”
statements added to the
website
Beginning
September 2015
Annually
Observed instruction
that meets global
education outreach
initiatives.
Cited observations of
instructions that
demonstrates the use
of technology in regular
instruction (10 lessons worth)
-Tech TOSA’s observations
from the year/executive
summary
-Part of summary meetings
-Technology/round tables
Technology Upgrade to
District Distance Learning Lab
Continue expansion of Credit
Recovery Program
Additional Devices SWD
B. Instruction
1.3 Use technology
that accommodates
each student’s
learning style and
needs.
a) Planning includes
Administrators
the implementation of
technology to differentiate TIS
the diverse needs of
learners.
b) Support distance
learning and expand
distance learning
opportunities.
c) Androids/Kindles/Nooks/
Apps for education/iPads
d) Coordinators review
tech curriculum and
incorporate into planning
September 2015
1.4 Teachers will
guide students
to become
independent, selfdetermining learners
who seek out
answers to complex
problems.
Teachers will:
Teachers
a) increasingly move
towards a facilitator role
in student education.
Beginning
September 2015
Annually
b) challenge students
with authentic problems
and real life scenarios.
c) create lessons of
varying difficulty to
challenge students’ ability
to research, analyze and
synthesize information.
Teachers
Administrators
TIS
Teachers on Special
Assignment (TOSAs)
Annually
a) Cited observations
of instruction that
demonstrate a shift in
instructional practice.
b) Evidence through
student artifacts and
legacy projects.
c) Cited observations
of instructions that
demonstrate a shift in
instructional practice.
d) Share outs at staff
meeting or tech circles
e)Sharing of student
projects “Best of
Schoology”
19
Goal 1: Use educational technology appropriately to improve learning and monitor
student progress
Strategy Action
C. Assessment
1.5 Use student
information system
to provide continual
updates on student
progress and allow
teachers, students,
and parents to view
student progress
securely via the
internet.
a) Expand parent
portal options
on current data
system.
1.6 Use student
information
system to provide
community with
student achievement
data.
a) Create a
district-wide Data
Dashboard to align
with Strategic Plan
metrics.
1.8 Provide
appropriate
technology for
schools to be ready
for online testing.
1.9 Teachers will
use data to make
meaningful and
effective changes to
instruction.
Director of
Curriculum
STI
Tech Subcommittee
on Curriculum
Integration
Teachers
Administrators
TIS
Timeframe
By June 2016
Evidence
a) Increased options to
include gradebook view,
student attendance,
homework assignments,
and assessment results for
both parents and students
b) Purchase and Implement
LMS - Schoology
c) Fall 2016 Schoology
Parent Portal begins full
implementation
d) Guru in use to create
data dashboards
Implement technology
curriculum K-12.
b) Explore elementary program
(i.e. coding, Mindcraft club,
robotics club
c) implement STEM summer
camp K-4 summer 2016
d) implement Makersapce MS
library
a)
1.7 Ready every
student to be
technology proficient
for testing.
Who
a) Implement
Technology Plan
according to
timeline.
a) Implement and
provide access to
a common Learning
Management
System (i.e.
Connect).
b) Teachers use
LMS to monitor
results and guide
instruction.
Teachers
Administrators
TIS
By June 2016
a) Data Dashboard
for view on district
website/Guru
b) Training for all staff
in Guru 2016-17
Technology
Curriculum
Committee
June 2016
Each school
Labs
1:1 devices
In full by June 2017
Specialist
TOSAs
Administration
September 2015
Begin September
2015
a) Develop curriculum
b) ELA grade 8 computer
field testing
c) 4th grade typing club
d) Digital literacy 6th
grade
Hardware in place
Learning Management
System “Schoology” up
and running
Schoology audits/
ongoing
20
Goal 2: Learning environment
Strategy Action
2.1 Use technology
rich environments
to help students
solve problems,
make decisions, and
express themselves.
2.2 Provide
students with
authentic technology
experiences with
global audiences.
a) Pilot 21st
Century
Classrooms.
b) Expanded use
of Media Labs
and Tech centers
for authentic
instruction.
c) iPads/Apps
SWD/Autism
a)Teachers develop
authentic problems
for collaboration
and global
participation.
Who
Director of
Curriculum
STI
Tech Subcommittee
on Curriculum
Integration
Teachers
Administrators
TIS
Teachers
Administrators
TIS
Timeframe
Evidence
a) By June 2016
Two classrooms set
b) September 2015
Devices for SWD K-12
(here and outside
agencies)
c) Begin September
2015
HS SUPA class
Digital Literacy
Expansion of distance
learning to second lab
a) September 2015
b) March 2016
- Increase in Twitter
usage for projects
b) November
professional
development
2.3 Maintain a
secure wireless
network in each
building to meet
the instructional
bandwidth
requirements (i.e.
computer labs,
laptops carts,
and BYOD mobile
devices).
2.4 Develop a plan
to acquire tablets
for all students in
grades 5-12 within
5 years.
a) Ensure
secure and
adequate
wireless needs
are met for
21st century
education.
a) Implement
infrastructure
and hardware
components of the
Technology Plan.
- Gr. 6 digital literacy
course
- High school course
TIS
Instructional
Technology (IT
department
September 2015
Technology Cabinet
Grades 9-12:
September 2015
Grades 5-9:
September 2016
Grade 8: 2016-17
Grade 6-7: 2017-18
Grade 5: 2018-19
Completed network
infrastructure
1:1 devices in place
(Chromebooks)
Orientation grade 9
annually
Grade 9-10 student
roundtable
Grade 7 1:1
Chromebooks in school
21
Goal 2: Learning environment
Strategy Action
Who
2.5 Provide a plan to
acquire interactive
devices in 100%
of the classrooms
within 5 years.
a) Implement
infrastructure
and hardware
components of the
Technology Plan.
Technology Cabinet
2.6 Continue
to provide and
update computers
throughout the
district with the
latest software.
a) Implement
infrastructure
and hardware
components of the
Technology Plan.
IT Department
2.7 Provide a laptop
for all teachers to
have network access
from anywhere in
district.
a) Implement
infrastructure
and hardware
components of
the Technology
Plan.
IT Department
2.8 Ensure that
internet speed and
bandwidth meets
both the needs of
the district and
requirements of
next generation
online assessments.
a) Implement
infrastructure
and hardware
components of the
Technology Plan.
IT Department
2.9 Continue
to partner with
NERIC and district
Technology
Coordinators to
maximize the
district’s ability
to service and
repair education
technology.
a) Annual review
of NERIC services
aligned to the
implementation
timeline of the
technology plan.
b) Create student
help desk 2016
Timeframe
Evidence
June 2019
Completed plan to
include elementary
Annually
Ongoing updates met
September 2014
District-wide network
access
1:1 laptops for
teachers in place
September 2015
Completed
infrastructure in place
Ongoing partnerships
Superintendent
IT Department
Technology Cabinet
TIS
Annually
repairs at minimum/
reduced rate annually
Cadre of student
technology assistants in
place
22
Goal 3 – Provide Professional Development and ongoing support
enabling staff to be knowledgeable when working in technology rich environments
Strategy Action
3.1 All teachers
will meet the NET
Standards for
teachers.
Who
a) Offer multiple
opportunities
for professional
development in the
NETS Standards for all
teachers.
b) Articulate professional
development timeline
within district’s
Professional
Development Plan.
3.2 The Schalmont
Teacher’s Institute
(STI) will create
professional learning
communities with
other teaching
professionals
to remain
current on best
practices related
to technology
integration including
online computerbased training.
a) STI Steering
Committee will research
methodologies for
integrating technology
into regular classroom
instruction. These
practices will be shared
within the PDP.
3.3 Technology
Integration
Specialist will
conduct workshops
and offer
individual support
for classroom
teachers, teaching
assistants, special
education teachers
and specialists in
each building.
a) TIS attends workshops
and professional develop
to build skills and
repertoire for teaching
methodologies for
technology integration.
b) TIS will collaborate
with STI to deliver jobembedded training
related to technology
integration.
b)TIS creates a schedule
of ongoing workshops and
job-embedded sessions
to assist teachers in
designing lessons that
utilize technology as a
teaching tool.
Timeframe
Evidence
Director of
Curriculum
STI
Tech Subcommittee
on Curriculum
Integration
Teachers
Administrators
TIS
Annually
a) Implementation of NETS
Standards in instruction will
be evidenced through formal
and informal observations.
Technology
Curriculum
Committee
Annually
Developed Professional
Development Offerings
for teachers.
Annually
Workshops
b) Annual Professional
Development Plan includes
opportunities for all
teachers to be trained in
NETS Standards.
TIS
Director of
Curriculum
STI
Teacher
TOSA
Professional
Development offerings
- Brochures by quarter
- On website,
podcasts, tutorials
23
Goal 3 – Provide Professional Development and ongoing support
enabling staff to be knowledgeable when working in technology rich environments
Strategy Action
3.4 Technology
Coordinators and
Specialist will
collaborate with school
staff and be a liaison
between schools
and Information,
Communications,
and Technology
Services (ICT). The
Coordinators and
TIS will also work
with School Library
Media Specialists
to share and trade
new technologies and
promote the use of
new software and new
applications.
3.5 Technology
Support Services
(TSS) will provide
technical support
in each school
and will maintain
instructional
technology tools.
a) TIS will serve
as a liaison
between STI, and
Building Technology
Coordinators in
aligning efforts to
promote the use of
21st century skills
and technology
integration in
regular instruction.
a) Implement
infrastructure
and hardware
components of the
Technology Plan.
b) TSS will maintain
a system to ensure
instructional
technology tools
are in working
order for classroom
integration.
Who
Timeframe
TIS
STI
Building
Coordinators
TOSAs
Annually
IT Department
Annually
Evidence
- Meetings, agendas,
minutes
- Reports to technology
cabinet
IT tickets
24
Goal 4: Educational Leadership
Strategy
4.1 Administrators
will meet the NET
Standards for
administrators.
Action
a) Offer multiple opportunities
for professional development
in the NETS Standards for all
administrators.
b) Create collaborative
communities with other
teaching and administrative
professionals to remain current
on best practices related to
technology.
Who
Superintendent
Timeframe
Evidence
Annually
Annual evaluations and
observations
Administrators
Evidence of technology
use in regular school
communications
TIS
c) Require use of Google/
Schoology by Administrators
4.2 Create
opportunities for
student learning
as it relates to
technology skills
and knowledge of
the 21st century
student.
a) Leaders explore
multiple opportunities to
integrate 21st century
skills into both the
classroom and school
culture.
Administrators
4.3 Create
appropriate
professional
development
opportunities to
help teachers
understand the role
of technology and
instruction.
a) Leaders work with
TIS, TOSAs, Director
of Curriculum, and STI
to align Professional
Development
opportunities for
instructional technology
integration at the building
level.
Administrators
4.4 Use technology
in a timely and
effective manner in
order to transmit
information to
stakeholders.
a) Leaders model the
use of technology in
communications with
students, staff, and
parents.
Administrators
b) Leaders utilize
technology as a tool in
their efforts to further
the components of the
Technology Plan.
TIS
September 2015
- Courses in place
- Technology cabinet
minutes/plans
Annually
Director of
Curriculum
TOSAs
TIS
Director of
Curriculum
TOSAs
Professional development
in place (see 3.2, 3.3)
“Unconference”/super users
of technology share best
practice on conference
days
BLC Conference
Google Summit
Ongoing “Google Tips”
Technology Fairs
Observations
Evaluations
Artifacts
Annually
25
Goal 5: Partnering - Expand partnerships between district schools and businesses,
local colleges and universities, community residents, and parents using technology
Strategy
- 5.1 Use district
homepage and social
media as a means
of communicating
district news.
Action
a) Work with BOCES
to ensure district
website and social
media is innovative
easily navigable for our
community’s use.
Who
Administrators
Timeframe
Evidence
September 2015
- News and information
available at
schalmont.org
Communications
Liaisons
- Tech integration site
b) District website and
social media make use
of timely submissions
of information and
updates to engage the
end-user.
5.2 Maintain and
increase the use
of the parent data
portal for greater
parent accessibility.
5.3 Seek and create
new partnerships
and opportunities
for students with
area colleges,
universities,
alternative education
environments,
and businesses.
Superintendent
a) Research and
implement parent
portal innovations to
best serve parents,
students, and the
community.
a) Research area
businesses seeking
partnerships
to provide
opportunities for
students through
internships and
externships.
b) Seek partnership
with SUNY Albany’s
College of Nanoscale
Engineering and
Sciences.
c) Continue and
expand New Visions
opportunities for
students.
Administrators
September 2016
Director of
Curriculum
Enhanced Parent
Portal options in place
TOSAS
TIS
Administrators
Director of
Curriculum
Project Lead the
Way Instructors
TOSAs
TIS
Annually
Established program/
events in place
26
Goal 6: Policymaking
Strategy Action
Who
Timeframe
Evidence
6.1 Update all Board
of Education policies
pertaining to the
use of technology
in schools to match
goals and standards
outlined within
the Technology
Integration Plan this
includes a review of
the district internet
safety policy and
all policies related
to the social and
ethical uses of
technology.
a) Review current
policies and revise
as appropriate
to align with
Technology Plan.
Technology Cabinet
In place
September 2015
Completed policies and
forms
6.2 Develop social
media guidelines
for safe and
effective use by
students, staff, and
administrators.
a) Research
pros and cons
of social media
usage in schools
in order to make
a policy change
recommendation
on this matter.
Superintendent
Board of Education
b) Create
associated
regulations to
align with updated
Board of Education
policies.
b) Implement
recommendation
based on
research and
best practices.
Superintendent
September 2015
Gr. 6 digital literacy
course
Guidelines distributed
to staff and on school
district website
27
Student Standards & Skills
In association with the International Society for Technology in Education (ISTE®), Schalmont has adopted the six ISTE
definitive standards for learning, teaching and leading in the digital age.
Standard 1:
Creativity & Innovation
“Make It!”
Students demonstrate creative
thinking, construct knowledge, and
develop innovative products and
processes using technology.
A.Apply existing knowledge to generate
new ideas, products, or processes.
B.Create original works as a means of
personal or group expression.
C. Use models and simulations to explore complex systems and issues.
D. Identify trends and forecast
possibilities.
Standard 2:
Communication &
Collaboration
“Share It!”
Students use digital media and
environments to communicate and work
collaboratively, including at a distance, to
support individual learning and contribute
to the learning of others.
A.Interact, collaborate, and publish with
peers, experts, or others employing
a variety of digital environments and
media.
B.Communicate information and ideas
effectively to multiple audiences using a variety of media and formats.
Standard 3:
Research &
Information Fluency
“Find It!”
Students apply digital tools to gather,
evaluate, and use information.
A.Plan strategies to guide inquiry.
B.Locate, organize, analyze, evaluate,
synthesize, and ethically use information from a variety of sources
and media.
C. Evaluate and select information
sources and digital tools based
on the appropriateness to specific
tasks.
D. Process data and report results.
Standard 4:
Critical Thinking, Problem
Solving & Decision Making
“Solve It!”
Students use critical thinking skills to
plan and conduct research, manage
projects, solve problems, and make
informed decisions using appropriate
digital tools and resources.
A.Identify and define authentic problems and significant questions for
investigation
Standard 5:
Digital Citizenship
“Protect It!”
Students understand human, cultural,
and societal issues related to
technology and practice legal ethical
behavior.
A.Advocate and practice safe, legal,
and responsible use of information
and technology.
B.Exhibit a positive attitude toward
using technology that supports collaboration, learning, and productivity.
C.Demonstrate personal responsibility
for lifelong learning.
D.Exhibit leadership for digital citizenship.
Standard 6:
Technology Operations &
Concepts
“Use It!”
Students demonstrate a sound
understanding of technology concepts,
A.Understand and use technology systems.
B. Select and use applications effectively and productively.
B.Plan and manage activities to develop
a solution or complete a project
C. Develop cultural understanding and
global awareness by engaging with
learners of other cultures.
C. Troubleshoot systems and applications.
C. Collect and analyze data to identify
solutions and/or make informed
decisions.
D. Transfer current knowledge to
learning of new technologies.
D. Contribute to project teams to
produce original works or solve
problems.
D. Use multiple processes and diverse
perspectives to explore alternative
solutions.
28
Examples of 21st Century Skills in the Classroom
The following list of ideas are “provided in an effort to bring the standards to life and demonstrate the variety
of activities possible. Space limitations and the realities of the constantly evolving learning and technology
landscapes make it impossible to provide a comprehensive collection of examples and consequently, students
and teachers should not feel constrained by this resource.” ---ISTE Website
PK-Grade 2 (ages 4-8)
The following experiences with
technology and digital resources are
examples of learning activities in
which students might engage during
PreKindergarten through second
grade (ages 4–8).
1.Illustrate and communicate original
ideas and stories using digital
tools and media-rich resources.
(1, 2)
2.Identify, research, and collect data
on an environmental issue using
digital resources and propose a
developmentally appropriate solution. (1, 3, 4)
3.Engage in learning activities with
learners from multiple cultures
through e-mail and other electronic
means. (2, 6)
4.In a collaborative work group, use a
variety of technologies to produce
a digital presentation or product in
a curriculum area.
(1, 2, 6)
5.Find and evaluate information
related to a current or historical person or event using digital
resources. (3)
6.Use simulations and graphical
organizers to explore and depict
patterns of growth such as the life
cycles of plants and animals.
(1, 3, 4)
7.Demonstrate the safe and cooperative use of technology. (5)
8.Independently apply digital tools and
resources to address a variety of
tasks and problems. (4, 6)
9.Communicate about
technology using
developmentally
appropriate and
accurate terminology. (6)
10.Demonstrate the
ability to navigate
in virtual environments such as
electronic books,
simulation software, and websites. (6)
KEY
The numbers in parentheses after each item
identify the standards (1–6):
1. Creativity & Innovation
2. Communication & Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, &
Decision Making
5. Digital Citizenship
6. Technology Operations & Concepts
Technology At-A-Glance by Grade Level
Please note:
This is
a living
document
which
establishes
where
some of the
larger 21st
century skills
should be
introduced. It
is meant to
be revisited
yearly and
modified as
technology
will certainly
grow and
accelerate.
Pre-Kindergarten - In development
Kindergarten - In development
First Grade - Computer basics, beginning research
(I wonder...)
Second Grade - Keyboarding (various functions)
Third Grade - Keyboarding (cultural
communication)
Fourth Grade - Navigating the Web/databases for
information - keywords and key ideas
Fifth Grade - Web reliability, research (Gathering
facts and synthesizing into an outcome)
Sixth Grade - Digital citizenship, word processing
Seventh Grade - Presenting (sharing sources)
Eighth Grade - Databases
Ninth Grade - Collaboration (interact, collaborate
and create with peers)
Tenth Grade - Creativity (video, interactive,
documentary)
Eleventh Grade - Advanced resources
(journals, databases)
Twelfth Grade - PSA’s
29
Examples of 21st Century Skills in the Classroom
Grades 3-5 (ages 8-11)
grades 3-5 (ages 8-11).
1.Produce a media-rich digital story
about a significant local event
based on first-person interviews.
(1, 2, 3, 4)
1.Describe and illustrate a contentrelated concept or process using
a model, simulation, or conceptmapping software. (1, 2)
2.Use digital-imaging technology to
modify or create works of art for
use in a digital presentation. (1,
2, 6)
2.Create original animations or videos
documenting school, community,
or local events. (1, 2, 6)
3.Recognize bias in digital resources
while researching an environmental issue with guidance from the
teacher. (3, 4)
4.Select and apply digital tools to collect, organize, and analyze data to
evaluate theories or test hypotheses. (3, 4, 6)
5.Identify and investigate a global
issue and generate possible
solutions using digital tools and
resources. (3, 4)
6.Conduct science experiments using
digital instruments and measurement devices. (4, 6)
7.Conceptualize, guide, and manage
individual or group learning projects using digital planning tools
with teacher support. (4, 6)
8.Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5)
9.Debate the effect of existing and
emerging technologies on individuals, society, and the global community. (5, 6)
10.Apply previous knowledge of digital
technology operations to analyze
and solve current hardware and
software problems. (4, 6)
3.Gather data, examine patterns,
and apply information for decision making using digital tools and
resources. (1, 4)
4.Participate in a cooperative learning
project in an online learning community. (2)
5.Evaluate digital resources to determine the credibility of the author
and publisher and the timeliness
and accuracy of the content. (3)
6.Employ data-collection technology
such as probes, handheld devices,
and geographic mapping systems
to gather, view, analyze, and report
results for content-related problems. (3, 4, 6)
7.Select and use the appropriate tools
and digital resources to accomplish a variety of tasks and to solve
problems. (3, 4, 6)
8.Use collaborative electronic authoring tools to explore common curriculum content from multicultural
perspectives with other learners.
(2, 3, 4, 5)
9.Integrate a variety of file types to
create and illustrate a document
or presentation. (1, 6)
10.Independently develop and apply
strategies for identifying and solving routine hardware and software
problems. (4, 6)
1.Design, develop, and test a digital
learning game to demonstrate
knowledge and skills related to curriculum content. (1, 4)
2.Create and publish an online art
gallery with examples and commentary that demonstrate an understanding of different historical
periods, cultures, and countries.
(1, 2)
3.Select digital tools or resources to
use for a real-world task and justify
the selection based on their efficiency and effectiveness. (3, 6)
4.Employ curriculum-specific simulations to practice critical-thinking
processes. (1, 4)
5.Identify a complex global issue,
develop a systematic plan of investigation, and present innovative
sustainable solutions. (1, 2, 3, 4)
6.Analyze the capabilities and limitations of current and emerging
technology resources and assess
their potential to address personal,
social, lifelong learning, and career
needs. (4, 5, 6)
7.Design a website that meets accessibility requirements. (1, 5)
8.Model legal and ethical behaviors when using information and
technology by properly selecting,
acquiring, and citing resources.
(3, 5)
9.Create media-rich presentations for
other students on the appropriate
and ethical use of digital tools and
resources. (1, 5)
10.Configure and troubleshoot
hardware, software, and network
systems to optimize their use for
learning and productivity. (4, 6)
Technology “At A Glance” by Grade Level:
This is a living document which establishes where some of the larger 21st century skills should be introduced. It
is meant to be revisited yearly and modified as technology will certainly grow and accelerate.
PK
K
1
Computer Basics, Beginning Research (I wonder...)
2
KeyBoarding - Various Functions
3
Keyboarding - Cultural Communication
4
Navigating the Web/databases for Information - Key words and key ideas
5
Web Reliability, Research (Gathering facts and synthesizing into an outcome)
6
Digital Citizenship, Word Processing
7
Presenting - Sharing Sources
8
Databases
9
Collaboration - Interact, Collaborate and create with peers.
10
Creativity (Video, Interactive, Documentary
11
Advanced Resources (Journals, Databases)
12
PSA’s
30
Schalmont Central Schools Technology Plan
In association with The International Society for Technology in Education (ISTE®), Schalmont has adopted the six
ISTE definitive standards for learning, teaching and leading in the digital age.
Standard 1: Creativity and Innovation
Standard 2: Communication and Collaboration
" Make It! "
“ Share it! “
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support individual
learning and contribute to the learning of others.
a) Apply existing knowledge to generate new
ideas, products, or processes
a) Interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and media
b) Create original works as a means of
personal or group expression
b) Communicate information and ideas effectively to multiple
audiences using a variety of media and formats
c) Use models and simulations to explore
complex systems and issues
c) Develop cultural understanding and global awareness by
engaging with learners of other cultures
d) Identify trends and forecast possibilities
d) Contribute to project teams to produce original works or
solve problems
Standard 3: Research and Information Fluency
Standard 4: Critical Thinking, Problem Solving, and Decision Making
" Find It! "
" Solve It! "
Students apply digital tools to gather, evaluate, and
Students use critical thinking skills to plan and conduct research,
use information.
manage projects, solve problems, and make informed decisions using
appropriate digital tools and resources.
a) Plan strategies to guide inquiry
a) Identify and define authentic problems and significant
b) Locate, organize, analyze, evaluate,
questions for investigation
synthesize, and ethically use information from
a variety of sources and media
b) Plan and manage activities to develop a solution or
complete a project
c) Evaluate and select information sources and
digital tools based on the appropriateness to
c) Collect and analyze data to identify solutions and/or make
specific tasks
informed decisions
d) Process data and report results
Standard 5: Digital Citizenship
d) Use multiple processes and diverse perspectives to explore
alternative solutions
Standard 6: Technology Operations and Concepts
" Protect it “
" Use It "
Students understand human, cultural, and societal Students demonstrate a sound understanding of technology concepts,
issues related to technology and practice legal ethical
behavior.
a) Understand and use technology systems
a) Advocate and practice safe, legal, and
b) Select and use applications effectively and productively
responsible use of information and technology
b) Exhibit a positive attitude toward using
technology that supports collaboration,
learning, and productivity
c) Troubleshoot systems and applications
d) Transfer current knowledge to learning of new
technologies
c) Demonstrate personal responsibility for
lifelong learning
d) Exhibit leadership for digital citizenship
31
Examples of 21st Century Skills in the Classroom:
The following list of ideas are “provided in an effort to bring the standards to life and demonstrate the
variety of activities possible. Space limitations and the realities of the constantly evolving learning
and technology landscapes make it impossible to provide a comprehensive collection of examples…...
and consequently, students and teachers should not feel constrained by this resource.” ---ISTE Website
---------------------------------------
PK–Grade 2
(ages 4–8)
The following experiences with technology and digital resources are examples of learning
activities in which students might engage during PK–Grade 2 (ages 4–8):
1.
Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1, 2)
2.
Identify, research, and collect data on an environmental issue using digital resources and propose a developmentally
appropriate solution. (1, 3, 4)
3.
Engage in learning activities with learners from multiple cultures through e-mail and other electronic means. (2, 6)
4.
In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a curriculum area.
(1, 2, 6)
5.
Find and evaluate information related to a current or historical person or event using digital resources. (3)
6.
Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of plants and animals.
(1, 3, 4)
7.
Demonstrate the safe and cooperative use of technology. (5)
8.
Independently apply digital tools and resources to address a variety of tasks and problems. (4, 6)
9.
Communicate about technology using developmentally appropriate and accurate terminology. (6)
10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software, and websites. (6)
The numbers in parentheses after each item identify the standards (1–6)
1.Creativity and Innovation 2.Communication and Collaboration 3.Research and Information Fluency 4.Critical Thinking, Problem
Solving, and Decision Making 5.Digital Citizenship 6.Technology Operations and Concepts
---------------------------------------
32
Grades 3–5 (ages 8–11)
activities in which students might engage during Grades 3–5 (ages 8–11):
1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1, 2, 3, 4)
2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1, 2, 6)
3. Recognize bias in digital resources while researching an environmental issue with guidance from the teacher. (3, 4)
4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses. (3, 4, 6)
5. Identify and investigate a global issue and generate possible solutions using digital tools and resources. (3, 4)
6. Conduct science experiments using digital instruments and measurement devices. (4, 6)
7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with teacher
support. (4, 6)
8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5)
9. Debate the effect of existing and emerging technologies on individuals, society, and the global community. (5, 6)
10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and software
problems. (4, 6)
The numbers in parentheses after each item identify the standards (1–6):
1.Creativity and Innovation 2.Communication and Collaboration 3.Research and Information Fluency 4.Critical Thinking, Problem Solving, and
Decision Making 5.Digital Citizenship 6.Technology Operations and Concepts
---------------------------------------
Grades 6–8: (ages 11–14)
1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping
software. (1, 2)
2. Create original animations or videos documenting school, community, or local events. (1, 2, 6)
3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1, 4)
4. Participate in a cooperative learning project in an online learning community. (2)
5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and
accuracy of the content. (3)
6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to gather,
view, analyze, and report results for content-related problems. (3, 4, 6)
7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.
(3, 4, 6)
8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural
perspectives with other learners. (2, 3, 4, 5)
9. Integrate a variety of file types to create and illustrate a document or presentation. (1, 6)
10. Independently develop and apply strategies for identifying and solving routine hardware and software problems.
(4, 6)
--------------------------------------
33
Grades 9–12 (ages 14–18)
1. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum
content. (1, 4)
2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding of
different historical periods, cultures, and countries. (1, 2)
3. Select digital tools or resources to use for a real-world task and justify the selection based on their efficiency and
effectiveness. (3, 6)
4. Employ curriculum-specific simulations to practice critical-thinking processes. (1, 4)
5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable
solutions. (1, 2, 3, 4)
6. Analyze the capabilities and limitations of current and emerging technology resources and assess their potential
to address personal, social, lifelong learning, and career needs. (4, 5, 6)
7. Design a Website that meets accessibility requirements. (1, 5)
8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring, and
citing resources. (3, 5)
9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and
resources. (1, 5)
10. Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and
productivity. (4, 6)
--------------------------------------
Key to Scope & Sequence:
A= awareness of skill/standard
I= introduce skill/standard
R= reinforce skill/standard
M= master skill/standard
34
"Make It"
STE Standard 1: Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
a) Apply existing knowledge to generate new ideas, products, or processes
b) Create original works as a means of personal or group expression
c) Use models and simulations to explore complex systems and issues
d) Identify trends and forecast possibilities
Using and Creating Multimedia Presentations:
3
4
5
open and close a presentation template
I
R
M
create, save, print, retrieve and close slide
I
R
M
rearrange slide using slide sorter or a storyboard
feature to organize presentation
I
R
M
use icons and menus
I
R
M
cut, copy, and paste text
I
R
M
I
R
M
I
R
Student Skills: What we want the students to do...
K 1
2
insert graphics, clip art, sounds, and multimedia files
insert objects such as graphs, charts and spreadsheets
modify background and layout of slides
I
6
7
R
M
manage headers and footers
I
R
M
adjust presentation timing, and action buttons
I
R
M
apply principles and elements of design
I
R
M
utilize tools to edit text size, shape and color
I
R
M
save presentations in other formats
work in various modes and views (outline, notes and
presentation)
Using web based presentation resources and websites
to develop presentations
I
I
R
R
M
I
R
8
9
10 11 12
M
M
M
35
Using and Creating Spreadsheets:
6
7
Select a cell, multiple cells
I
R M
Enter data into cells
I
R M
Change font style, color, size
I
R M
Align cells
I
R M
Create basic charts and graphs
I
R M
select multiple cells
I
R M
insert/ delete cells, rows, columns
I
R M
Move/copy cells, rows, columns
I
R M
Change width, height, color of cells
I
R M
use sort option
I
R M
use simple formulas (sum, average)
I
R M
create complex formulas (mean, mode, %)
K 1
2
3
4
5
I
8
9
10
11
12
R M
36
Using Word Processing Skills:
K 1
create, save, retrieve, print and close document
I
2
3
4
5
6
8
9
M
insert and manipulate clip art, photos, charts, and graphs
I
use grammar and spell check
I
R M
adjust line spacing
I
R M
I
R R M
insert headers, footers, pagination
I
R R M
adjust margins and page views
I
I
adding bullets and number lists
12
I
R M
I
cut, copy and paste text and pictures
R M
R M
adding and adjusting textboxes
I
R M
R M
create tables
I
R M
use function keys and keyboard shortcuts
I
R M
troubleshoot formatting problems-use help feature
I
R R M
save documents as other formats
I
R R M
using and navigating menus
I
R R M
I
R M
use program-specific templates and stationery
I
R M
insert spreadsheets and formulas
I
R M
use word count tool
use print preview
11
R M
create columns
use undo and redo icons
10
R R R M
use formatting toolbar
adjust font styles, size, color
7
I
I
R M
R M
37
"Share it"
ISTE Standard 2: Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to
support individual learning and contribute to the learning of others.
a) Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b) Communicate information and ideas effectively to multiple audiences using a variety of media and formats
c) Develop cultural understanding and global awareness by engaging with learners of other cultures
d) Contribute to project teams to produce original works or solve problems
K 1
2
3
4
5
6
7
8
Collaborate safely and responsibly with others to exchange ideas
electronically (e.g., blogs, wikis, email, chat), to develop new
understandings, to make decisions, to solve problems, and to
broaden and deepen understanding within the technology learning
community and beyond.
I
R R
R
R
R M
Interact, collaborate, and publish with peers, experts, or others
employing a variety of digital environments and media as members
of a social and intellectual network of learners.
I
R M
I
R
M
R
M
Demonstrate teamwork by working productively with others, either
individually or in project teams, to produce original electronic works
or solve problems.
I
R
Develop cultural understanding, global awareness, and respect for
differing interests and experiences of others by engaging, through
the use of technology, with learners of other cultures to solicit
diverse perspectives while searching for information, collaborating
with others, and participating as a member of the community.
Use knowledge and information skills and dispositions to engage in
public conversation and debate around issues of common concern
within and beyond the learning community.
I
9
M
Use social networks and information tools both electronically and in
person to gather and share information exhibiting responsibility,
safety, and etiquette
I
Use email, chat, or other electronic means to compose, send,
retrieve, read, reply to, forward, save, print and delete messages
engage in learning activities through a variety of collaborative
platforms
I
R M
I
R M
create and use group addresses in order to collaborate efficiently
and effectively
I
R
M
video conference with others outside the school walls
I
R M
publish a finished work for viewing online
I
R M
share documents with others
I
R
M
practice appropriate communication etiquette showing digital
citizenship
I
R
M
participate on virtual teams in projects spread across the globe
10 11 12
R
M
I
R
38
M
"Find It"
ISTE Standard 3: Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a) Plan strategies to guide inquiry
b) Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c) Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d) Process data and report results
K 1 2
3
4
5 6
A
I
R
M
7
8
9
10
11 12
Basics:
Use online catalogs to locate, access, and use resources (print and e-books,
targeted websites, resource lists)
Differentiate between digital resources (databases, encyclopedias, websites,
search engines, social media platforms)
A
I
Understand the organizational structure of various digital resources, and how to
navigate each effectively
A
I
R M
I
R
M
Search/Locate:
Develop search strategies appropriate to the information need (natural
language, keywords, synonyms, Boolean operators)
A
Refine search strategies using tools within databases or other digital resource
(full-text, peer-review, advanced-search options to narrow or broaden search)
A
I
R
Locate information in various formats (video, podcast, graphs, images)
A I
Evaluate information for relevance, accuracy, reliability, and purpose, including
dynamic online content (social media, blogs, wikis)
A A
I
I
Choose material suitable for grade level and academic rigor
A
I
R
M
I
R
M M
I
R
M M
A
I
R
M M
A
I
R
M M
R
M
R M
Organize/Synthesize:
Organize virtual information in a beneficial way, e.g., using Favorites and
bookmarking sites
A
Organize and synthesize data from various resources, using online tools such
as Noodletools and Google Docs
A
Use online note-taking resources effectively (Noodletools, Spicy Nodes)
Express:
Create an authentic product appropriate to task purpose and intended
audience, using relevant format or platform
Share information and collaborate in participatory environments (GoogleDocs)
Transfer knowledge gained to new formats as they evolve
A
I
R
A A I
R
M
Ethical Use of Digital Resources:
Understand plagiarism, paraphrasing, and correct citation
Understand copyright issues and licensing as they apply to
remixing/repurposing material from other sources, Creative Commons, etc.
A
I
M
M
R
M M
39
M
"Solve It"
ISTE Standard 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.
a) Identify and define authentic problems and significant questions for investigation.
b) Plan and manage activities to develop a solution or complete a project.
c) Collect and analyze data to identify solutions and/or make informed decisions.
d) Use multiple processes and diverse perspectives to explore alternative solutions.
Using Word Processing Skills
Connects ideas to own interests.
K 1
2
3
4
5
6
7
8
9
M
Develops researchable questions to address the issue at hand, with
guidance as needed.
M
Analyzes and evaluates what is known, observed or experienced to form
tentative thesis or hypothesis.
M
Identifies target audience.
M
Uses digital tools such as Noodletools to organize notes, data, findings
Uses digital tools to collaborate with peers within the classroom, as well
as outside the classroom.
M
I
R
R R R
Select and apply digital tools to collect, organize, and analyze data to
evaluate theories or test hypotheses
M
Apply digital tools and resources to address a variety of tasks and
problems (gather, view and analyze data, and report results
M
Compare and contrast data and findings with peers using spreadsheets
and other digital tools.
M
M
Challenges ideas in text and makes notes of questions to pursue in
additional sources.
M
Recognizes bias in digital resources
M
Use collaborative electronic authoring tools to explore content w/others
M
Presents different perspectives with evidence for each.
Develops own point of view and supports with evidence; Recognizes that
own point of view influences the interpretation of information
Recognizes the effect of different perspectives/points of view on info.
M
M
Apply previous knowledge of technology to new situations/applications
Develops a schema or mind map to express the big idea and the
relationships among supporting ideas and topics of interest.
10 11 12
M
M
M
Troubleshoot software issues
M
Produce a media rich digital story
Design, develop and test a digital learning game
40
ISTE Standard 5: Digital Citizenship
“Protect it!”
Students understand human, cultural, and societal issues related to technology and practice legal
ethical behavior
a) Advocate and practice safe, legal, and responsible use of information and technology
b) Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c) Demonstrate personal responsibility for lifelong learning
d) Exhibit leadership for digital citizenship
K 1
Care for and leave equipment ready for the next user (Leave things better
than you found them)
I
2
3
4
5
6
R
M
M
7
I
R
Recognize and respect the ownership for others' work (Copyright and Proper
Citation)
I
I
R
R R
Do not share personal information (phone numbers, passwords)
I
R
R M
Treat each virtual interaction as though it was face to face. (what you do,
share, say, send)
I
R
R
I
R R
M
Virus detection and avoidance
Software selection, installation and maintenance
Demonstrate the safe and cooperative use of technology
I
I
I
R M
R
R M
R
Safe Searching / Navigation (where we go online, how we act)"Phishing &
Viruses" (awareness of security risks)
I
I
R
M
R
M
I
K 1
2
3
M
M
Intellectual Property (using and crediting sources properly, fair use, plagiarism,
appropriation vs. transformation
Student Skills: What we want the students to do..
10 11 12
M
Creation and maintenance of passwords (How to create, not to share)
Digital Netiquette (acting responsibly and respectfully in the online
environment; respecting the privacy of others)
9
R R M
Use equipment for positive and productive functions (You lose control when
you post/send)
Safety and online communications (how much information to share)
8
4
Digital Profile (information we post, protecting our privacy, why it's important)
5
I
R
6
7
M
8
9
10 11 12
R
M
R
M
"Digital Traces" (the traces we leave that can define who we are in ways we
may not realize) and "Keeping Financial Information Safe" (potential effects on
our financial security and credit)
Cyberbullying
I
Cyberslander
Email and online communication etiquette
I
I
R
R M
41
M
"Use It"
STE Standard 6: Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a) Understand and use technology systems
b) Select and use applications effectively and productively
c) Troubleshoot systems and applications
d) Transfer current knowledge to learning of new technologies
K
1
2
5
6
7
8
I
R
R
M
Conceptualize, guide and manage individual or group
learning projects using digital planning tools with
teacher support.
I
R
R
M
Apply previous knowledge of digital technology
operations to analyze and solve current hardware
and software problems. (What is your plan B?)
I
R
R
M
Engage in learning activities with learners from
multiple cultures through email/ other means
3
4
9
M
Independently apply digital tools and resources to
address a variety of tasks and problems
I
R M
Communicate about technology using
developmentally appropriate and accurate
terminology
I
R R M
Demonstrate the ability to navigate in virtual
environments such as electronic books, simulation
software, and Web sites.
I
R M
Select and apply digital tools to collect, organize and
analyze data to evaluate theories or test hypotheses
Analyze the capabilities and limitations of current and
emerging technology resources and assess their
potential to address personal, social, lifelong learning
and career needs.
I
Select digital tools or resources to use for a realworld task and justify the selection based on their
efficiency and effectiveness
I
R
M
Design a website that meets accessibility
requirements
I
R
R
Toggle between 2 or more programs, websites or
documents (Manage your desktop)
10 11 12
I
R
M
M
R M
42
Google Migration Committee C is recommending that the district begin a migration to a full implementation of
Google Apps for Education (GAFE) beginning July 2014. During the first 12 months of GAFE
the committee recommends that the current First Class (FC) e-mail system continue to be
available to all current users through June 2015. New users after July 1, 2014 will go directly
into the GAFE system.
Committee C recognizes the need for a migration from FC to GAFE. Therefore the current FC
system will remain available until July 1, 2015. Resources beyond email (workspaces,
documents, web-pages) in the FC system will move July 1, 2014.
Committee C recognizes the need for district wide calendars for both calendar days and
resources. Such current FC calendars will be reproduced in GAFE for July 2014. Building
calendars will be managed by Building Administrative Staff. District wide calendars will be
managed by District Administrative Staff. Building Resource calendars will be managed by
Building Administrative Staff. Documentation to support the creation and maintenance of
calendars and resources will be provided. In addition, the resource naming conventions will
include the Room numbers.
At present, the districts email password policies are less than the commonly recommended
policies for email systems. Committee C is recommending (length, formation, during, practice):
8 characters, 3 of four characters including capital and lowercase letters, numbers and symbols.
The passwords need to be changed (FIB) every 90 days.
At present, the districts FC email username policies use first initial of first name and up to the
first 7 characters of the users last name for a total of 8 characters ([email protected]). For
those taking part in the initial release of GAFE staff usernames were the first initial of the first
name and the full last name ([email protected]). Students in GAFE are the
[email protected]. Committee C recommends the present
username policies be continued. If there are duplicate names, the middle initial will be used. If
a name is hyphenated, the network administrator will manipulate the username. Teachers will
be able to create groups by their class periods and add students to the groups.
Committee C recognizes the need for archiving of all Google resources (including email, web
pages, calendar) and recommends the Backupify services for archiving all staff and student
accounts. Teachers can access the backed-up files.
Committee C recognizes the need for reducing paper consumption and the migration to the
digital cloud. Therefore the committee recommends Chromebook printing. Open Labs will be
set up for printing (Library, Computer Lab rooms)
43
NetworkCommittee C is recommending that the districts aging (16 years) network infrastructure be
updated to allow for the ever increasing use of cloud based resources.
Committee C has evaluated and considered two currently popular manufacturers in the local
educational market. Cisco has a strong history of stable network products. However, Cisco is
also one of the most expensive products on the available market. Meraki, recently purchased by
Cisco, holds an increasing segment of the market and is competitively priced for education.
Locally, many districts (Queensbury, Mohonasen, Shenendehowa and Berne-Knox) have been
migrating to Meraki.
TOTAL
Includes
MERAKI
CISCO
$ 529,247.96
$ 542,274.13 plus NERIC fee
All Cisco Core, Meraki POE
switches, Meraki WAPs, UPS
installation.
All Cisco Core, Prime Management
Controller, Cisco POE switches,
Cisco WAPs, UPS installation.
Support and Year 1 included on top level Cisco
Maintenance switching with 5 years for Meraki
Year 1 included on top level
switching and core each additional
year estimated at $14K for just top
level switching.
MDM
Included
Additional Purchase Needed
Dashboard
Included
Prime Management
included $40K first year
Committee C received proposals from two local vendors; Annese who proposed Cisco and CPI
who proposed Meraki. The districts Network Administrator has confidence in engineers from
both organizations. However, when considering prior work with both organizations CPI has
shown themselves to be a very client driven organization while historically Annese engineers
follow a more corporate initiative.
After fully reviewing both proposals Committee C recommends that Schalmont CSD purchase
the Meraki package through the vendor CPI and try to co-ser through the Washington BOCES.
44
StaffingElementary
MS
HS
DO, OPS &
OTHER SITES
Desktops
691
233
164
264
30
Laptops
535
128
202
196
9
Tablets
33
4
7
4
18
Printers
207
67
65
71
4
Copiers
27
6
6
11
4
Servers
15
1
MS/HS
Combined
12
2
At present, the district has 3,986 active technology devices managed and supported by the
districts Technology Offices. Devices include desktops, laptops, tablets, printers, copiers,
scanners, projectors, document cameras, digital video/still cameras, scanners, classroom
response systems, digital interactive whiteboards and other related technology items. I addition
to these devices the offices support networked systems such as the phone, security and
network backbone along with the internal e-mail system, SPAM filter, Virus Protection, Anti-Exe
protection, heating and cooling management system and content filter.
At present, the Technology offices are staffed by two full-time professional technology staff ( a
Network Administrator and a District Help Desk Technician) and two part-time (one every-other
day) contracted level-3 NERIC Technicians for a total of 115 working support hours per week.
At present, the Technology offices support 1853 students and 296 FTE’s. Daily support calls
exceed 60 per day (over 7 per hour) in the first few months of each school year while the
number of requests for support will drop to an average of about 12 per day (a little over 3 per
hour) for the rest of the school year. In addition to these calls the office continues to support
multiple system backbones, projects, grants and other initiatives of the district.
In addition to the elementary, MS/HS campuses the district continues to own Schonowe,
Woestina and Mariaville which require on-going support for systems management and require a
network and related support.
45
With the proposed changes in network access and increasing inventory numbers (allowing
personal devices, Chromebooks) Committee C recognizes the need for a review of the current
staffing in order to fully support the future of technology within the district. Of particular concern
is the transient, in-flexible schedule and ever changing nature of the contracted NERIC staff. In
the previous two years these members of the districts technology team have changed eight
times. With each change came a loss of productive work time as a new NERIC Technician
needed to be oriented to the districts technology and staff. Therefore, Committee C
recommends eliminating the NERIC Technicians and hiring one additional full-time Schalmont
Technician. In addition, during the 2014-15 school year the Student Help Desk should be
implemented. This provides additional Level I technician assistance at no cost to the district.
In addition to the professional technology staff of the Technology Offices Committee C
recognizes that the future of technology will also heavily involve the districts Building
Coordinators as well as the Districts Technology Integration Specialist and the STI Technology
Program Specialist.
Each of these positions will be heavily involved in the classroom support and training of staff
who will use these new educational technology resources. Therefore, Committee C
recommends changing the Building Coordinator role to include more of a focus on technology
integration in the classroom and less on triage of technology help desk issues.
46
ServersIn recent years the district has seen the number of internal servers decrease as an increasing
number of services (SIS, FM) have moved to cloud based services. While the district still
maintains localized DNS, DHCP, AD along other global services (and vendor management
systems) the number of servers will likely continue to decrease over the next few years. At
present several key servers are aged and should be considered for replacement as soon as the
new network is in place. Therefore, Committee C recommends that our servers reside local.
PoliciesAt present, the districts BOE policies related to technology limit personal devices on the districts
current network. Committee C recognizes that along with a new network design, intended for
BYOD and cloud access, these policies will require updates that consider cloud access for
personal devices while maintaining network, data and systems security. Therefore, Committe C
recommends the development of Technology policies to match/guide our technology
implementation. Technology Board Policies will be revised, developed and approved prior to roll
out of each initiative.
Technology Team Historically technology initiatives within the district have had a variety of starting points including
teams and committees involving the Superintendent, Business Official, Director of Curriculum,
Network Administrator, Building Coordinators, Principals, Committees (IDEA, STI) as well as
from instructional and other staff. While input is requested, meetings held and announcements
made there remains the issue of communication being the weakest link.
Communication among these various individuals and groups has always proved to be a
challenge. Therefore, Committee C recommends that an abbreviated version of the Technology
Committee meet four times a year to handle Technology challenges. Building committee
meetings, as implemented in 2013-14 school year, should continue to meet monthly.
47
NERIC Technology Assessment Transportation Office Network and Building- is receiving new fiber cable network lines
Network Closet environments - H&C, UPS -all planned in network upgrade
Fiber Design in current network - revisions in network upgrade
SNMP management - discussed cost versus reality. Meraki will provide mgmt features.
Jefferson Connectivity - quote in network upgrade plan.
Password Security - revised
Screen Lockout- 30 - Should be used for laptops (30 minutes)
Login Banner NO- staff electronically sign AUA every fall
DNS updates/fixes - NERIC DNS - NO to NERIC DNS
DHCP non-static - on BYOD =ok, rest of the network needs static IPs
WEP and single SSID - No WEP, changing
AD to 2012 - new network upgrade provides this change.
AD Policies - Single top layer - NO
AD Policies - simply with fewer - NO
KMS (key management server) - Part of new network server deployment
Terminal Services - SABRE10 - TS can’t be removed; retiring SABRE10.
File Storage - Google Drive will backup up to 30G for non google documents.
Backups (DO) - only DO staff
Updates (WSUS) - Done
VM Servers - Can’t replace all servers for our vendors with virtual network needs.
Server Backups - SWAT prefers off site backup. Not necessary (Cloud servers, google)
Content Filter Delays - New Content Filter-staff not seeing as many sites blocked.
Managed Services - NO (absolute NO)
Technicians - Local technicians instead of NERIC staff more reliable and provide consistent
work flow.
Help Desk Database Direct Emails - continue as is - Need is for additional staffing not a new
database.
Remote Desktop - No NERIC access; No NERIC Managed services
Single Administrator - with more Schalmont staff, admin role will be shared
AirWatch MDM - Pay for $; free with Meraki
Exchange - NERIC email = NO; Prefer Google email
NERIC Security Hosting - We have our own system
STI Communications - PD will be collaborated with the Technology Plan Implementation
No Instructional Technology Support Staff - we have Bldg Coordinators, Technology Integration
Specials and STI Technology Program Specialist.
BYOD Challenges - Policies need to be created, New network can handle BYOD
Policy Changes - approximately half of Tech polices have been reviewed and updated.
Remaining policies are awaiting finalization of Technology plan and Network upgrades.
48
Cost for implementation of Technology
When developing the budget we are going to have
to keep the needs of technology in mind.
•
•
•
•
•
•
•
•
•
Projectors = $5k - $3k per unit
Labs = $40k - $50k each
Software = $500.00 - $40k each
Network = $530k
Laptops = $800.00 per unit
Desktops = $700.00 per unit
Chrome books = $316.00 per unit
Servers = $3k - $6k per unit
IPads = $900.00 per unit
49
Hardware Implementation Plan
Timeline 2014-2018
Network
Start
Finish
1.
Tech “C” planning meeting
04/02/2014
04/02/2014
2.
Technology Committee Meeting- Present Plan
04/24/2014
04/24/2014
3.
Technology Committee Plan Approval
04/24/2014
05/01/2014
4.
Neric Purchase
05/01/2014
06/30/2014
5.
Sign Off with Vendor/NERIC for Purchases
05/01/2014
05/01/2014
6.
HD Network Installation
07/22/2014
08/15/2014
7.
Updates for server backbone (DHCP, DNS, New IP structure)
07/22/2014
08/15/2014
8.
WI Network Installation
07/22/2014
08/15/2014
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
50
Timeline 2014-2018
Laptops/Desktops
Start
Finish
1.
Evaluation/Configurations
3/13/2014
04/26/2014
2.
DELL Quote
04/07/2014
04/18/2014
3.
NERIC Quote with Management Fees
04/06/2014
04/25/2014
4.
Official Purchase with NERIC, Documents
04/07/2014
04/25/2014
5.
Delivery
06/03/2014
06/30/2014
6.
Inventory Deliveries
06/21/2014
07/10/2014
7.
Build Primary and Image all Secondary
06/24/2014
07/26/2014
8.
Pull Previous Desktops
07/01/2014
07/03/2014
2013-2014
2014-2015 2015-2016 2016-2017 2017-2018
51
Timeline 2014-2018
Deployments
Start
Finish
1.
Replace XP Units
07/07/2014
08/01/2014
2.
Nutrikids Replacements
04/24/2014
08/30/2014
3.
2nd Additional Lab at JE from current mini-labs
05/01/2014
08/02/2014
4.
Clear Bunker
05/01/2014
05/05/2014
5.
Data Drops Installed and Ports Activated
07/07/2014
07/11/2014
6.
Counter Installed
07/14/2014
07/26/2014
7.
Systems Deployment
07/28/2014
08/02/2014
8.
1st Additional Lab at JE
07/07/2014
08/02/2014
9.
Clear room
07/07/2014
07/11/2014
10. Data Drops Installed and Ports Activated
07/07/2014
07/11/2014
11. Counter Installed
07/21/2014
07/25/2014
12. Systems Deployment
07/28/2014
08/02/2014
13. Update SHS Mobile Lab 01
04/07/214
08/16/2014
14. Create JELIB LAB Public Area
01/14/2014
08/16/2014
2013-2014
2014-2015 2015-2016
2016-2017 2017-2018
52
Timeline 2014-2018
Deploy and Training Day (STI)
Start
Finish
1.
Coordinate Tops, Sessions
05/01/2014
06/30/2014
2.
Coordinate Rooms and Instructors
05/01/2014
07/22/2014
3.
Create Web Based Documentation, as required
05/01/2014
06/30/2014
4.
Create Web Based Video Training, as required
05/01/2014
06/30/2014
5.
Provide Training Sessions 9/2
09/02/2014
09/02/2014
2013-2014 2014-2015
2015-2016
2016-2017 2017-2018
53
Timeline 2014-2018
Chromebooks
Start
Finish
1.
Evaluation Sampling of Chromebooks in Current
Environment
04/01/2014
06/27/2014
2.
BC Evaluation of Chromebooks in Classrooms
04/07/2014
06/27/2014
3.
1st Year HS (9th GR) Implementation
05/01/2015
09/01/2016
4.
2nd Year HS (9th GR) Implementations
05/06/2016
09/01/2017
5.
3rd Year HS (9th GR) Implementations
05/01/2017
09/01/2018
6.
4th Year HS (9th GR) Implementations
05/01/2018
09/01/2019
7.
Chromebook Mobile Lab Replacements for MS
05/01/2015
09/01/2015
8.
Chromebook Mobile Lab Replaments for JE
05/01/2015
09/01/2015
9.
Other Lab/Library Areas for Possible Chromebook
Deploy
06/30/2014
05/01/2015
2013-2014
2014-2015 2015-2016 2016-2017 2017-2018 2018-2019
54
Timeline 2014-2018
Printers/Copiers
Start
Finish
1.
Gather locations from BC’s/Principals
01/01/2014
04/01/2014
2.
Gather sales proposals from Vendors
04/01/2014
04/19/2014
3.
Pull Current Ink/Laser Printers
07/07/2014
08/16/2014
2013-2014
2014-2015
2015-2016 2016-2017
2017-2018
55
Timeline 2014-2018
Office 2013
Start
Finish
1.
Notify Current Instructional Staff Teaching Office 2013
05/01/2014
05/01/2014
2.
Upgrade All Current Installations
07/24/2014
07/25/2014
2013-2014
2014-2015
2015-2016
2016-2017
2017-2018
56
Timeline 2014-2018
Google Apps for Education (GAFE)
Start
Finish
1.
Technology Committee Approval for Gmail Migration
04/24/2014
04/24/2014
2.
Technology Committee “C” Create recommended policies
02/22/2014
05/01/2015
3.
Migrate First Class resources to GAFE
05/01/2014
06/30/2014
4.
Generate staff accounts
04/10/2014
06/30/2014
5.
Disable Graduating Class 2014
06/28/2014
06/28/2014
6.
Import Student Class 2014-2015
08/18/2014
08/18/2014
7.
Continued App Rollout
09/01/2014
06/30/2018
2013-2014
2014-2015 2015-2016 2016-2017
2017-2018
57
Timeline 2014-2018
IDEA
Start
Finish
1.
Evaluate and Purchase IDEA Products
04/01/2014
04/19/2014
2.
Receive and Inventory IDEA Products
04/22/2014
04/30/2014
3.
Prep and Deploy IDEA products
05/01/2014
05/10/2014
2013-2014
2014-2015 2015-2016 2016-2017 2017-2018
58
Timeline 2014-2018
Projection
Start
Finish
1.
Evaluate current Projection Age
07/01/2014
10/01/2015
2.
Supply Replacement Discontinued Lamp Projects
11/01/2015
12/31/2015
3.
Plan for Future Projection Replacements- Tech “C”
06/30/2014
06/30/2018
2013-2014
2014-2015 2015-2016 2016-2017 2017-2018
59
Smart Schools Allocation and Technology Purchase plan 2016 2020 The total allocation for Schalmont Central School District is $1,058,978. The district has developed a purchase plan inclusive of the smart school bond allocation. This plan will allow the district to add resources to its general fund in order continue funding the ongoing rollout of the tech plan once the smart schools allocation is fully utilized. For the first year of the plan the district is looking to purchase interactive whiteboards, desktop computers, and laptop computers. The devices will be of either a Windows operating system or Chrome operating system. The total purchase of the smart bond allocation for the first year is $472,464. The second through fourth year of the smart bond allocation the district is going to continue to purchase desktop and laptop computers as part of the districts committed tech plan. The devices will contain either the Windows or Chrome operating system. The total anticipated purchase cost of the devices for year two is $225,675, year three is $178,020, and year four is $117,560. The fifth year of the smart bond allocation the district will be purchasing laptop computers with the Chrome operating system for an approximate cost of $52,020. This will utilize all but a small amount of the allocated funds. The remaining $13,239 will allow for fluctuations in pricing over the next 5 years. The decrease of purchases throughout the life of the smart bond allocation will allow the district to add resources to its general fund in order to pick up the ongoing replacement cost of devices in our tech plan. See below for a summary of this rollout: Year Equipment Estimated Cost 201617 Laptop Computers (450) $143,820 Desktop Computers (183)
$120,116.50 Interactive Whiteboards (57) $318,030 Total for 201617 $581,966.50 201617 Smart Bond Purchases $472,464 201718 Laptop Computers (490) $196,600 Desktop Computers (49)
$29,055.92 Total for 201718 $225,675.92 201718 Smart Bond Purchases $225,675.92 201819 Laptop Computers (419) $213,108 Desktop Computers (11)
Total for 201819 $223,108 201819 Smart Bond Purchases $178,020 201920 Laptop Computers (484) $149,930 Desktop Computers (52)
Total for 201920 $201,530 201920 Smart Bond Purchases $117,560 $10,000 $51,600 4 Year Technology Purchase Plan (includes Smart Schools allocation)
Location
Questions/Comments
Last
Next
QTY
Price Per
2016-2017
$0.00
$0.00
$0.00
$0.00
9th Grade Deployment
2014
Annual
180
289.00
$52,020.00
$52,020.00
$52,020.00
$52,020.00
JELAB01 - Desktops
2010
2014
25
800.00
25
377.33
24
800.00
JELAB01 - Chromebox
JELIBLAB - Desktops
2017-2018
2018-2019
2019-2020
$9,433.25
2010
2014
24
377.33
Remove
2010
2014
7
800.00
Increase to 2, Repurposed
2009
2016
2
0.00
JECB - 418
2014
2018
30
289.00
$8,670.00
JECB - LIB
2014
2018
30
289.00
$8,670.00
JECB - 306
2014
2018
30
289.00
$8,670.00
JECBML01
2015
2019
30
289.00
$8,670.00
JECBML02
2015
2019
30
289.00
$8,670.00
JECBML03
2015
2019
30
289.00
$8,670.00
JECBML04
2015
2019
30
300.00
$9,000.00
JEADMIN Secretaries
2012
2016
2
800.00
JEADMIN Principals
2015
2019
2
800.00
JEADMIN Nurse
2012
2019
2
800.00
JEADMIN Custodial
2012
2018
1
800.00
JECAFE POS
2013
2018
3
BOCES
2009
2016
1
800.00
2008
2012
2
800.00
2008
NONE
93
0.00
JECL Laptop
2013
2017
70
900.00
JEPTO
2008
NONE
1
0.00
JELIBLAB - Chromebox
JELIBPUB - Desktops
JETTC
JEVISIT
Repurposed
JESB
JECLSTUD
Marty, Removal?
$9,055.92
$1,600.00
$1,600.00
$1,600.00
$800.00
BOCES
$63,000.00
(JE) SCSDSESTUD
Shari Budget?
2008
NONE
9
0.00
JE Projection Units
70"
2003
2016
5
5,765.00
$28,825.00
JE Projection Units
65"
2003
2016
5
3,650.00
$18,250.00
Receive SHSLAB03
2011
2016
25
0.00
$0.00
Change to Chromeboxes
2013
2016
25
377.33
$9,433.25
SMSLAB01 - Desktops, PLTW
SMSLAB02 - Desktops
4 Year Technology Purchase Plan (includes Smart Schools allocation)
SMSLIBPUB - Desktop
Chromeboxes
SMSLIBPUB - Chrome
Chromeboxes
SMSML04 - Laptops, Super Grant
2009
2013
20
0.00
$0.00
30
300.00
$10,150.00
Pulling 2016
2013
2017
30
0.00
SMSCBML01
5/6 share
2015
2019
30
300.00
$9,000.00
SMSCBML02
5/6 share
2015
2019
30
300.00
$9,000.00
SMSCBML03
5/6 share
2015
2019
30
300.00
$9,000.00
SMSCBML04
5/6 share
2015
2019
30
300.00
$9,000.00
SMSCBML05
5/6 share - 2nd Section 21st
2015
2019
30
300.00
$9,000.00
SMSCBMLxx
7th Grade
2016
2020
240
340.00
8th Grade
2017
2021
240
340.00
6 - 21st Century Room
2015
2019
30
350.00
SMSADMIN Secretaries
2012
2016
2
800.00
SMSADMIN Principals
2014
2018
2
900.00
SMSADAMIN Nurse
2012
2016
1
800.00
$800.00
SMSADMIN Custodial
2012
2016
1
800.00
$800.00
SMSADMIN Guidance
2014
2018
2
900.00
$1,800.00
SMSPLTW - Laptop
2014
2018
2
2,000.00
$4,000.00
SMSCBMLxx
SMSCBML06 - 21st C
$81,600.00
$81,600.00
$10,500.00
$1,600.00
$1,800.00
(SMS)SCSDSESTUD
Shari Budget?
2009
2013
12
800.00
SMSSESTUD
Shari Budget?
2008
2012
1
800.00
SMSVISIT
2012
2016
1
800.00
SMSSB01 - Laptop
2012
2014
1
800.00
SMSCL - Laptops
2014
2018
75
900.00
SMSCAFE POS
2013
2017
2
BOCES
70"
2003
2016
18
5,765.00
$103,770.00
Replace or wait?
2012
2016
30
800.00
$24,000.00
SHSLAB01 - Desktops
2012
2016
25
800.00
SHSLAB02 - Desktops
2015
2019
25
1,100.00
SHSLAB03 - Desktops, PLTW
2013
2017
29
1,100.00
SHSLAB04 - AIO, Super Grant
2014
2019
25
900.00
SHSMCCBML01 - Chromebooks
2010
2016
30
340.00
$10,200.00
$11,200.00
SMS Projection Units
SHSLIBLAB - Desktops
SHSLIBPUB - Desktops
Hand me down?
2010
2014
14
800.00
SHSML02 - Laptops, Grant
Wait for Chrome
2009
2013
16
900.00
$67,500.00
BOCES
$20,000.00
$27,500.00
$31,900.00
$22,500.00
4 Year Technology Purchase Plan (includes Smart Schools allocation)
(SHS)SCSDSESTUD
Don't Replace, Chrome Comi
SHSAUD
2010
2014
21
800.00
2012
2016
1
800.00
SHSCLMUS Laptops
Repurposed Laptops
2016
2018
2
900.00
SHSML03 - Laptops
Don't Replace, Chrome coming
2013
2017
30
900.00
SHSCBML01 - Grant
2014
2018
30
0.00
SHSCLSTUD - Grant
2009
2013
5
0.00
SHSCLSTUD - AIS
2010
2014
6
0.00
2012
2016
1
900.00
SHSDL - Desktop
$800.00
$0.00
SHSISS
2013
2017
2
800.00
SHSMCSTUD, Desktop
2009
2013
8
800.00
One time do not replace
2015
2019
30
300.00
SHSADMIN Secretaries
2012
2016
3
800.00
SHSADMIN Principals
2014
2016
2
900.00
SHSADMIN Nurse
2012
2016
1
800.00
SHSADMIN Guidance
2014
2018
3
900.00
SHSSCAN
2009
2013
1
800.00
SHSADMIN RO
2012
2018
1
800.00
$800.00
SHSVISIT
2012
2018
1
800.00
$800.00
SHSCL - Laptops
2015
2019
65
900.00
$58,500.00
2014-15
2019
3
2,000.00
2013
2017
3
BOCES
2003
2016
29
5,765.00
$167,185.00
2012
2016
12
800.00
$9,600.00
2015
3
900.00
SHSCBML02
SHSPLTW - Laptops
SHSCAFE POS
SHS Projection Units
70"
DO - Desktops
DO - Laptops
2007-2011
$2,400.00
$1,800.00
$800.00
$2,700.00
$800.00
$6,000.00
BOCES
DO - Tablet/Laptop
BO
2016
2020
1
1,400.00
DO - Chromebook
Super/PPS
2014
2018
2
289.00
TRANS - Desktop
2012
2016
3
800.00
$2,400.00
OPS - Desktop (MS OPS)
2012
2016
1
800.00
$800.00
SCSDITC Desktop
2014
2018
4
1,000.00
TOTAL
$1,400.00
$578.00
$4,000.00
$581,966.50 $225,675.92 $223,108.00 $201,530.00
2015
7315
1 of 2
Students
SUBJECT:
STUDENT ACCEPTABLE USE POLICY
The Schalmont Board of Education will provide access to various computerized information resources through
the District's computer system ("DCS" hereafter) consisting of software, hardware, computer networks and electronic
communications systems. This may include access to electronic mail, "on-line services" and the "Internet." It may
include the opportunity for some students to have independent access to the DCS from their home or other remote
locations. All use of the DCS, including independent use off school premises, shall be subject to this policy and
accompanying regulations. Further, all such use must be in support of education and/or research and consistent with
the goals and purposes of the School District.
Access to Inappropriate Content/Material and Use of Personal Technology or Electronic Devices
This policy is intended to establish general guidelines for the acceptable student use of the DCS and also to give
students and parents/guardians notice that student use of the DCS will provide student access to external computer
networks not controlled by the School District. The District cannot screen or review all of the available content or
materials on these external computer networks. Thus some of the available content or materials on these external
networks may be deemed unsuitable for student use or access by parents/guardians.
Despite the existence of District policy, regulations and guidelines, it is virtually impossible to completely
prevent access to content or material that may be considered inappropriate for students. Students may have the ability
to access such content or material from their home, other locations off school premises and/or with a student's own
personal technology or electronic device on school grounds or at school events. Parents and guardians must be willing
to establish boundaries and standards for the appropriate and acceptable use of technology and communicate these
boundaries and standards to their children. The appropriate/acceptable use standards outlined in this policy apply to
student use of technology via the DCS or any other electronic media or communications, including by means of a
student's own personal technology or electronic device on school grounds or at school events.
Student use of the DCS is conditioned upon written agreement by all students and their parents/guardians that
student use of the DCS will conform to the requirements of this policy and any regulations and forms adopted to
ensure acceptable use of the DCS. All such agreements shall be kept on file in the District Office.
Standards of Acceptable Use
Generally, the same standards of acceptable student conduct which apply to any school activity shall apply to
use of the DCS. This policy does not attempt to articulate all required and/or acceptable uses of the DCS; nor is it the
intention of this policy to define all inappropriate usage. The District Code of Conduct along with the student
agreement form 7315F will further define general guidelines of appropriate student conduct and use as well as
proscribed behavior.
(Continued)
60
SUBJECT:
STUDENT ACCEPTABLE USE POLICY (Cont'd.)
District students shall also adhere to the laws, policies and rules governing computers including, but not limited
to, copyright laws, rights of software publishers, license agreements, and student rights of privacy created by federal
and state law.
Students who engage in unacceptable use may lose access to the DCS in accordance with applicable due process
procedures, and may be subject to further discipline under the District's school conduct and discipline policy and the
District Code of Conduct. The District reserves the right to pursue legal action against a student who willfully,
maliciously or unlawfully damages or destroys property of the District. Further, the District may bring suit in civil
court against the parents/guardians of any student who willfully, maliciously or unlawfully damages or destroys
District property pursuant to General Obligations Law Section 3-112.
Student data files and other electronic storage areas will be treated like school lockers. This means that such
areas shall be considered to be School District property subject to control and inspection. The District Network
Administrator may access all such files and communications without prior notice to ensure system integrity and that
users are complying with the requirements of this policy and accompanying regulations. Students should NOT expect
that information stored on the DCS will be private.
Notification
The District's Acceptable Use Policy along with policy form #7316F will be disseminated to parents and
students in order to provide notice of the school's requirements, expectations, and students' obligations when accessing
the DCS.
NOTE: Refer also to Policies
#7315F Acceptable Use Policy Form
#7550 Dignity for All Students Act
#7316 Student Use Of Personal Technology/Bring Your Own Device (BYOD)
#7317 Student Required Use, Internet and 1:1 Device (Chromebook) Use Policy
#3410 Student Code of Conduct on School Property
Reviewed: 8/5/15
First Read: 8/25/15
Second Read/Adoption: 9/14/15
Next Review: 9/2017
61
BOE Policy # 7315F
ACCEPTABLE USE POLICY FORM-STUDENTS
In order to access information from the Internet and the school network, students must accept
responsibility for proper use of these resources. By signing this Acceptable Use Policy, the student
agrees to abide by the following rules and regulations of this agreement. Network users have no
expectation of privacy and understand that computer usage is for educational purposes only.
•
•
•
•
•
•
•
•
•
Students may access the Internet when permitted during supervised class time, study halls or at
the school library for research related to their course work.
Any use of the school network for illegal activity is prohibited.
Using computer programs which harass users, infiltrate a computing system, or damage
software is prohibited.
Posting of personal information, including pictures, about themselves or other people is
prohibited. Any student who uses a personal communication device on school grounds or
school-provided communication device, computer network, or the internet to harass or coerce
another person, uses vulgar, obscene, profane, lewd language to communicate such
harassment, or threatens an illegal or immoral act shall be subject to school disciplinary
procedures.
Users will not attempt to gain unauthorized access to the district system or go beyond
authorized access.
Use of profane, obscene, threatening or offensive language in email messages, web pages or
social media sites is not permitted.
Plagiarizing and violating copyright laws are not permitted.
External e-mail, chat sites, web blogs or journals to communicate with others is not allowed.
In any instance in which cyberbullying causes a substantial disruption of the work of the school
or impinges on the rights of other students, the person committing the act shall be subject to
school disciplinary procedures.
62
Students who engage in unacceptable use may lose access to the District’s technology system and may
be subject to further disciplinary actions including revocation of computer use and additional
consequences as deemed appropriate. Parents, please discuss these rules with your student to ensure
he or she understands them.
Students and staff are required to report to the designated staff incidents of cyberbullying about
which they are aware. DASA Coordinators in each school will investigate all reports, using any
electronic communications records currently kept by the school district and recommend the next
course of action.
I _________________________________________________ (print student name) have read the above
statement and agree to comply with these rules and regulations.
Student’s signature:______________________________________________________________
Date: ___________________
I have read the above with my child and understand the rules my child must adhere to while working
with the district’s computers. In addition, I give my child permission to use the district’s network to
access the Internet.
Parent’s signature: _______________________________________________________________
Date: _________________
63
2015
7317
Students
SUBJECT:
STUDENT REQUIRED USE, INTERNET AND 1:1 DEVICE (CHROMEBOOK) USE
POLICY
The Schalmont Central School District provides all students access to the Internet and network resources as
well as 1:1 Devices (Chromebooks) for all incoming 9th grade students to use through 12th grade graduation or
separation from the district as a means to promote 21st Century Competencies and support the District Strategic
Plan. The District administration has created accompanying regulations that provide specific guidelines and
information about the required use and limitations that the school imposes on use of these resources for all 9th12th grade students assigned a 1:1 Device Chromebook by the District.
In addition to this policy, the use of any district-owned hardware or software requires students to abide
by the Technology Required Use policies and regulations, and the Student Code of Conduct. Additional rules
may be added as necessary to the accompanying regulation.
Reviewed: 3/9/15
First Reading: 3/23/15
Next Review: 4/2017
64
2015
7317R/7317F
1 of 3
Students
SUBJECT:
TERMS OF STUDENT REQUIRED USE, INTERNET AND 1:1 DEVICE
(CHROMEBOOK) SAFETY
Students issued a District-owned 1:1 device (Chromebook) in their 9th grade school year are required to
adhere to these guidelines for required use, internet use and 1:1 device (Chromebook) use at both home and
school for the entire time they are entrusted with the care and use of the device. Specifically, students:
1. Will use appropriate language in all communications avoiding profanity, obscenity, and offensive or
inflammatory speech. Cyberbullying, such as personal attacks/or threats on/against anyone made while
using district-owned technology to access the Internet or local school network, is to be reported to
responsible school personnel. Rules of “netiquette” and good digital citizenship should be followed
conducting oneself in a responsible, ethical, and polite manner.
2. Will make available for inspection by an administrator or teacher upon request any messages or files
sent or received at any Internet location. Files stored and information accessed, downloaded, or
transferred on district-owned technology are not private.
3. Will follow copyright laws and should only download/import music or other files to a district-owned
technology that he/she is authorized or legally permitted to reproduce or for which he/she has the
copyright.
4. Will never reveal identifying information, files, or communications to others through email or post to
the Internet.
5. Will not attempt access to networks and other technologies beyond the point of authorized access. This
includes attempts to use another person’s account and/or password.
6. Will not share passwords or attempt to discover passwords. Sharing a password could cause the primary
user to become liable if problems arise with its use and be subject to disciplinary action.
7. Will not download and/or install any potentially harmful programs, files or games from the Internet or
other sources onto any district owned technology. This includes the intentional introduction of computer
viruses or other malicious software.
8. Will not tamper with district owned computer hardware or software, engage in unauthorized entry into
computer, vandalize or destroy the computer or computer files. Damage to computers many result in
disciplinary action. Report any and all damage or loss of device immediately to the school administrator.
9. Will not attempt to override, bypass or otherwise change the Internet filtering software or other network
configurations.
10. Will not bring Chromebook nor any other type of electronic device into a classroom or any other
location where a New York State assessment is being administered.
11. Will use district owned technology for school-related purposes only during the instructional day, at
home or elsewhere while refraining from use related to commercial, political or other private purposes.
(continued)
65
2015
7317R/7317F
2 of 3
Students
SUBJECT:
(CHROMEBOOK) SAFETY
12. Will not make use of materials or attempt to locate materials that are unacceptable in a school setting.
This includes, but is not limited to; pornographic, obscene, graphically violent or vulgar images, sounds,
music, language, video or other materials. The criteria for acceptability is demonstrated in the types of
material made available to students by administrators, teachers, and the school media center.
Specifically, all district owned technologies should be free at all times of any pornographic, obscene,
graphically violent, or vulgar images, sounds, music, language video or other materials.
13. Will keep the Chromebook secure and damage free.
14. Will not loan your Chromebook or charger or cords to anyone.
15. Will not leave Chromebook in vehicles, unattended, or eat or drink in close proximity to Chromebook.
16. Will not stack objects on the Chromebook or leave near water or place on the floor.
17. Will clearly label Chromebook, power cords and charger with student name.
18. Will bring Chromebook to school fully charged and in good working order each day.
19. Will report immediately to a school official any damage to or loss of their Chromebook.
By signing below, you are in agreement to abide by the conditions listed within this regulation and
assume responsibility for the care and proper use of Schalmont owned technology specifically the 1:1
Chromebook including personally backing up data. Schalmont is not responsible for any loss resulting from
delays, non-deliveries, missed deliveries, lost data or service interruptions caused by user error, omissions or
reasons beyond the District’s control. Information obtained via the Internet or other resources using District
owned technology is not guaranteed as to its accuracy or quality. It is strongly recommended that parents obtain
insurance through the school district for each student Chromebook issued and provide a secure cover for the
device.
(continued)
66
2015
7317R/7317F
3 of 3
Students
SUBJECT:
(CHROMEBOOK) SAFETY
As a student my signature indicates I have read or had explained to me and understand both the Required Use
policy #7317 and regulation #7317R for Chromebooks and accept responsibility for abiding by the terms and
conditions outlined and using this resource for educational purposes. I understand that should I fail to honor all
the terms of this regulation, further internet and other electronic media accessibility may be denied. Furthermore
I may be subject to disciplinary action outlined in the Schalmont Student Code of Conduct and, if applicable,
my Chromebook may be recalled.
Student Name (please print): _________________________________________________
Student signature:
___________________________________
Date:
___________________
As the parent/guardian of above student, my signature indicates I have read and understand both the required
use policy and regulation for Chromebooks and give my permission for my child to have access to the Districtowned electronic device.
Parent/Guardian (please print):________________________________________________
Parent/Guardian signature:
__________________________________
Date:
________________
67
2015
7316
1 of 2
Students
SUBJECT:
(BYOD)
STUDENT USE OF PERSONAL TECHNOLOGY/BRING YOUR OWN DEVICE
The Board of Education seeks to maintain a safe and secure environment for students and staff.
Advances in technology have made it possible to expand the learning environment beyond traditional classroom
boundaries. Using personal electronic devices during instruction time can enable students to explore new
concepts, personalize their learning experience and expand their global learning opportunities. Additionally, the
use of personal technology devices is everywhere in today’s society, and standards for students’ use during noninstructional time should adapt to this change. This policy defines the use of personal technology during
instructional and non-instructional times and reinforces the standard that all use, regardless of its purpose, must
follow the guidelines as outlined in the student Required Use Policy RUP (#7315) and the district Code of
Conduct, and the Dignity for All Students Act.
Definition
For purposes of BYOD, “device” means a privately owned wireless and/or portable electronic handheld
equipment that includes but is not limited to: existing and emerging mobile communication systems and smart
technologies, such as cellular phones, Blackberries, SMART phones, iPhones and iPods, portable internet
devices and such as Personal Digital Assistants (PDAs), MP3 players, laptops, iPads, tablets, Kindle, Nook,
netbooks and portable storage devices as well as any device with similar capabilities. Personal technology
includes all existing and emerging technology devices that can take photographs, record or play audio or video,
input text, upload and download media, connect to or receive information from the Internet, and transmit or
receive messages, telephone calls or images.
Internet
Schalmont offers a filtered public Wi-Fi in all schools. Only the filtered internet gateway provided by the
district may be accessed while on campus. Personal connective devices are not permitted to be used to access
outside internet sources at any time.
Security and Damages
Responsibility to keep the device secure rests with the individual owner. Schalmont Central School
District is not liable for any device stolen or damages on campus. If a device is stolen or damaged, it will be
handled through the administrative offices similar to how other personal artifacts might be impacted in similar
situations. It is recommended that decals or other custom touches be used to physically identify your device
from others. Additionally, protective cases for devices are encouraged.
Liability
The District shall not be liable for the loss, damage, misuse or theft of any personal technology brought to
school. The District reserves the right to monitor, inspect and/or confiscate personal technology when
administration has reasonable suspicion to believe that a violation of school policy or criminal law has occurred.
Permission
Students will not be permitted to use personal technology devices in school or at school functions until
they have reviewed the Required Use Policy (RUP), application sections of the Code of Conduct and associated
technology guidelines and signed the Student Use of Personal Technology Permission Form with their parents
or guardians. (#7361F)
(Continued)
68
2015
7316
2 of 2
Students
SUBJECT:
(BYOD)
STUDENT USE OF PERSONAL TECHNOLOGY/BRING YOUR OWN DEVICE
Permission (cont’d)
Students must follow the guidelines for use set out in the District Code of Conduct and the RUP at all
times. All users of the district’s computer network and the filtered Internet must understand that use is a
privilege, not a right, and that entails responsibility. The district reserves the right to control access to the
Internet for all users of its computer and network. The district may either allow or prohibit certain students in
online activity or access to specific websites. All users shall not have any expectation of privacy in using the
computer network. Any device may not be used to record, transmit or post photographic images or video a
person, or persons on campus during school activities/hours.
When respected, technology as an educational material will benefit the learning environment as a whole.
Consequences for misuse will follow guidelines in the district’s Code of Conduct. It is unacceptable to use any
device for anything that is disruptive to the educational process.
Instructional Uses
Instructional purposes include, but are not limited to, approved classroom activities, research, college
admissions activities, career development, communication with experts, homework and other activities as
deemed appropriate by school staff. Personal technology use by students is permitted during the school day for
educational purposes and/or in approved locations only. Students are expected to act responsibly and
thoughtfully when using technology resources. Students bear the burden of responsibility to inquire with school
staff, administrators and/or teachers when they are unsure of the permissibility of a particular use of technology
prior to engaging in such use. Teachers or staff members will indicate when and if classroom use is acceptable.
Non-Instructional Uses
Appropriate use of personal technology during the non-instructional time is also allowed if students
follow the guidelines in the RUP and Code of Conduct. Non-instructional use includes texting, calling and
otherwise communicating with others during free periods and in common areas of the school building such as
hallways, cafeteria, student halls, buses and student lounges and cafes. Other non-instructional uses may
include such things as Internet searches, reading, listening to music, and watching videos. The use during noninstructional time must be conducted in a safe and unobtrusive manner. Devices must be in silent mode to
avoid disrupting others.
Prohibition During State Assessments
All students are prohibited from bringing electronic devices into a classroom or any other location where
a New York State assessment is being administered. Test proctors, test monitors, and school officials shall have
the right to collect prohibited electronic devices prior to the start of the test and hold them while the test is being
administered, including break periods. Admission to any assessment will be denied to any student who refuses
to relinquish a prohibited device. Students with disabilities may use certain devices if the device is specified in
that student’s IEP or 504 plan or a student has provided medical documentation that they require the device
during testing.
Reviewed: 3/9/23
First Reading: 3/23/15
Next Review: 4/2017
69
2015
7316F
1 of 2
Students
SUBJECT: STUDENT USE OF PERSONAL TECHNOLOGY/BRING YOUR OWN DEVICE
(BYOD) (STUDENT AGREEMENT)
STUDENT AGREEMENT
By taking advantage of equipment that you, as parents, may have already provided your children, and by the
District providing a filter wireless network (Wi-Fi), the District can partner with you to provide students with
the best academic resources available.
Learning about and being held accountable for the responsible use of either District-owned technology or
personally-owned electronic devices is an important part of preparing students to be successful in the future.
Whether using District-owned or personally-owned electronic devices for school purposes, each student is
expected to act in an appropriate manner in accordance with the District’s Responsible Use Policy (RUP).
Students in grades 3-12 may bring and use personal, portable, electronic devices starting at the beginning of the
2014-15 school year. Devices such as, but not limited to, electronic readers, small laptops, computers, tablets,
cell phones and other portable equipment can access the District’s filtered Wi-Fi network.
All students, teachers, and parents/guardians participating in BYOD must adhere to the following
guidelines, the student Code of Conduct, and all Board of Education policies.
•
Individual takes full responsibility for his/her device and keeps it with him/herself at all times. The school
is not responsible for the security of the device and if lost, the school will spend only limited time trying
to
locate;
•
These devices have educational and monetary value. Students are prohibited from trading or selling these
items to other students on District property including school buses;
•
Device must be in silent mode while on school campuses and while riding school buses;
•
Device may not be used to cheat on assignments or tests;
•
Device may not be used to record, transmit or post photographic images or video a person, or persons on
campus during school activities/hours;
•
Student may only access files on the computer or Internet sites which are related to the classroom
curriculum;
•
Electronic devices are only to be used in the classroom for educational purposes at the discretion of the
teacher. Students must comply with every teacher’s request to not use device or shut down device when
asked;
•
School/District administrators have the right to prohibit use of devices at certain times or during
designated activities (i.e. school presentations, musicals, guest speakers, testing) that occur during the
school day;
70
2015
7316F
2 of 2
Students
SUBJECT: STUDENT USE OF PERSONAL TECHNOLOGY/BRING YOUR OWN DEVICE
(BYOD)
(STUDENT AGREEMENT)
STUDENT AGREEMENT
•
Individual acknowledges that the schools’ network filters will be applied to his/her connection to the
Internet and will not attempt to bypass them;
•
Individuals understand that by bringing a device on premises subjects the device to scanning and security
measure. Individuals also agree that there is antivirus protection already on the device brought in to the
school. Knowingly infecting the District network with a Virus, Trojan or program designed to damage,
alter, destroy or provide access to unauthorized data or information is in violation of the RUP policy
and will result in disciplinary action;
•
Individual realizes that processing or accessing information on school property related to hacking; altering
or bypassing network security policies is in violation of the RUP policy and will result in disciplinary
action;
•
The School district has the right to collect and examine any device that is suspected of causing problems
or was the source of an attack or Virus infection;
•
Student understandings that printing from personal laptops will not be possible at school;
•
Student ensures device is fully charged or runs off personal battery while on campus.
•
Teachers will not store student devices at any time, nor with any district employee diagnose, repair or
work on a student’s personal device.
I understand and will abide by the above policy and expectations for BYOD. I further understand that any
violation is unethical and may result in the loss of my network or device privileges as well as other disciplinary
action.
Student Signature: ____________________________________
Date: ___________________
Parent/Guardian Signature: _____________________________
Date: ___________________
71
4 Sabre Drive
Schenectady, New York 12306
Phone: (518) 355-6110
Fax: (518) 355-8720
Dr. Carol A. Pallas
Superintendent
Bronson Knaggs
Joseph Lenz
Business Administrator
Visit us on the web at:
www.schalmont.org

Five Year Technology Plan/ Smart Schools Investment Plan

Transcription

Similar documents

spicks and specks - St Michaels North Carlton

Building Faculty Capacity for 21st Century Teaching Chestnut Hill

Westonka Public Schools Technology Plan

Stonham Barns - White Gables

I`m helping to end MS by participating in the 2016 Jayman BUILT MS

San Marcos CISD

The Board of Directors of Qatar Fuel (WOQOD) is pleased to invite

5 `S` Training Program at ABV-IIITM, Gwalior on 21.07.2016

Porky Expo Flyer

The NeuLion Report