Technology Plan
July 1, 2012 – June 30, 2015
Pine Valley Central School
7755 Route 83
South Dayton, NY 14138
Phone: (716) 988–3291 Fax: (716) 988-3864
Peter Morgante, Superintendent and Coordinator
Kelley Ivett, Technology Integration
Contact Person: Kelley Ivett (kivett@pval.org)
URL: Technology / Technology Plan 2012 - 2015
Table of Contents
This plan is broken into five sections with several appendixes to support the text. Each section addresses a major area of responsibility of the technology
department.
Introduction ................................................................................................................................................................................................................ 4
The Planning Process ................................................................................................................................................................................................. 7
Mission, Vision and Goals ......................................................................................................................................................................................... 8
Section I: Curriculum
A. Curriculum Integration .................................................................................................................................................................................. 10
B. Student Achievement ..................................................................................................................................................................................... 12
Pre-K - 12 Comprehensive Multi-Disciplinary Standards .............................................................................................................................. 13
Internet Resources That Support Writing Skills ............................................................................................................................................. 38
C. Technology Delivery ..................................................................................................................................................................................... 44
D. Parental Communications & Community Relations...................................................................................................................................... 45
Section II: Professional Development
A. Professional Development ............................................................................................................................................................................. 47
B. Supporting Resources .................................................................................................................................................................................... 49
Section III: Technical Infrastructure
A. Infrastructure Needs/Technical Specification, and Design............................................................................................................................ 51
Technology Integration Timeline.................................................................................................................................................................... 40
B. Inventory ........................................................................................................................................................................................................ 54
C. Increase Access .............................................................................................................................................................................................. 61
Section IV: Funding and Budget
A. Budget and Timetable.................................................................................................................................................................................... 63
C. Coordination and Resources ........................................................................................................................................................................... 64
Section V: Monitoring and Evaluation
A. Evaluation ...................................................................................................................................................................................................... 65
B. Acceptable Use Policy ................................................................................................................................................................................... 69
2
Appendix A: Student Learning Standards ................................................................................................................................................................. 76
Appendix B: Teacher Learning Standards ................................................................................................................................................................. 87
Appendix C: Surveys ................................................................................................................................................................................................. 89
3
Introduction
Table of Contents
The District
The Pine Valley Central School District has maintained a very positive image as a high quality school system. It is a rural district dedicated to the belief that the
personal and academic growth of each student flourishes in a caring and nurturing environment. The school district serves approximately 695 students in two
buildings, an elementary building for grades UPK-6 (340 students) and a 7-12 (355 students) Jr.-Sr. high school. The district’s population is 96% white, 1%
American Indian/Alaskan Native, 1% African American and Asian/Pacific Islander, and 2% Hispanic/Latino. The schools are centrally located in the district on
adjacent sites totaling 70 acres. Students are transported to school on the district’s bus fleet.
The Pine Valley Central School has a professional staff consisting of a superintendent, Peter Morgante; Jr.-Sr. high school principal, Cathy Fabiatos; elementary
principal, Scott Burdick; and business official, Marlene Przybycien. Full-time faculty members number 79, with a support staff totaling 77.
The central elementary school opened in January, 197l. The Jr.-Sr. high school was built in 1954, an addition of classrooms and pool was completed in 1958, a
technology wing in 1987 and band room in 1993. In 1994-95 two projects totaling 5.2 million dollars were completed that included: a new gymnasium, locker
room, library, computer room, art room, home economics suite and three science labs. In 2004, an 8.9 million dollar project was completed with major
renovations made to the elementary school with additional renovations to the 7-12 building and extensive upgrading of athletic fields and grounds. A 10.5 million
dollar project began in July 2008, for additional improvements including extensive, state-of-the art technology updates. An 11.4 million dollar facilities
improvement project is scheduled to begin in 2012, if approved.
The instructional program is well articulated and utilizes up-to-date teaching techniques. Every effort is made to provide a varied and appropriate educational
program. The Board and staff are actively involved in the Compact for Learning and shared decision-making.
Pine Valley Central is a component district of the Erie 2-Chautauqua-Cattaraugus Board of Cooperative Educational Services (BOCES). The BOCES
organization provides the district with a variety of educational services as well as business and staff development assistance.
The Community
The Pine Valley Central School District is a rural district, which covers an area of approximately 120 square miles in the northeast section of Chautauqua County
and the northwest section of Cattaraugus County.
The Pine Valley Central School is approximately fourteen miles from the Village of Fredonia and twenty–five miles from the city of Jamestown. The area
connects easily to metropolitan Buffalo and Erie by using the nearby Southern Tier Expressway (Interstate 86/Rt.17) and the New York State Thruway (I-90).
Thus numerous two and four year educational institutions are quite accessible.
The two largest villages in the district are Cherry Creek and South Dayton. Both villages have populations of approximately 750 persons. The area is largely
residential and heavily agricultural although numerous small businesses and industries add to the economic base. The beautiful and vast countryside with nearby
Allegany State Park, the largest in New York State, offers numerous year-round outdoor activities: hunting, fishing, hiking and camping. The area is especially
noted for its fine recreational facilities with many excellent golf courses, ski resorts, state parks, and boating opportunities.
4
In addition to the cultural and enrichment activities associated with Buffalo and Erie, there are similar opportunities nearby. Chautauqua Institute, Roger Tory
Peterson Institute, Reg Lenna Civic Center in Jamestown, the Buffalo Philharmonic and Shea Theater in Buffalo offer programs, speakers, and entertainment of
wide appeal.
The Community also has a large population of Amish within the district's boundaries. The Amish offer not only a cultural aspect to the community but they
provide services from woodworking and cabinetry-making to baked goods and quilts at reasonable prices. All of this combines to provide the Pine Valley Central
School District residents with an excellent quality of life at a moderate cost of living.
5
District Technology Team
Pine Valley Central School has, and will continue to embrace technology resources with the determined intent of providing the tools necessary that will prepare
students to participate and succeed in a technologically advancing world. We also recognize this cannot be accomplished without teachers’ ability to exploit
technology to deliver rich curriculum, proper staffing to provide integration and support services, and a solid infrastructure to provide capable technology
resources. Professional Development is viewed as a key component in reaching and surpassing our technology goals.
We have a very active technology committee which meets on a regular basis to act as a steering mechanism for the technology program. Our committee members
are:
Peter Morgante
Cathy Fabiatos
Scott Burdick
Janie Waag
Matt Bromberg
Kelsey Braun
Kelley Ivett
Jacob Cuthbert
Sonja VanSlambrouck
Mary Ann Seales
Spencer Sticek
Pat Connors
Shawn Howard
Terry Mansfield
Christina Lyndsley
Alyce Fancher
Lisa Kelley
Sarah Rich
Danielle Lincoln
Elisabeth Beaver
Dan Bittinger
Karyl Bergy-Glen
Mark Chase
Lynn Kutchke
Superintendent
Jr. /Sr. High School Principal
Elementary School Principal
Board of Education (subject to change annually)
Director of Technology
Microcomputer Technical Support Specialist
Technology Integration
High School Math Teacher
Elementary School Teacher – 5th Grade
High School Teacher
Student (subject to change annually)
Elementary School Computer Lab Teacher
High School Technology Department Chair
Elementary School Teacher – Kindergarten
Elementary School Teacher – 3rd Grade
Middle School ELA Teacher
Reading Teacher
Elementary Special Education
Middle School Social Studies
High School Special Education
High School Science
Music Teacher
Library Media Specialist
High School Special Education
6
The Planning Process
Table of Contents
Technology planning is the process of combining together group and individual ideas, to create goals, objectives and policies into one cohesive product
that will give Pine Valley a tool to direct technology over a three year period. Our process to bring this plan to publication is as follows:
1. The present plan will be brought to the Technology Team for review.
2. District needs will be discussed using assessment sources from:
 student/parent technology surveys
 technology benchmark checklists
 formal technology literacy assessment
 observations from the technology staff
3. Goals and objectives will be evaluated from the previous plan.
4. To be highly attuned to the most state-of-the-art technology, team members may tour local districts and other institutes that use advanced technology.
5. The focus of this plan will be on what is important for each contingency group to know and be able to do and the intermediate steps necessary to ensure the
plan’s goals are met to the set standard.
6. The vision, goals and objectives will be updated.
7. The budget will be reassessed and updated to meet the revised goals and objectives.
8. The steps to implement the goals and objectives will be created for the new plan along with a timeline and an action plan.
9. Strategies for professional development will be formed and stated in the plan along with a timeline and action plan.
10. A plan for evaluation and assessment will be established to address the effectiveness of technology in meeting the stated goals, objectives and strategies.
7
Mission, Vision, and Goals
Table of Contents
Pine Valley Central School Mission Statement
The entire Pine Valley Central School recognizes its mission is to provide a comprehensive and academically challenging education for all students in an
atmosphere that will stimulate and nurture the students’ intellectual, moral, social, and physical development in order to prepare each student for responsible
participation in the American democratic society. The entire school community will have a sense of responsibility, self-motivation, and cooperation. This will
result in a more effective school.
Technology Vision
The entire Pine Valley Central School community recognizes its mission is to provide students with technology integrated curriculum and instruction rich
in academic content in order to compete, communicate, and operate in our information driven society. The components of our technology program will prepare
our students to be creative, adaptive, lifelong learners and productive citizens in the global society.
Technology Goals
The following goals support our overall mission and vision by articulating our intentions on the “how” aspect of preparing our students to become global
productive citizens. Each goal plays an important role for effective and efficient integration practices influencing student achievement.
Goal 1: Master technology skills at each grade level as outline in our district plan, and as recommended by national and state standards.
We have revised our district’s technology standards and benchmarks to reflect National Education Technology Standards (NETS) for students while at the
same time supporting our New York State MST standards. These technology skills are addressed in various ways. Formal technology classes are offered in both
buildings beginning at grade five where skills are assessed and recorded on students’ report cards. Skills are also taught and assessed within technology
integration projects which take place either in the labs or classroom. Assessment can be in the form of rubrics, checklists and/or observations.
Goal 2: Heighten the effectiveness of technology integration as it relates to student achievement.
Studies indicate that when technology is integrated across the curriculum, it enhances and deepens student learning. It is most effective when it is
transparent, routine, and supports curriculum goals. As a district, we want to increase integration best practices in the classroom incorporating active engagement,
collaboration, interaction and a connection to real-world issues.
It is our goal to promote this with in-house and outside professional development and support, and awareness and use of current technologies and integration
practices.
Goal 3: Provide ongoing professional development to teachers, staff, and administrators to elevate competency in management, instruction and integration.
An important piece in the effectiveness of technology integration is the resourcefulness of the teacher. We believe a teacher who is well informed and
inspired on content and current technologies will have the greatest effect on student achievement. Therefore, we feel the ongoing professional development that
we provide to our employees is important. We provide in-house support through a trained team of technology specialists, THAT Team, who after 30 hours of
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rigorous training, act as examples, consultants and mentors for others. Employees also attend CSLO workshops and conferences to train and update technology
integration practices.
Goal 4: Use technology to promote community and parental involvement.
Technology is a useful resource and tool to promote information, support and a connectedness with the community.
Goal 5: Use a variety of financial resources to continue to increase computer access to all students, district personnel and members of the community.
The district also recognizes that mastery of skills, integration and management depends on increased computer access and updated equipment and
software. Through the guidance of our district, technology and curriculum goals, we will ascertain various avenues such as grants and state-aided projects to
obtain the funding necessary to purchase the necessary equipment and software to support our technology program.
Goal 6: Maintain a secure networking infrastructure and instruct students in information literacy to ensure competency and safety in an online environment.
To ensure our students work with competency and awareness in a safe environment, it is important to maintain a secure and safe infrastructure. We realize
the great potential of the Internet, as it relates to communication, collaboration, and research; but we also recognize its’ potential for abuse and danger. Therefore,
we feel it is important to formally teach our students how to ethically and safely use the Internet by developing or using curriculum resources such as I-Safe or
NetSmartz.
9
I. Curriculum
A. Curriculum Integration
Table of Contents
Technology Goals, Objectives and Strategies
The success of curriculum integration depends on meeting the goals set forth in this technology plan. Below, the goals are restated with specific objectives
and strategies, which are based on the International Society of Technology in Education (ISTE) National Standards and the New York Math Science and
Technology (MST) standards.
1. Master technology skills at each grade level as outlined in our district plan and recommended by national and state standards.
Objective1: By the year 2015, students in the 8th grade will score at a proficiency of 80% or better on technology skills as outlined in the district’s
technology benchmarks which are based on national and state standards.
Objective 2: By the year 2015, students in the 12th grade will score at a proficiency of 80% or better on the application of technology skills as outlined in
the district’s technology benchmarks which are based on national and state standards.
Strategies: Student Achievement is supported by:
 creativity and constructive thinking
 communication and collaboration
 information literacy
 critical thinking and problem solving
 effective use and understanding of technology applications, systems, and concepts
Rationale: District CDEP plan calls for increase in student achievement
2. Heighten the effectiveness of technology integration as it relates to student achievement.
Objective: By the year 2015, 80% or more of the Pine Valley faculty will incorporate best practices with appropriate and
to advance student learning.
Strategies: Student achievement is supported by:
 differentiation and engagement
 constructivism and inquiry
 collaboration and communication
 data driven instruction
 digital learning resources
innovative technology
Rationale: District CDEP plan calls for increase in student achievement
3. Provide ongoing professional development to teachers, staff and administrators to elevate competency in management, instruction and integration.
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Objective: By the year 2015, teachers and administrators will score a proficiency of 80% or better on technology integration
district’s technology benchmarks and the ISTE 2008 National Standards for Teachers and
Administrators.
Strategies: Student achievement is supported by:
 facilitating and inspiring student learning and creativity
 designing and developing digital-age learning experiences and assessments
 modeling digital–age work and learning
 promoting and modeling digital citizenship and responsibility
skills as outlined by the
4. Use technology to promote community and parental involvement.
Objective: The district will use technology to inform and increase a relationship of involvement between the district and community by collecting data
from sources such sign in sheets, counters on web sites, and surveys.
Strategies: Student achievement is supported by:
 community and parental involvement
 community and parental awareness of district’s goals, policies, and student progress
5. Using a variety of financial resources, continue to increase computer access to all students, district personnel, and members of the community.
Objective: The district will increase the access of relevant technology hardware, peripherals, and/or software by a minimum
of 3% each year.
Strategies: Student achievement is supported by:
 equal access
 availability of appropriate digital learning tools
6. Maintain a secure network infrastructure, and instruct students to ensure competency and safety in an online environment.
Objective: By the year 2015 all students will be taught safe, legal, and responsible use of information and technology
through formal Internet Safety
lessons.
Strategies: Student achievement is supported by:
 safe, legal, and responsible use of technology
 social responsibility
How the district will identify and promote curricula and teaching strategies that integrate technology effectively into curricula and instruction.
Below is a sampling of the strategies that are presently implemented to promote technology integrated practices. These are fully supported by the Board
and the Administration, which our district is fortunate to have.
1. Provide ongoing opportunities through grade level and/or faculty meetings for teachers to showcase and discuss technology and technology related
instructional strategies.
2. Display curriculum projects where technology has played a role.
3. Publish articles in the District’s newsletter of outstanding technology integrated projects or lessons that teachers have completed.
4. Post Best Practice technology integrated units on the District’s website and ToolboxPro for other teachers to access, adapt, and use in the
classroom.
5. Ask teachers to present a specialized area of technology and how they have integrated it into their curriculum at a district’s in-service day.
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I. Curriculum
B. Student Achievement
Table of Contents
Our second district technology goal is to heighten the effectiveness of technology integration as it relates to student achievement. By the year 2015, 80%
or of the faculty at Pine Valley will incorporate best practices with appropriate and innovative technology to advance student learning. We feel that student
achievement is supported by differentiation and engagement, constructivism and inquiry, collaboration and communication using data driven instruction, and
digital learning resources. Although Technology Integration is increasingly becoming an integral part of classroom curriculum in our district, it is important to
continue designing, implementing, and assessing technology and curriculum activities to meet students’ learning and instructional needs. To accomplish this, we
need to consistently incorporate these instructional strategies using research-based approaches that effectively and appropriately incorporate technology with
standard-based curriculum. We feel it is important that instructional activities support information literacy, inquiry, problem solving, creativity, communication,
and collaboration in an environment that maximizes student learning and prepares students for the 21st century.
Such activities would involve the following:
1.
Creating a district-wide research model that moves students from being just gatherers of information to those who manage, evaluate, analyze, and synthesize information.
2.
Providing opportunities for communication and/or collaboration with experts on real world issues or fields of study.
3.
Establishing online resources such as lessons, tutorials, online/blended courses, and distance learning.
4.
Participating in collaborative projects that use Internet tools such as emails, blogs, wikis, and discussion threads.
5.
Using multimedia on the Internet incorporating images, sound and video into podcasts, video casts, and web pages.
6.
Incorporating multimedia with problem or project-based learning.
7.
Providing Information Technology (IT) instruction to prepare students with the technological skills they will need for the future.
8.
Providing activities of inquiry that utilizes probes, simulations, and data analysis applications.
9.
Using assistive technology to address unique and specific needs of students with disabilities in order to meet individualized student goals and benefit from the general
education curriculum.
In our district we formally teach basic and advanced computer applications, media and technology, as well as design and drawing courses. Formal keyboarding is
addressed at all grade levels with a program called Type to Learn 4. We are also beginning to implement ethical and safe technology practices expecting students to respect
copyright and cite sources. Therefore, many of the basic skills and concepts are covered formally. Although the following examples incorporate basic computer skills, the primary
focus is the seamless integration of technology in meeting curriculum objectives which also address many of the remaining ISTE and MST standards. Many of these examples can
be adapted to other subject areas and adjusted to other grade levels.
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PINE VALLEY CENTRAL SCHOOL
Pre-K - 12 Comprehensive Multidisciplinary Standards
Expectations:
To increase the level of verbal and written communication skills by adopting a uniform format, expanding the breadth of cumulative assessments
with increasing rigor expectations, increasing the use of multi-disciplinary projects, utilizing ever-changing technology tools and incorporating
presentation skills at each grade level. Ultimately, the goal is to produce well-read, well-spoken, well-written students who are proficient in all forms
of communication, who are technology literate and who comprehend the relevance of their learning.
Revised August 1, 2011
M= Manual PSR =Primary Steps Reproductions
PT= Primary Tool
IT =Intermediate Tool
ST =Secondary Tool
CR =Classroom Reproducible
Table of Contents
13
Grade
Pre K &
Kindergarten
Handwriting Without Tears/
Type to Learn
Step Up To Writing
Resources/Strategies
Handwriting
Write recognizable upper and
lower case letters and numbers
Resources
Traffic Signal – PT4-6A
Parts of Speech IT 3-13A
Follow left-to-right and top-tobottom direction when writing
Vocabulary
Break down definitions PSR 3-8
The Word Worm PSR 9
Use spacing between letters
and words when writing on a
line
Write in journals to combine
letters into words and words
into sentences
Word Processing
Type to Learn 4
Skills
Portfolio Development
Handwriting
Master the four goals listed under the
Handwriting Without Tears
curriculum
MLA (Modern Language Association)
Format
Write first and last name as a heading
Vocabulary
Goal: Nurture a love and
appreciation of words and their use.
Good vocabulary teaching makes
students excited about words and
leads them to attend more closely to
them (Stahl & Shiel, 1999).
Sentences
Three part sentences PSR14-16
Organizing Information
Organizing game PSR60-62
Strategies
 Use both context and
definitions
 Teach word meanings by
using examples, synonyms,
and definitions
 Provide students with the
opportunity to process the
words "deeply"
 Discuss the words multiple
times
Writing Paragraphs
PSR 69-74
Stories
Beginning, middle, end
PSR161-163, P168-170
Summary & Retell
Summary sentence PSR199
Oral summary PSR202
Retelling a story PSR210
Grammar/Punctuation
Capitalization - the first words of
sentences, the letter “I” and proper
nouns such as names, days of the
week and months
Note-taking
Two column notes PSR 227-229
Assessing Writing
PT 10-1a to 10-23a
The use of periods and question marks
Parts of Speech
Nouns and verbs
Sentence Writing
Write sentences with nouns and verbs
14
Technology Implementation
Benchmarks:
Research

Use age-appropriate teacherdirected resources to plan,
locate, gather and organize
information
Utilize:

Library databases
 Grolier Online
 Teaching Books

Internet age-appropriate sites
(i.e. National Geographic for
Kids)
Word processing/Desktop Publishing
(i.e. Microsoft Word, Notebook 10,
Kidspiration, Tux Paint)

Begin to create lists, captions,
notes, simple stories, reports,
invitations, etc.

Demonstrate ability to insert
graphic and resize

Enter and edit text (position
cursor, insert and delete,
change font color and size)
Problem Solving/Enhancing Writing
Skills

Use graphic organizers to
brainstorm, categorize, organize,
outline, map ideas and/or
information as a pre-writing exercise

Use graphic organizer templates
(i.e. Kidspiration) – SUTW
format
Grade
Handwriting Without Tears/
Type to Learn
Step Up To Writing
Resources/Strategies
Skills
Pre K &
Kindergarten
(continued)
Paragraph Writing
A simple paragraph
Note-taking
Two column notes
Portfolio Development
Portfolio Projects:
Pre K: self-portrait with name
Kindergarten: “All About Me”

Create a podcast of each
student’s presentation
Embed in the project
Presentation Skills
Use of smart sound system
Student narrators for plays, concerts,
etc.
UPK – Grade 6 musical
Grade 1
Handwriting
Write recognizable upper and
lower case letters and numbers
using proper formation of
letters
Follow left-to-right and top-tobottom direction when writing
Resources
Traffic Signal – PT4-6A
Parts of Speech IT 3-13A
Writing process P2-12
Editing P7-8
Kinds of topic sentences P124 -125
Sample topic sentences P126
Turn It In
Use spacing between letters
and words when writing on a
line
Expand writing in journals to
combine letters into words,
words into sentences and
sentences into paragraphs
Word Processing
Type to Learn 4
Handwriting
Master the four goals listed under the
Handwriting Without Tears
curriculum
Vocabulary
Goal: Good vocabulary teaching
makes students excited about words
and leads them to attend more closely
to them (Stahl & Shiel, 1999).
Strategies
 Use both context and
definitions
 Teach word meanings by
using examples, synonyms,
antonyms, visual concrete
objects and definitions
 Provide students with the
opportunity to understand
and properly use words
 Discuss the words multiple
times
Vocabulary
Amazing Words
Definition Sentences
Sentences
Sentences and Fragments SF
A Sentence Shares a Complete
Thought SF
Three Part Sentences PSR 14-16
The 5 W’s PSR 17-18
15
MLA Format
Write first and last name as a heading
Include date in heading
Cite one source (book title/author,
encyclopedia, internet)
Technology Implementation
Benchmarks
Research

Use age-appropriate teacherdirected resources to plan,
locate, gather and organize
information

Evaluate with teacher
assistance how planned
Internet resources may have
been useful or not useful
Utilize:

Library databases
 Grolier Online
 Teaching Books

Internet
 National Geographic
for Kids
 Quintura Kids
Grade
Grade 1
(continued)
Handwriting Without Tears/
Type to Learn
Step Up To Writing
Resources/Strategies
Skills
Organizing/Writing Paragraphs
Teaching expository text PSR30 -32
Star, dash, dot outlines PSR32
One word outlines PSR40
Framed paragraphs PSR73
Closing your paragraph SF
Grammar/Punctuation
Capitalization - the first words of
sentences, the letter “I” and proper
nouns such as names, days of the
week and months
The use of periods and question
marks
Forms of Writing
First, Second, Third PSR 71
Expository Short Story
Friendly Letter PT 9-10a- 9=10b,
PT9-10-1
Addressing an Envelope PT 9-10f
Introduction of the use of commas in
a series
Use of verbs to convey past, present
and future
Note-taking
Two column notes PSR 40
Four Block Notes
Parts of speech
Nouns, verbs and adjectives
Sentence Writing
Write simple sentences with nouns,
verbs and adjectives
Assessing Writing
Rubric SF T33-35
PT 10-1a to 10-23a
Paragraph Writing
Write one eight-sentence paragraph
following this pattern: topic sentence
(green), one transition (yellow), two
elaborations (red), one transition
(yellow), two elaborations (red) and
conclusion (green)
Note-taking
Two column notes
Four Box Notes
Presentation skills
Use of smart sound system
Power Point presentation
Student narrators for plays, concerts,
etc.
UPK – Grade 6 musical
16
Portfolio Development
Word processing (i.e. Microsoft Word,
Notebook 10, Kidspiration, Tux Paint)

Begin to create lists, captions,
notes, simple stories, reports,
invitations, etc.

Demonstrate ability to insert
graphic and resize

Enter and edit text (position
cursor, insert and delete,
change font color and size)
Problem Solving/Enhancing Writing
Skills

Use graphic organizers to
brainstorm, categorize, organize,
outline, map and communicate ideas
and/or information as a pre-writing
exercise

Use graphic organizer templates
(i.e. Kidspiration) – SUTW
format
 Informal outlines
 Two column notes
Multimedia

Illustrate a thought, idea or
story with computer generated
drawings or graphics in painting
and/or drawing programs (i.e.
Tux Paint)

Create one slide ( i.e.
PowerPoint)on an assigned
topic
 Type or record
information
 Add appropriate
pictures, graphics or
drawings
 Contribute to class
slideshow
Portfolio Projects
Self-portrait/picture
Dinosaur Power Point/research project
Grade
Grade 2
Handwriting Without Tears/
Type to Learn
Handwriting
Students use Handwriting
Without Tears Workbook
Students use specially
designed Orton Gillingham
paper that is formatted to fit
program
Students use writing notebook,
Handwriting Without Tears, to
respond to weekly reading
lessons
Step Up To Writing
Resources/Strategies
Skills
Resources
Traffic Signal PT 4-6A
Writing Process PT 4-5a & b
Editing M 7-8
Topic Sentences PSR 124-126
Practice Guide
Accordion Paragraphs PSR 69
Two Column Notes M 9-1 to 9-39,
T 1-18a-1-24a
Two Kinds of Writing T4-1a -4-4-2
Parts of Speech IT13a
Turn It In
Handwriting
Master the four goals listed under the
Handwriting Without Tears
curriculum.
Vocabulary
Goal- Nurture a love and appreciation
of words and their use. Good
vocabulary teaching makes students
excited about words and leads them to
attend more closely to them (Stahl &
Shiel, 1999).
Synonyms, antonyms, definitions,
multiple meanings, prefix, suffix
Word Processing
Type to Learn
Strategies:
 Use both context and
definitions
 Teach word meanings by
using examples, synonyms,
and definitions
 Provide students with the
opportunity to process the
words "deeply"
 Discuss the words multiple
times
Vocabulary
Orton Gillingham
Students use a modified word
definition page
Sentences
Topic, transitions, elaborations,
conclusions
7 word meaningful sentences
Organizing/Writing Paragraphs
Framed paragraphs
8 sentence paragraphs
Multiple paragraphs
Forms Of Writing
Responding to Literature PT9-5a-h
Writing Informal/Formal Business
Letters IT9-10a- d
Addressing an Envelope IT9-10f-e
Poems IT9-14a- i
Descriptive
Compare/contrast
Narrative
17
Grammar/Punctuation
Capitalization - the first words of
sentences, the letter “I,” and proper
nouns such as names, days of the
week and months
The use of periods, exclamation
points and question marks
The use of singular and plural nouns
Introduction of the use of commas in
a series and dates
Portfolio Development
MLA Format
Write first and last name as a heading
Include date in heading
Cite one source (book title/author,
encyclopedia, internet)
Technology Implementation
Benchmarks:
Research

Use age appropriate teacher
directed resources to plan,
locate, gather and organize
information

Evaluate with teacher
assistance how planned
Internet resources may have
been useful or not useful
Utilize:

Library databases
 Grolier Online
 Teaching Books

Internet
 National Geographic
for Kids
 KidsClick!
 Quintura Kids
Word processing/Desktop Publishing
(i.e. Microsoft Word, Notebook 10,
Kidspiration, Tux Paint)

Begin to create lists, captions,
notes, simple stories, reports,
invitations, etc.

Demonstrate ability to insert
graphic and resize

Enter and edit text (position
cursor, insert and delete,
change font color and size)
Problem Solving/Enhancing Writing
Skills
Grade
Grade 2
(continued)
Handwriting Without Tears/
Type to Learn
Step Up To Writing
Resources/Strategies
Skills
Portfolio Development

Observations
Sequential
Expository
Fact/opinion
Beginning/middle/end
Use of verbs to convey past, present
and future
Use apostrophes to form contractions
Note taking
Two column notes PSR230-240
outlining
Parts of Speech
The identification and use of nouns,
pronouns, verbs and adjectives
Assessing Writing
PT 10-1a to 10-23a
Sentence Writing
Write a seven word simple and
compound sentences with nouns,
pronouns, verbs and adjectives
Paragraph Writing
Write two eight-sentence paragraphs
following this pattern: topic sentence
(green), one transition(yellow), two
elaborations (red), one transition
(yellow), two elaborations (red) and
conclusion (green)
Editing
Capitalization, punctuation, sentence
structure, spelling, paragraphing
Note-taking
Use of two column notes in all
curriculum areas
Presentation Skills
Use of Smart Sound System
Power Point Presentation
Use airliners
Student narrators for plays, concerts,
etc.
UPK – Grade 6 musical
18
Use graphic organizers to
brainstorm, categorize, organize,
outline, map and communicate ideas
and/or information

Graphic organizer templates
(i.e. Kidspiration) – SUTW
format
 Informal outlines
 Two column notes
Multimedia

Illustrate a thought, idea or
story with computer generated
drawings or graphics in painting
and/or drawing programs (i.e.
Tux Paint)

Create one slide ( i.e.
PowerPoint)on an assigned
topic
 Type or record
information
 Add appropriate
pictures, graphics or
drawings
 Contribute to class
slideshow
Portfolio Projects
Self-portrait/picture
Create-a-Nation
M&M Graphing
Presidential Report
Flat Stanley Careers
Grade
Grade 3
Handwriting Without Tears/
Type to Learn
Handwriting
Write upper and lower case
letters and numbers in cursive
Follow left-to-right and top-tobottom direction when writing
in cursive
Use spacing between letters
and words when writing on a
line in cursive
Write in cursive in journals to
practice the Step Up To
Writing strategies and skills to
be mastered
Word Processing
The use of Type to Learn
software
Step Up To Writing
Resources/Strategies
Resources
Traffic Signal PT 4-6A
Writing Process PT 4-5a&b
Editing M7-8
Organizational Mobile PSR 58
Topic Sentences PSR 124-126
Accordion Paragraphs PSR 69
Sample Paragraphs PSR 111
Two Column Notes M 9-1 to 9-39,
T 1-18a-1-24a
Two Kinds of Writing T4-1a -4-4-2
Parts of Speech It 3-13a
Turn It In
Vocabulary
Break down definitions - noun
IT2-3a & b
Breaking down definitions- verbs and
adjectives IT 2-3 a & b
Write a meaningful sentence
IT2-5a & b
Using a vocabulary map IT2-6 a & b
Homonyms, homophones, &
homographs IT2-13 a, b , & c
Poetry pieces IT2-12a
Parts of Speech IT 3-13a – T3-13j
Identify Grade Level Benchmarks
Sentences
The three sentence structure
IT3-7 a & b
Four kinds of sentences IT3-8 a
Practice sentence - ticket out IT3-1a
19
Skills
Portfolio Development
Handwriting
Master the four goals listed under the
Handwriting Without Tears
curriculum
MLA Format
Write first and last name assignment and
date as a heading.
Cite two sources (book title/author,
encyclopedia, Internet).
Vocabulary
Goal: Nurture a love and appreciation
of words and their use. Good
vocabulary teaching makes students
excited about words and leads them to
attend more closely to them (Stahl &
Shiel, 1999).
Strategies
 Use both context and
definitions
 Teach word meanings by
using examples, synonyms,
and definitions
 Provide students with the
opportunity to process the
words "deeply"
 Discuss the words multiple
times
Grammar/Punctuation
Capitalization - the first words of
sentences, the letter “I” and proper
nouns such as names, days of the
week and months
The use of periods, exclamation
points and question marks
Form and use singular and plural
nouns
Use commas in a series, dates,
greetings and closings of letters
Technology Implementation
Benchmarks
Research

Locate, collect and organize
digital media resources

Practice evaluating online
resources for usefulness,
credibility and currency

Use note-taking techniques to
gather information by topics
and details
Utilize:

Library Databases
 Grolier Online
 Teaching Books
 Searchasaurus (under
EBSCO)

Internet Search Engines
 KidsClick!
 Ask Jeeves for Kids
 Quintura Kids
 Keyword search
 Directories

Graphic Organizers (i.e.
Kidspiration/Inspiration )–
SUTW format
 informal/formal
outlining
 concept mapping
Grade
Grade 3
(continued)
Handwriting Without Tears/
Type to Learn
Step Up To Writing
Resources/Strategies
Skills
Topic sentences M2-20 – 2-34
Organizing/Writing Paragraphs
Paragraph plan CR11-15
Star, dash, dot, outlines CR16
Paragraph planning IT4-14-1 -4-14-4
Accordion race IT4-16a – 4-16-7
Two kinds of writing T4-1a- 4-2a
Use verbs to convey past, present and
future
Introduction of irregular verbs such as
see, saw, have, seen
Use apostrophes to form contractions
and possessive nouns
Different transitions 4-2b
Practice guide for a 14-sentence
accordion paragraph CR121
Paragraphs PSR86-87
Transitions IT4-2b
E’s: explain examples CR21
Writing conclusions 2-49 -2-51
Use quotation marks and commas to
mark direct speech and quotes from a
text
Use quotation marks or italics in titles
Forms of Writing
Summary paragraphs M3-3 -3-14
Process paragraphs M3-15 -3-17
List paragraphs M 3-18- 20
Compare and contrast M 3-21 – 3-29
Responding to Literature IT9-5a- f
Writing Informal/Formal Business
Letters IT9-10a- d
Addressing an Envelope IT9-10f-e
Poems IT9-14a- i
Writing from a Different Point of
View IT 9-7a-g
Writing a Science Experiment IT 912a- d & 9-12-1-2
Writing in Math IT9-11a –l
Writing Numbers IT9-11-1
Use of hyphens in compound numbers
(forty-six)
Note-taking
Two column notes PSR230-240
Paragraph Writing
Write three eight-sentence paragraphs
following this pattern: topic sentence
(green), one transition (yellow), two
elaborations (red), one transition
(yellow), two elaborations (red) and
conclusion (green)
Assessing Writing
PT 10-1a to 10-23a
20
Parts of Speech
The identification and use of nouns,
pronouns, verbs, adjectives and
adverbs
Figurative Language
Use of similes in sentences
Sentence Writing
Write simple, compound, and
complex sentences with nouns,
pronouns, verbs, adjectives and
adverbs
Portfolio Development
Word Processing

Use toolbars and menu bars to
format and edit text (i.e. use
highlighter tool to find main
idea, transitions and details)

Perform cut, copy and paste
techniques within a document
and from other documents and
resources

Edit text using spell-check,
grammar check, Thesaurus and
dictionary
Incorporate:

Two column notes template
created from tables

MLA format (i.e. centering title,
double spacing lines, standard
font and size)
Multimedia and Presentation tools (i.e.
PowerPoint, Notebook 10 or Photostory)

Create, edit and format text on a
slide

Create a series of slides
organized to present
information or an idea

Insert graphics and/or sound
appropriate to the topic
Communication: Use text, graphics,
video and/or audio to communicate
information or ideas
Grade
Handwriting Without Tears/
Type to Learn
Step Up To Writing
Resources/Strategies
Skills
Grade 3
(continued)
Note-taking
Use of two column notes in all
curriculum areas
Presentation Skills
Use of smart sound system
Use airliners
Student narrators for plays, concerts,
etc.
Speeches IT8-1a- 8-16a
UPK - Grade 6 musical
Portfolio Development
Portfolio Projects
Research report -a typed research report
based on a class or grade-level field trip
and a how-to report based on an
experience that the class or grade level
shares during the particular year
How-To Report – a typed report or
multimedia presentation that describes or
shows the process of “How To Make or
Design” something
Poetry Sample (Haiku) – hand written in
cursive
Grade 4
Handwriting
Write upper and lower case
letters and numbers in cursive
Follow left-to-right and top-tobottom direction when writing
in cursive
Use spacing between letters
and words when writing on a
line in cursive
Write in cursive in journals to
practice the Step Up To
Writing strategies and skills to
be mastered
Cursive written paragraph that
addresses one of the forms of
writing
Word Processing
Type to Learn 4
Resources
Traffic Signal PT 4-6A
Writing Process PT 4-5a&b
Editing M7-8
Organizational mobile PSR 58
Topic Sentences PSR 124-126
Accordion Paragraphs PSR 69
Sample Paragraphs PSR 111
Two Column Notes M 9-1 to 9-39, T
1-18a-1-24a
Two Kinds of Writing T4-1a -4-4-2
Parts of Speech It 3-13a
Turn It In
Vocabulary
Break down definitions - noun
T 2-3a & b
Breaking down definitions - verbs and
adjectives T 2-3C & b
21
Handwriting
Master the four goals listed under the
Handwriting Without Tears
curriculum.
Vocabulary
Goal: Nurture a love and appreciation
of words and their use. Good
vocabulary teaching makes students
excited about words and leads them to
attend more closely to them (Stahl &
Shiel, 1999).
Strategies
 Use both context and
definitions
 Teach word meanings by
using examples, synonyms,
and definitions
 Provide students with the
opportunity to process the
words "deeply"
 Discuss the words multiple
MLA Format
Write first and last name as a heading
Write assignment in heading
Include date in heading
Cite two sources (book title/author,
encyclopedia, internet)
Technology Implementation
Benchmarks
Research

Locate, collect and organize
digital media resources

Practice evaluating online
resources for usefulness,
credibility and currency

Use note-taking techniques to
gather information by topics
and details
Utilize:

Library Databases
 Grolier Online
 Teaching Books
 Searchasaurus (under
Grade
Grade 4
(continued)
Handwriting Without Tears/
Type to Learn
Step Up To Writing
Resources/Strategies
Skills
Write a meaningful sentence T2-5a &b
Using a vocabulary map T2-6 a & b
Homonyms, homophones &
homographs T2-13 a, b & c
Poetry pieces 2-12a
Parts of Speech T 3-13a – T3-13j
Identify grade level benchmarks
Sentences
The three sentence structure
IT3-7 a & b
Four kinds of sentences IT3-8 a
Practice sentence - ticket out IT3-1a
Sentence variety IT 3-11a &3-11b
IT3-11-1 &3-11-2
Topic sentences M2-20 – 2-34
Topic sentences CR32--39
Using quotations in sentences
IT3-16-1
Organizing/Writing Paragraphs
Step Up To Writing using the writing
process CR112- 133
Organizing ideas first CR 10
Paragraph plan cr11-15
Star, dash, dot, outlines CR16
Paragraph planning cr14, IT4-14-1 –
4-14-4
Two kinds of writing IT4-1a- 4-2a
Different transitions 4-2b
Practice guide for a 14 sentence
Accordion paragraph CR121
Transitions IT4-2b
E’s: explain examples CR21
Writing conclusions 2-49 -2-51
times

Grammar/Punctuation
Capitalize the first words of
sentences, the letter “I,” and proper
nouns such as names, days of the
week and months
The use of periods, exclamation
points and question marks
Form and use singular and plural
nouns
Use commas in a series, dates,
greetings and closings of letters
Use verbs to convey past, present and
future
Introduction of irregular verbs such as
see, saw, have, seen
Use apostrophes to form contractions
and possessive nouns
Use quotation marks and commas to
mark direct speech and quotes from a
text
Use quotation marks or italics in titles
Use of hyphens in compound numbers
(forty-six) and in one or more words
serving as a single adjective (one-way
or well-known)
Parts of Speech
The identification and use of nouns,
pronouns, verbs, adjectives and
adverbs
Forms of Writing
Summary paragraphs M3-3 -3-14
Process paragraphs M3-15 -3-17
22
Portfolio Development

EBSCO)
Internet Search Engines
 KidsClick!
 Ask Jeeves for Kids
 Quintura Kids
 Keyword search
 Directories
Graphic Organizers (i.e.
Kidspiration/Inspiration )–
SUTW format
 informal/formal
outlining
 concept mapping
Word Processing

Use toolbars and menu bars to
format and edit text (i.e. use
highlighter tool to find main
idea, transitions and details)

Perform cut, copy and paste
techniques within a document
and from other documents and
resources

Edit text using spell-check,
grammar check, Thesaurus and
dictionary
Incorporate:

Two column notes template
created from tables

MLA format (i.e. centering title,
double spacing lines, standard
font and size)
Suggested Activities:

Create a DBQ question

Research report based on
compare/ contrast
Multimedia and Presentation tools (i.e.
PowerPoint, Notebook 10 or Photostory)

Create, edit and format text on a
Grade
Handwriting Without Tears/
Type to Learn
Step Up To Writing
Resources/Strategies
Skills
List paragraphs M 3-18- 20
Compare and contrast M 3-21 – 3-29
Responding to Literature IT9-5a- f
Writing from a Different Point of
View IT 9-7a-g
Writing Informal/Formal Business
Letters IT9-10a- d
Addressing an Envelope IT9-10f-e
Poems IT9-14a- i
Writing a Science Experiment IT 912a- d & 9-12-1-2
Writing in Math IT9-11a –l
Writing Numbers IT9-11-1
Grade 4
(continued)
Note-taking
Two column notes PSR230-240
Assessing Writing
IT 10-1a to 10-23a
Grade 5
Handwriting
Write upper and lower case
letters and numbers in cursive
Follow left-to-right and top-tobottom direction when writing
in cursive
Resources
Traffic Signal IT 4-6b
Writing Process IT 4-5a-4-6b
Editing M7-8
Topic Sentences IT 4-18a-4-19g
Accordion Paragraphs PSR 69
Sample Paragraphs It 4-8-1 -4-8-2
Two Column Notes M 9-1 to 9-39, IT
23
Figurative Language
Use of similes, alliteration and
personification in sentences and
writing
Sentence Writing
Write simple, compound and complex
sentences with nouns, pronouns, verbs
and adjectives
Paragraph Writing
Write three eight sentence paragraphs
following this pattern: topic sentence
(green), one transition (yellow), two
elaborations (red), one transition
(yellow), two elaborations (red) and
conclusion (green)
Note-taking
Use of two column notes in all
curriculum areas
Presentation Skills
Use of smart sound system
Use Soft Notebook 10 Software
Use airliners
Student narrators for plays, concerts,
etc.
Speeches IT8-1a- 8-16a
UPK - Grade 6 musical
Handwriting
Master the four goals listed under the
Handwriting Without Tears
curriculum.
Vocabulary
Goal: Nurture a love and appreciation
of words and their use. Good
Portfolio Development


slide
Create a series of slides
organized to present
information or an idea
Insert graphics and/or sound
appropriate to the topic
Communication: Use text, graphics,
video and/or audio to communicate
information or ideas
Portfolio Projects:

Cause and Effect Report

Poetry sample (what type?)
MLA Format
Write first and last name as a heading
Teacher’s Name
Write assignment in heading
Include date in heading
Cite two sources (book title/author,
encyclopedia, internet)
Grade
Grade 5
(continued)
Handwriting Without Tears/
Type to Learn
Use spacing between letters
and words when writing on a
line in cursive
Write in cursive in journals to
practice the Step Up To
Writing strategies and skills to
be mastered
Cursive written paragraph that
addresses one of the forms of
writing
Word Processing
Type to Learn 4
Step Up To Writing
Resources/Strategies
Skills
1-17a-1-24a
Two Kinds of Writing IT4-1a -4-2a
Different Transitions /Prompts 4-2b –
4-3a, 4-29a- 4-30a
Parts of Speech It 3-13a to 3-13l
Using Transitions 4-29a
Turn It In
Vocabulary
Using a vocabulary map IT2-6 a& b
Sentences
The three sentence structure
IT3-7 a & b
Four kinds of sentences IT3-8 a
Practice sentence-ticket out IT3-12b
Sentence variety It3-11a -b
IT 3-11-1 &3-11-2
Topic sentences CR134 -150
Transitions IT4-24a – 4-30a
Conclusions It4-34a – 4- 36-1
Organizing/Writing Paragraphs
Organizing ideas first CR 13
Organizational mobile P58
Paragraph plan CR 11-15
Paragraph planning IT4-14-1 -4-14-4
Practice guide for a 14 sentence
accordion paragraph CR121
Forms of Writing
Summary paragraphs M3-3 -3-14
Process paragraphs M3-15 -3-17
Compare and contrast M 3-21 – 3-29
Responding to Literature IT9-5a- f
Writing Informal/ Business Letters
IT9-10a- d
Addressing an Envelope IT9-10f-e
vocabulary teaching makes students
excited about words and leads them to
attend more closely to them (Stahl &
Shiel, 1999).
Strategies
 Use both context and
definitions
 Teach word meanings by
using examples, synonyms
and definitions
 Provide students with the
opportunity to process the
words "deeply"
 Discuss the words multiple
times
Grammar/Punctuation
Capitalize the first words of
sentences, the letter “I” and proper
nouns such as names, days of the
week and months
The use of periods, exclamation
points and question marks
Form and use singular and plural
nouns
Use commas in a series, dates,
greetings, closings of letters and to set
off the words yes and no, direct
quotations
Use verbs to convey past, present and
future
Introduction of irregular verbs such as
24
Portfolio Development
Technology Implementation
Benchmarks
Research

Locate, collect and organize
digital media resources

Practice evaluating online
resources for usefulness,
credibility and currency

Use note-taking techniques to
gather information by topics
and details
Utilize:

Library Databases
 Grolier Online
 Teaching Books
 Searchasaurus (under
EBSCO)

Internet Search Engines
 KidsClick!
 Ask Jeeves for Kids
 Quintura Kids
 Keyword search
 Directories

Graphic Organizers (i.e.
Kidspiration/Inspiration )–
SUTW format
 informal/formal
outlining
 concept mapping
Word Processing

Use toolbars and menu bars to
format and edit text (i.e. use
highlighter tool to find main
idea, transitions and details)

Perform cut, copy and paste
techniques within a document
and from other documents and
Grade
Grade 5
(continued)
Handwriting Without Tears/
Type to Learn
Step Up To Writing
Resources/Strategies
Skills
Poems IT9-14a- i
Writing a Science Experiment
IT 9-12a- d & 9-12-1-2
see, saw, have, seen
Portfolio Development
resources
Edit text using spell-check,
grammar check, Thesaurus and
dictionary
Incorporate:

Two column notes template
created from tables

MLA format (i.e. centering title,
double spacing lines, standard
font and size)

Use apostrophes to form contractions
and possessive nouns
Writing in Math IT9-11a –l
Writing Numbers IT9-11-1
Two column notes IT 1-17a-c
Use quotation marks and commas to
mark direct speech and quotes from a
text
Assessing Writing
IT 10-1a to 10-23a
Use quotation marks or italics in titles
Use of hyphens in compound numbers
(forty-six), in one or more words
serving as a single adjective (one-way
or well-known) and with the prefixes
ex, self, all, pre, mid and anti (exwife, self-assured)
Parts of Speech
The identification and use of nouns,
pronouns, verbs, adjectives, adverbs,
conjunctions, interjections and
prepositions
Multimedia and Presentation tools (i.e.
PowerPoint, Notebook 10 or Photostory)

Create, edit and format text on a
slide

Create a series of slides
organized to present
information or an idea

Insert graphics and/or sound
appropriate to the topic
Communication: Use text, graphics,
video and/or audio to communicate
information or ideas
Portfolio Project:

Letter of Inquiry - typed
(research project on counties
within New York State. Letters
to Chambers of Commerce
requesting information for
counties being researched
requesting information)
25
Grade
Grade 6
Handwriting Without Tears/
Type to Learn
Handwriting
Write upper and lower case
letters and numbers in cursive
Follow left-to-right and top-tobottom direction when writing
in cursive
Use spacing between letters
and words when writing on a
line in cursive
Write in cursive in journals to
practice the Step Up To
Writing strategies and skills to
be mastered
Cursive written paragraph that
addresses one of the forms of
writing
Word Processing
The use of Type to Learn
software
Step Up To Writing
Resources/Strategies
Skills
Resources
Traffic Signal IT 4-6b
Writing Process IT 4-5a-4-6b
Editing M7-8
Topic Sentences IT 4-18a-4-19g
Accordion Paragraphs PSR 69
Sample Paragraphs It 4-8-1 -4-8-2
Two Column Notes M 9-1 to 9-39, IT
1-17a-1-24a
Two Kinds of Writing IT4-1a -4-2a
Different Transitions /Prompts 4-2b –
4-3a, 4-29a- 4-30a
Parts of Speech It 3-13a to 3-13l
Using Transitions 4-29a
Turn It In
Vocabulary
Using a vocabulary map IT2-6 a& b
Sentences
The three sentence structure
IT3-7 a & b
Four kinds of sentences IT3-8 a
Practice sentence-ticket out IT3-12b
Sentence variety It3-11a -b
IT 3-11-1 &3-11-2
Topic sentences CR134 -150
Transitions IT4-24a – 4-30a
Conclusions It4-34a – 4- 36-1
Organizing/Writing Paragraphs
Organizing ideas first CR 13
Organizational mobile P58
Paragraph plan CR 11-15
Paragraph planning IT4-14-1 -4-14-4
Practice guide for a 14 sentence
accordion paragraph CR121
Forms of Writing
Summary paragraphs M3-3 -3-14
26
Figurative Language
Use of similes, metaphors,
hyperboles, alliteration,
personification, idioms and
onomatopoeia in sentences and
writing
Homophones, homonyms,
homographs
Sentence Writing
Write simple, compound and complex
sentences with nouns, pronouns, verbs
and adjectives
Essay Writing
Write three eight sentence paragraphs
following this pattern: topic sentence
(green), one transition (yellow), two
elaborations (red), one transition
(yellow), two elaborations (red) and
conclusion (green)
Note-taking
Use of two column notes in all
curriculum areas
Presentation Skills
Use of smart sound system
Use Smart Notebook 10 Software
Use airliners
Student narrators for plays, concerts,
etc.
Speeches IT8-1a- 8-16a
UPK - Grade 6 musical
podcasts
Handwriting
Master the four goals listed under the
Handwriting Without Tears
curriculum.
Vocabulary
Goal- Nurture a love and appreciation
of words and their use. Good
vocabulary teaching makes students
excited about words and leads them to
attend more closely to them (Stahl &
Portfolio Development
MLA Format
Write first and last name as a heading
Teacher’s Name
Write assignment in heading
Include date in heading
Cite two sources (book title/author,
encyclopedia, internet)
Technology Implementation
Benchmarks
Research

Locate, collect and organize
digital media resources

Practice evaluating online
resources for usefulness,
credibility, and currency

Use note-taking techniques to
gather information by topics
and details

Demonstrate effective searching
strategies when searching and
browsing on the Internet
Utilize:

Internet Search Engines
 Google
 Ask Jeeves for Kids
 Quintura Kids
 Keyword search
 Directories

Graphic Organizers (i.e.
Kidspiration/Inspiration )–
SUTW format
 informal/formal
outlining
 concept mapping
Word Processing

Use more advanced features
such as tabs, indents, margin
sets, bullets, numbers, tables,
columns, etc.
Grade
Grade 6
(continued)
Handwriting Without Tears/
Type to Learn
Step Up To Writing
Resources/Strategies
Skills
Process paragraphs M3-15 -3-17
List paragraphs M 3-18- 20
Compare and contrast M 3-21 – 3-29
Responding to Literature IT9-5a- f
Writing Informal/ Business Letters
IT9-10a- d
Addressing an Envelope IT9-10f-e
Poems IT9-14a- i
Writing a Science Experiment
IT 9-12a- d & 9-12-1-2
Writing in Math IT9-11a –l
Writing Numbers IT9-11-1
Two column notes IT 1-17a-c
Assessing Writing
IT 10-1a to 10-23a
27
Shiel, 1999).
Strategies:
 Use both context and
definitions
 Teach word meanings by
using examples, synonyms,
and definitions
 Provide students with the
opportunity to process the
words "deeply"
 Discuss the words multiple
times
Grammar/Punctuation
Capitalize the first words of
sentences, the letter “I,” and proper
nouns such as names, days of the
week and months
The use of periods, exclamation
points, and question marks
Form and use singular and plural
nouns
Use commas in a series, dates,
greetings, closings of letters and to set
off the words yes and no
Use verbs to convey past, present and
future
Introduction of irregular verbs such as
see, saw, have, seen
Use apostrophes to form contractions
and possessive nouns
Use quotation marks and commas to
mark direct speech and quotes from a
text
Use quotation marks or italics in titles
Use of hyphens in compound numbers
(forty-six), in one or more words
serving as a single adjective (one-way
or well-known) and with the prefixes
ex, self, all, pre, mid and anti, with the
suffix elect, between a prefix and a
capitalized word and with letters (ex-
Portfolio Development



Access and use templates
Edit text using spell-check,
grammar check, Thesaurus and
dictionary and comment
features
Incorporate:

Two column notes template
created from tables

Graphics, hyper-links and
borders

MLA format (i.e. centering title,
double spacing lines, standard
font and size)
Multimedia and Presentation tools (i.e.
PowerPoint, Notebook 10 or Photostory)

Create a multimedia project
using various media appropriate
to the purpose

Use precise vocabulary and
presentational strategies to
influence the audience

Use presentation software to
communicate ideas/information
to specific audiences
Communication:

Plan, design, and develop a
multimedia product to present
research findings suggesting
ideas, solutions, or point of
view

Use a variety of
telecommunication tools to
communicate and collaborate
with peers, experts and other
audiences
Utilize:




Blogs (i.e Schoolwires)
Wikis (i.e. PBWorks)
Discussion Threads (i.e.Toolbox
Pro)
Podcasts/Screencasts
Grade
Handwriting Without Tears/
Type to Learn
Step Up To Writing
Resources/Strategies
Grade 6
(continued)
28
Skills
Portfolio Development
wife, mid-September, mayor-elect,
T-shirt)
Parts of Speech
The identification and use of nouns,
pronouns, verbs, adjectives, adverbs,
conjunctions, interjections and
prepositions
Figurative Language
Use of similes, metaphors, hyperbole,
alliteration, personification, idioms
and onomatopoeia in sentences and
writing
Homophones, homonyms,
homographs
Sentence Writing
Write sentences with nouns,
pronouns, verbs, adjectives, adverbs,
conjunctions, interjections and
prepositions and expand sentences to
simple, compound and complex
Essay Writing
Write four eight sentence paragraphs
following this pattern: topic sentence
(green), one transition (yellow), two
elaborations (red), one transition
(yellow), two elaborations (red) and
conclusion (green)
Note-taking
Use of two column notes in all
curriculum areas
Presentation Skills
Use of smart sound system
Use Smart Notebook 10 Software
Use airliners
Student narrators for plays, concerts,
etc.
Speeches IT8-1a- 8-16a
UPK - Grade 6 musical
podcasts
Portfolio Projects

Response to Literature
on a favorite book
 Sequential essay
 Podcast
 Publish on web page

Persuasive Personal Business
Letter to teachers regarding
biography subject
 Why you chose subject
 What you hope to learn
Biography Research Project
Research Report on biography subject
using proper MLA format and works
cited
Pine Valley Central School
Technology Plan 2012 - 2015
Grade
Step Up To Writing
Resources/Strategies
Grade 7
Resources
Traffic Signal IT 4-6b
Writing Process IT 4-5a-4-6b
Editing M7-8
Topic Sentences IT 4-18a-4-19g
Accordion Paragraphs PSR 69
Sample Paragraphs It 4-8-1 -4-82
Two Column Notes M 9-1 to 939, IT 1-17a-1-24a
Two Kinds of Writing IT4-1a -42a
Different Transitions /Prompts
4-2b – 4-3a, 4-29a- 4-30a
Parts of Speech It 3-13a to 3-13l
Using Transitions 4-29a
Turn It In
Skills
Vocabulary
Goal: Nurture a love and appreciation of words and
their use. Good vocabulary teaching makes students
excited about words and leads them to attend more
closely to them (Stahl & Shiel, 1999).
MLA Format
Write first and last name as a heading
Teacher’s Name
Write assignment in heading
Include date in heading
Strategies
 Use both context and definitions
 Teach word meanings by using examples,
synonyms and definitions
 Provide students with the opportunity to
process the words "deeply"
 Discuss the words multiple times
Create a Works Cited page that includes at least
two sources (book title/author,
encyclopedia, internet and database)
Grammar/Punctuation
Master the rules of capitalization
The use of periods, exclamation points and question
marks
Proper and common nouns
Vocabulary
Using a vocabulary map IT2-6
a& b
Note Cards IT2-9a-c
Parts of Speech IT 3-13a – 3-13j
Sentences
The three sentence structure
IT3-7 a & b
Four kinds of sentences IT3-8 a
Practice sentence-ticket out IT3-
Portfolio Development
Form and use singular and plural nouns correctly
Use commas in a series, dates, greetings, closings of
letters, to set off the words yes and no, adjectives
preceding a noun, interrupters, separating speaker
from a direct quote (See 10 Comma Mandates)
Use verbs to convey past, present, present perfect and
future
Introduction of irregular verbs such as see, saw, have,
seen
Page 29 of 100
Technology Implementation Benchmarks
Research

Locate, collect and organize digital media
resources

Practice evaluating online resources for
usefulness, credibility and currency

Use note-taking techniques to gather
information by topics and details

Demonstrate effective searching strategies
when searching and browsing on the
Internet
Utilize:

Library Databases
 EBSCO
 Infotrac
 Country Watch

Internet Search Engines
 Google
 Ask Jeeves for Kids
 Quintura Kids
 Keyword search
 Directories

Graphic Organizers (i.e.
Kidspiration/Inspiration )– SUTW format
Pine Valley Central School
Technology Plan 2012 - 2015
Grade
Grade 7
(continued)
Step Up To Writing
Resources/Strategies
12a
Sentence variety IT3-11-b
IT3-11-1 &3-11-2
Topic sentences IT4-18a – 4-232
Transitions IT4-24a – 4-30a
Conclusions IT4-34a – 4- 36-1
Write a meaningful sentence
IT2-5a &b
Organizing/ Writing
Paragraphs
Paragraph plan CR 11-15
Star, dash, dot, outlines CR16
Paragraph planning IT4-14-1 -414-4
Two kinds of writing IT4-1a- 42a
Different transitions IT4-2b
Practice guide for a 14 sentence
accordion paragraph CR121
Transitions IT4-2b
E’s: explain examples CR21
Writing conclusions IT2-49 -2-51
Forms of Writing
Summary paragraphs M3-3 -314
Process paragraphs M3-15 -3-17
Compare and contrast M 3-21 –
3-29
Responding to Literature IT9-5af
Writing from a Different Point of
Skills
Use apostrophes to form contractions and possessive
nouns
Use quotation marks and commas to mark direct
speech and quotes from a text
Use quotation marks or underline/italics in titles
Use of hyphens in compound numbers (forty-six), in
one or more words serving as a single adjective (oneway or well-known) and with the prefixes ex, self, all,
pre, mid and anti, with the suffix elect, between a
prefix and a capitalized word, with letters (ex-wife,
mid-September, mayor-elect, T-shirt) and to avoid
confusion of awkward combinations of letters (resign)
Parts of Speech
The identification and use of nouns, pronouns, verbs,
adjectives, adverbs, conjunctions, interjections,
prepositions, articles
Sentence Writing
Write sentences with nouns, pronouns, verbs,
adjectives, adverbs, conjunctions, interjections and
prepositions and expand sentences to simple,
compound and complex
Demonstrate a solid use of sentence variety
Paragraph Writing
Write a four paragraph essay that fully addresses the
topic that includes: topic sentence (green), transition
(yellow), elaborations (red), transition (yellow),
elaborations (red) and conclusion (green)
Note-taking
Use of two column notes in all curriculum areas
Literary Devices/Figurative Language
Page 30 of 100
Portfolio Development


informal/formal outlining
concept mapping
Word Processing

Use more advanced features such as tabs,
indents, margin sets, bullets, numbers,
tables, columns, etc.

Access and use templates

Edit text using spell-check, grammar
check, Thesaurus and dictionary and
comment features
Incorporate:

Two column notes template created from
tables

Graphics, hyper-links and borders

MLA format (i.e. centering title, double
spacing lines, standard font and size)
Multimedia and Presentation tools (i.e.
PowerPoint, Notebook 10 or Photostory)

Create a multimedia project using various
media appropriate to the purpose

Use precise vocabulary and presentational
strategies to influence the audience

Use presentation software to communicate
ideas/information to specific audiences

Incorporate text-to-speech
Communication:

Plan, design, and develop a multimedia
product to present research findings
suggesting ideas, solutions, or point of
view

Use a variety of telecommunication tools
to communicate and collaborate with
Pine Valley Central School
Technology Plan 2012 - 2015
Grade
Grade 7
(continued)
Step Up To Writing
Resources/Strategies
Skills
Portfolio Development
View IT 9-7a-g
Writing Informal/Formal
Business Letters IT9-10a- d
Addressing an Envelope IT910f-e
Poems IT9-14a- i
Writing a Science Experiment IT
9-12a- d & 9-12-1-2
Writing in Math IT9-11a –l
Writing Numbers IT9-11-1
Two column notes IT 1-17a-c
Persuasive Writing
Use and identify similes, alliteration, personification,
idioms, metaphors, hyperboles, imagery and
onomatopoeia in sentences and writing.
Literary Elements
Characterization
Plot
Irony
Summary
Mood
Tone
Point of View
Setting
Author’s Purpose
Symbolism
Figurative Language
Connotation
Denotation
Theme
Allusion
Inference
Foreshadow
Antagonist
Protagonist
Conflict
Presentation Skills
Use of smart sound system
Smart Notebook 10 Software
Use airliners
Student narrators for plays, concerts, etc.
Speeches IT8-1a- 8-16a
High School Musical
Podcasts
Vodcasts
peers, experts and other audiences
Assessing Writing
IT 10-1a to 10-23a
Page 31 of 100
Utilize:



Blogs (i.e Schoolwires)
Wikis (i.e. PBWorks)
Discussion Threads (i.e.Toolbox Pro)
Portfolio Projects
Research an Event from History
Present as a:
 Short Play
 Vod/podcast
 Report
 Notebook 10
 Utilize Library Databases
 Graphic Organizer
 Rough Draft with three initials of peer editors
 Final Draft
Thank You Letter (Typed):
Proper business letter heading and format
Properly addressed envelope
Response to Literature

Graphic organizer

Rough Draft

Final Draft
Pine Valley Central School
Technology Plan 2012 - 2015
Grade
Step Up To Writing
Resources/Strategies
Skills
Portfolio Development
Grade 8
Resources
Traffic Signal IT 4-6b
Writing Process IT 4-5a-4-6b
Editing M7-8
Topic Sentences IT 4-18a-4-19g
Accordion Paragraphs PSR 69
Sample Paragraphs It 4-8-1 -4-82
Two Column Notes M 9-1 to 939,
IT 1-17a-1-24a
Two Kinds of Writing IT4-1a -42a
Different Transitions /Prompts
4-2b – 4-3a,
4-29a- 4-30a
Parts of Speech It 3-13a to 3-13l
Using Transitions 4-29a
Turn It In
Vocabulary
Goal: Nurture a love and appreciation of words and
their use. Good vocabulary teaching makes students
excited about words and leads them to attend more
closely to them (Stahl & Shiel, 1999.)
Strategies
 Use both context and definitions
 Teach word meanings by using examples,
synonyms and definitions
 Provide students with the opportunity to
process the words "deeply"
 Discuss the words multiple times
Grammar/Punctuation
Master the rules of capitalization
The use of periods, exclamation points and question
marks
Proper and common nouns
Form and use singular and plural nouns correctly
Use commas in a series, dates, greetings, closings of
letters, to set off the words yes and no, adjectives
preceding a noun, interrupters, separating speaker
from a direct quote (See 10 Comma Mandates)
Use verbs to convey past, present, present perfect and
future
Introduction of irregular verbs such as see, saw, have,
seen
Use apostrophes to form contractions and possessive
nouns
Use quotation marks and commas to mark direct
speech and quotes from a text
Use quotation marks or underline/italics in titles
Use of hyphens in compound numbers (forty-six), in
one or more words serving as a single adjective (oneway or well-known) and with the prefixes ex, self, all,
MLA Format
Write first and last name as a heading
Teacher’s Name
Write assignment in heading
Include date in heading
Create a Works Cited page that includes at least
two sources (book title/author, encyclopedia,
internet and database)
Technology Implementation Benchmarks
Research

Locate, collect and organize digital media
resources

Practice evaluating online resources for
usefulness, credibility and currency

Use note-taking techniques to gather
information by topics and details

Demonstrate effective searching strategies
when searching and browsing on the
Internet
Utilize:

Library Databases
 EBSCO
 Infotrac
 Country Watch

Internet Search Engines
 Google
 Ask Jeeves for Kids
 Quintura Kids
 Keyword search
 Directories

Graphic Organizers (i.e.
Kidspiration/Inspiration )– SUTW format
 informal/formal outlining
 concept mapping
Vocabulary
Using a vocabulary map IT2-6
a& b
Note Cards IT2-9a-c
Parts of Speech IT 3-13a – 3-13j
Sentences
Page 32 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
Grade
Grade 8
(continued)
Step Up To Writing
Resources/Strategies
Skills
Portfolio Development
The three sentence structure
IT3-7 a & b
Four kinds of sentences IT3-8 a
Practice sentence-ticket out IT312a
Sentence variety IT3-11-b
IT3-11-1 &3-11-2
Topic sentences IT4-18a – 4-232
Transitions IT4-24a – 4-30a
Conclusions IT4-34a – 4- 36-1
Write a meaningful sentence
IT2-5a &b
Organizing/ Writing
Paragraphs
Paragraph plan CR 11-15
Star, dash, dot, outlines CR16
Paragraph planning IT4-14-1 -414-4
Two kinds of writing IT4-1a- 42a
Different transitions IT4-2b
Practice guide for a 14 sentence
accordion paragraph CR121
Transitions IT4-2b
E’s: explain examples CR21
Writing conclusions IT2-49 -2-51
Forms of Writing
Summary paragraphs M3-3 -314
Process paragraphs M3-15 -3-17
Compare and contrast M 3-21 –
3-29
Responding to Literature IT9-5af
pre, mid and anti, with the suffix elect, between a
prefix and a capitalized word, with letters (ex-wife,
mid-September, mayor-elect, T-shirt) and to avoid
confusion of awkward combinations of letters (resign)
Parts of Speech
The identification and use of nouns, pronouns, verbs,
adjectives, adverbs, conjunctions, interjections,
prepositions, articles
Sentence Writing
Write sentences with nouns, pronouns, verbs,
adjectives, adverbs, conjunctions, interjections and
prepositions and expand sentences to simple,
compound and complex
Demonstrate a solid use of sentence variety
Paragraph Writing
Write a four paragraph essay that fully addresses the
topic that includes: topic sentence (green), transition
(yellow), elaborations (red), transition (yellow),
elaborations (red) and conclusion (green)
Introduce and show examples of in-text citations
Note-taking
Use of two column notes in all curriculum areas
Literary Devices/Figurative Language
Use and identify similes, alliteration, personification,
idioms, metaphors, hyperboles, imagery and
onomatopoeia in sentences and writing
Literary Elements
Characterization
Plot
Irony
Summary
Mood
Tone
Point of View
Word Processing

Use more advanced features such as tabs,
indents, margin sets, bullets, numbers,
tables, columns, etc.

Access and use templates

Edit text using spell-check, grammar
check, Thesaurus and dictionary and
comment features
Incorporate:

Two column notes template created from
tables

Graphics, hyper-links and borders

MLA format (i.e. centering title, double
spacing lines, standard font and size)
Multimedia and Presentation tools (i.e.
PowerPoint, Notebook 10 or Photostory)

Create a multimedia project using various
media appropriate to the purpose

Use precise vocabulary, and
presentational strategies to influence the
audience

Use presentation software to communicate
ideas/information to specific audiences

Incorporate text-to-speech
Communication:

Plan, design, and develop a multimedia
product to present research findings
suggesting ideas, solutions, or point of
view.

Use a variety of telecommunication tools
to communicate and collaborate with
peers, experts and other audiences.
Utilize:

Blogs (i.e Schoolwires)
Page 33 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
Grade
Grade 8
(continued)
Step Up To Writing
Resources/Strategies
Writing from a Different Point of
View IT 9-7a-g
Writing Informal/Formal
Business Letters IT9-10a- d
Addressing an Envelope IT910f-e
Poems IT9-14a- i
Writing a Science Experiment IT
9-12a- d & 9-12-1-2
Writing in Math IT9-11a –l
Writing Numbers IT9-11-1
Two column notes IT 1-17a-c
Assessing Writing
IT 10-1a to 10-23a
Grades 9-12
Resources
Traffic Light Colors 4-6a
Writing Process ST 4-5a&b
Editing M7-8
Topic Sentences ST 4-18a-4-18n,
Sample Paragraphs PSR 111
Two Column Notes M 9-1 to 939,
ST 1-17a-1-21-1
Two Kinds of Writing ST4-1a -41c,
Skills
Setting
Author’s Purpose
Symbolism
Figurative Language
Connotation
Denotation
Theme
Allusion
Inference
Foreshadow
Antagonist
Protagonist
Conflict
Presentation Skills
Use of smart sound system
Smart Notebook 10 Software
Use airliners
Student narrators for plays, concerts, etc.
Speeches IT8-1a- 8-16a
High School Musical
Podcasts
Vodcasts
Vocabulary
Goal: Nurture a love and appreciation of words and
their use. Good vocabulary teaching makes students
excited about words and leads them to attend more
closely to them (Stahl & Shiel, 1999).


Recommendations: for older
children
Choose words that will enhance the meaning
of what students are reading or important for
students to know
Page 34 of 100
Portfolio Development


Wikis (i.e. PBWorks)
Discussion Threads (i.e.Toolbox Pro)
Portfolio Projects
Word Processed Historical Research Document:
Research one event in history
Using MLA Format with specific skills mastered
including but not limited to:
 Must include research paper on topic.
 Multimedia Presentation: created from
research paper
 Storyboard
 Notebook 10
 Pod/Vodcast
Persuasive Letter (Typed)
Proper business letter heading and format
Properly addressed envelope
Response to Literature
 Graphic organizer
 Rough Draft
 Final Draft
MLA Format
Write first and last name as a heading
Teacher’s Name
Write assignment in heading
Include date in heading
Cite two sources (book title/author,
encyclopedia, internet)
Technology Implementation Benchmarks
Research

Devise and demonstrate strategies for
independently and efficiently planning,
Pine Valley Central School
Technology Plan 2012 - 2015
Grade
Step Up To Writing
Resources/Strategies
4-2a, 4-2b, 4-3a
Parts of Speech ST 3-13a- 3-13L
Using Transitions 4-29a- 4-30a
Turn It In
Parts of Speech ST 3-13a-3-13L
Vocabulary
Template that includes dictionary
definition, definition in own
words, synonyms, picture
Sentences
Four Sentence Structures ST 37a-b
Four Kinds of Sentences ST3-8a
Four Kinds of Sentences and
Sentence Structures ST3-9a-b
Sentence Variety ST 3-11 a-b
Organizing Information
Essay Graphic Organizer
Forms of Writing
9th Grade
Short Answer Essays
Creative Writing: Short Story
Five-Paragraph Essays
Writing a Persuasive Essay 9-1c
Skills


Use both context and definitions
Teach word meanings by using examples,
synonyms and definitions
 Provide students with the opportunity to
process the words "deeply"
 Discuss the words multiple times
Grammar/Punctuation
Master the rules for capitalization
The use of periods, exclamation points and question
marks
Proper and common nouns
Form and use singular and plural nouns
Master the ten comma mandates
Use verbs to convey past, present, present perfect and
future
Introduction of irregular verbs such as see, saw, have,
seen
Use apostrophes to form contractions and possessive
nouns
Use quotation marks and commas to mark direct
speech and quotes from a text
Use quotation marks or underline/italics in titles
Use of hyphens in compound numbers (forty-six), in
one or more words serving as a single adjective (oneway or well-known) and with the prefixes ex, self, all,
pre, mid and anti, with the suffix elect, between a
prefix and a capitalized word, with letters (ex-wife,
mid-September, mayor-elect, T-shirt) and to avoid
confusion of awkward combinations of letters (resign)
Parts of Speech
The identification and use of nouns, pronouns, verbs,
adjectives, adverbs, conjunctions, interjections,
prepositions, articles
Sentence Writing
Page 35 of 100
Portfolio Development


locating, collecting and organizing
information from electronic sources
Select the most appropriate online
databases, search engines and directories
for specific research tasks
Use effective research strategies such as
Boolean logic operators and syntax to
retrieve specific information
Utilize:

Library Databases
 EBSCO
 Infotrac
 Issues and Controversies

Graphic Organizers (i.e. Inspiration )–
SUTW format
 informal/formal outlining
 concept mapping
Word Processing

Use advanced features such as columns,
page layout and templates to enhance the
appearance of a document

Use advanced editing features such as
tracking changes and making comments
where appropriate
Incorporate:

Two column notes template created from
tables

Graphics, hyper-links and borders

MLA format (i.e. centering title, double
spacing lines, standard font and size)
Multimedia and Presentation tools

Identify and use appropriate technology
tools to create a multimedia product

Use a variety of applications such as slide
presentations, podcasts, videos,
Pine Valley Central School
Technology Plan 2012 - 2015
Grade
Step Up To Writing
Resources/Strategies
Grades 9-12
(continued)
10th Grade
Expository
Narrative
Critical Lens
Short Answer
11th Grade
Critical Lens Essays
Short Answer Essays
Research Paper
Short Story
12th Grade
Expository/ Research
Analysis
Creative/ Narrative
Presentation Skills and Software
Senior Research Project (project
that encompasses all of the
above)
Other Forms of Writing
Poems ST9-15a- L
Informal and Business/Formal
letters
ST9-10a- 9-10d
Addressing an Envelope ST910e-f
Writing Memos, E-mails, and
Messages ST 9-10g –h
Writing a Resume ST 9-11b –d
Planning for and Writing About
an In Interview 9-16h-i
Writing About a Science
Experiment ST9-13 a-d & 9-131-2
Technical Writing 9-13a
Skills
Portfolio Development
Expand sentences to simple, compound and complex
Paragraph Writing
Write four-paragraph essay using a variety of
sentences that include: topic sentence (green),
transition (yellow), elaborations (red), transition
(yellow), elaborations (red) and conclusion (green)
Note-taking
Use of two column notes in all curriculum areas
Literary Devices
Figurative Language, similes, alliteration,
personification, idioms, metaphors, hyperboles,
imagery, and onomatopoeia in sentences and writing
Literary Elements
Characterization
Plot
Irony
Summary
Mood
Tone
Point of View
Setting
Author’s Purpose
Symbolism
Figurative Language
Literary Devices
Aside
Connotation
Denotation
Theme
Allusion
Inference
Foreshadow
Antagonist
Protagonist
Conflict
animations, and simulations to plan,
create, edit and publish a multimedia
product
Communication:

Use a variety of technology mediums to
present information for specific purposes,
citing sources

Demonstrate how the use of various
techniques and effects can be used to
convey meaning in media

Use online communication tools to
collaborate with peers, community
members, and field experts as appropriate

Plan and implement a collaborative
project with students in other classrooms
and/or schools using telecommunications
tools
Utilize:

Blogs (i.e Schoolwires)

Wikis (i.e. PBWorks)

Discussion Threads (i.e.Toolbox Pro)

Podcasts/Screencasts
Portfolio Projects:
Page 36 of 100
Grade 9
Research Report
Grade 10
Five-Paragraph Essay
Grade 11
Literature Analysis
Grade 12
Research Project
Pine Valley Central School
Technology Plan 2012 - 2015
Grade
Grades 9-12
(continued)
Step Up To Writing
Resources/Strategies
Math ST9-12a- 9-12L
Writing Numbers 9-11-1
Responding to Literature ST 95c- 9-5f
Assessing Writing
ST 10-1a to 10-23a
Skills
Portfolio Development
Portfolio Project and Formal Presentation
Presentation Skills
Use of smart sound system
Notebook 10 Software
Use airliners
Student narrators for plays, concerts, etc.
Speeches IT8-1a- 8-17a
UPK - Grade 6 musical
Podcasts
Vodcasts
Page 37 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
Internet Resources That Support Writing Skills
Table of Contents
PreK-2
Internet Resources
Starfall
Read, Write and Think
1st Grade Language Arts Builder
2nd Grade Language Arts Builder
Story Jumper
My Story Maker
Student Treasures (book publishing)
Student Publishing.com
Grades 3-5
Grades 6-8
Internet Resources
Read, Write and Think Tools
3rd Grade Language Arts Skill Builder
4th Grade Language Arts Skill Builder
5th Grade Language Arts Skill Builder
Writing with Writers
PicLits (use picture to inspire writing)
Bitesize
Creative Writing Prompts
Story Starters
Electronic MLA Citation Creation
Storybird (collaborative storytelling)
Biography Writer’s Workshop
Business Letter (Brain Pop)
Letter Generator (Read, Write and
Think)
One Word
Writing Topics (Grades 1-12)
Internet Resources
Read, Write and Think
6th Grade Language Arts Skill Builder
7th Grade Language Arts Skill Builder
8th Grade Language Arts Skill Builder
Letter Generator (Read, Write and
Think)
The Paraphrase Craze
Transition Cues
Persuasive Writing Workshop
Great Source iWrite
Literary Elements Map
Mystery Cube
Word Matrix
Back to Top
Page 38 of 100
Grades 9-12
Internet Resources
Read, Write and Think
Purdue Online Writing Lab
World Myths and Legends in Art
(Compare and Contrast Essay
Writing)
Great Source iWrite
Literary Elements Map
Mystery Cube
Word Matrix
Pine Valley Central School
Technology Plan 2012 - 2015
10 Commandments of Commas
Use a comma in the following situations
1. After a salutation in a letter
Dear Mr. Burdick,
2. After the closing in a letter
Sincerely, Ms. VanSlambrouck
3. Between the day and year
May 21, 2009
4. In a list or series
I bought apples, oranges and carrots for tonight’s dinner.
The smart, pretty, red-headed girl sat in front of the teacher.
5. When using a conjunction (and, but, or) to connect two independent clauses
She turned in her homework, and she got an A.
6. To set off an introduction or transition
After the test, we had free read time.
First of all, the man put down the revolver.
7. To include additional but unnecessary information
Ms. VanSlambrouck, my favorite teacher, taught us about commas.
8. To separate a city and state or city and country
Cherry Creek, New York
Paris, France
9. To set off a quote
“The question is,” said Mary, “What is the verb in the sentence?”
10. To express contrast within a sentence
The cute, but very messy, puppies looked out the window.
It was her sense of humor, not her innocence, which won over the judge.
Page 39 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
Technology Integration Timeline:
Table of Contents
Goal 1: Master technology skills at each grade level as outlined in our district plan and recommended by national and state standards.
Objective1: By the year 2015, students in the 8th grade will score at a proficiency of 80% or better on technology skills as outlined in the district’s
technology benchmarks which are based on national and state standards.
Objective 2: By the year 2015, students in the 12th grade will score at a proficiency of 80% or better on the application of technology skills as
outlined in the district’s technology benchmarks which are based on national and state standards.
Strategies/Actions needed
to achieve goal
Staff Development

Provide opportunities for
creativity and constructive
thinking within curriculum
context.

Involve students with
communication and
collaboration projects
using programs such as
ToolboxPro and Distance
Learning opportunities
(virtual field trips, courses
offered in other school
districts).

Instruct students on the
best practice and use of
netiquette and Internet
Safety practices.


Provide time (i.e. district inservice days) for teachers to
demonstrate and share
lessons that demonstrate
creativity and innovation
Offer in-house or outside
workshops on technology
software, new devices or
strategies that promote
innovation and creativity
Offer in-service through
CSLO, Teacher Centers
and/or company training
experts on in-service days,
summer professional
development days, etc.
Meet with individual
teachers to create plan goal
that would incorporate a
collaborative/communication
plan
Meet with elementary
teacher teams to discuss
where and when Internet
Safety lessons can be
incorporated into the
curriculum
Person(s) Responsible
Superintendent
Building Principals
Technology Integration Specialist
THAT Team
Superintendent
Building Principals
Technology Integration Specialist
THAT Team
Date Each Action
Will Be Completed
2015
2015
Indication of Success
80% of the students score satisfactory in one
or more of the following assessments:

Rubrics that measure technology
and curriculum objectives

A formal technology literacy
assessment

Formative assessments such as
journal entries, discussion threads,
blogs, wikis checklists,
observations, etc.
80% of the students will score satisfactory
in one or more of the following assessments:

Rubrics that measure technology
and curriculum objectives

Collaborative/Communication
assessments such as journal entries
discussion threads, blogs, wikis
checklists, observations, etc., with
the use of Toolbox Pro

Building Principals
Technology Integration Specialist
Page 40 of 100
2015
Checklist indicating all enrolled
students by 2015 have received
instruction and passed quiz with 85% or
better accuracy
Pine Valley Central School
Technology Plan 2012 - 2015
Goal 1: Master technology skills at each grade level as outlined in our district plan and recommended by national and state standards.
Adapt and modify the Big6
model of Information
literacy for grades Pre K –
12.
Incorporate research base
models such as problem/
project-based and inquirybased learning that will
support critical thinking and
problem solving.

Internet Safety course
developed by health teachers
at high school level

Grade level team meetings to
develop consistent and
hierarchal skills that build on
the Big6 concept of
information literacy

Provide in-house training
through our Teachers
Helping Assist Teachers
(THAT Team- who are
required to implement and
share integrated strategies
with other teachers), as well
as CSLO in-service as part
of core trainings to
incorporate research based
models

Superintendent
Building Principals
Technology Integration Specialist
THAT Team

2015



Superintendent
Building Principals
Integration Specialist
THAT Team
2015

Incorporate and assess basic
technology skills of
applications, systems and
concepts.
Meet with all teachers at a faculty
meeting to make them aware of
the NET, NY MST and District
Technology Benchmarks. These
should be assessed along with
curriculum student outcomes
All Administrators
All Teachers
Special Area Technology Teachers
Technology Integration Specialist
THAT Team
2015
All teachers have been introduced to
and are implementing the Big6 model
for Information Literacy
Students score satisfactory on a rubric
that indicates the use of the Big6
strategies
Students score satisfactory on research
project that meet curriculum objectives
and have incorporated the Big6
strategies
Technology team specialists (THAT
Team) implement unit plans and
demonstrations of these models in
teacher observations
80% of the students score satisfactory in
one or more of the following
assessments:

Rubrics that measure technology
and curriculum objectives

A formal technology literacy
assessment
Formative assessments such as journal
entries, discussion threads, blogs, wikis
checklists, observations, etc. with the
use of Toolbox Pro




Page 41 of 100
Teachers must submit which
technology benchmarks have been
addressed during a teacher
observed lesson
80% of the students score
satisfactory in one or more of the
following assessments:
Rubrics that measure technology
and curriculum objectives
A formal technology literacy
assessment
Pine Valley Central School
Technology Plan 2012 - 2015
Goal 1: Master technology skills at each grade level as outlined in our district plan and recommended by national and state standards.

Formative assessments such as
journal entries, discussion threads,
blogs, wikis checklists,
observations, etc., through the use
of Toolbox Pro
Goal 2: Heighten the effectiveness of technology integration as it relates to student achievement.
Objective: By the year 2015, 80% or more of the Pine Valley faculty will incorporate best practices with appropriate and innovative technology
to advance student learning.
Strategies/Actions needed
to achieve goal
Date Each Action
Will Be Completed
Staff Development
Person(s) Responsible
Plan curriculum for
differentiation and
engagement.
Provide in-house or CSLO inservice on Universal Design for
Learning (UDL) or other
differentiation strategies as well
as utilizing Teachers Helping
Assist Teachers (THAT Team) to
share integrated strategies with
other teachers.
Provide in-depth in-service for
Special Education teachers on
Universal Design of Learning
during district’s in-service day
Superintendent
Building Principals
Technology Integration Specialist
THAT Team
2015

Use an in-house survey that will indicate
an increase in the ways teachers plan for
curriculum and differentiation
Adopt teaching models of
constructivism and inquiry.
Provide in-house, CSLO, or
Teachers Helping Assist Teachers
(THAT Team) in-service as part
of the core training
Superintendent
Building Principals
Technology Integration Specialist
THAT Team
2015

Require that teachers indicate how they
are engaging or planning for
differentiation as part of annual formal
teacher observation
Incorporate communication
and collaboration activities
to enhance learning and
authenticity through
Toolbox Pro and Distance
Learning programs (such as
virtual field trips).

Superintendent
Building Principals
Technology Integration Specialist
THAT Team
2015

Use an in-house survey that will indicate
an increase in the number of teachers
who are incorporating communicative
and collaborative activities (PVAL
Website)
Collect data on the number of teachers
who are using ToolboxPro, and/or
participating in Distance Learning
programs
Collect data on individual teacher plans

Offer in-service through
CSLO, Teacher Centers
and/or company training
experts on in-service days,
summer professional
development days
Meet with individual
teachers to create plan goal
that would incorporate a
collaborative/communication
Indication of Success


Page 42 of 100
Pine Valley Central School
Technology Plan 2012 - 2015

plan.
Meet with grade level
teacher teams to discuss
where and when Internet
Safety lessons can be
incorporated into the
curriculum
Use data driven instruction
to meet student needs and
technology integrated
curriculum objectives. Data
analyzed should include
formative as well as
summative assessment in
the form of standardized
tests, formal classroom
tests, rubrics, checklists and
observations.
Provide formal in-service for all
faculty members on a district inservice day to discuss ways
teachers can use different
assessments to make informed
decisions about instruction and
student learning
Use digital resources where
appropriate in instruction
and learning.
Make available accessible
resources along with on the spot
training in the form of online
tutorial guides, directions, face to
face in-house help or outside
workshops
which included the goal for
communication/collaboration project to
see if the goal was met
Superintendent
Building Principals
2015


Collect data from an in-house survey
that will indicates that teachers are using
data to make informed decisions about
teaching and learning and that it
positively affects student achievement
Analyze standardized tests and formal
technology literacy tests to ascertain any
increase in student scores
Require teachers to indicate a
reflective section to post teacher
observation, which summarizes
strengths and weaknesses based
on the unit assessment; this
reflective piece should also
include what changes may need to
be made to improve instruction
and learning
Technology Integration Specialist
THAT Team
2012 (ongoing)



Page 43 of 100
Use counters established on the Intranet
school website that indicate teachers are
accessing these resources
Collect data from technology integration
specialist’s log that will indicate the
number of on the spot training and how
this was implemented in the classroom
Use an in-house survey that will indicate
an increase in the number of teachers
who state that digital resources support
and/or training have influenced
classroom instruction and/or student
learning
Pine Valley Central School
Technology Plan 2012 - 2015
I. Curriculum
C. Technology Delivery
Table of Contents
Our district has participated in Distance Learning for several years now. This has afforded our students to fully participate in courses from
other districts that were not available here. Presently, students participate through distance learning in Animal Science, Business Law, Physics and
sign language. It is the goal of the district to increase the number of classes each year, offering new classes as interest remains.
One of the opportunities that the Internet makes available for high school students, in particular, is online classes. Research shows that
when online courses are well developed and implemented, successful learning takes place (Clark 2001). Online instruction and learning provide
options for students who wish to take courses, where geography and location make it difficult, for students who are absent from school because of
health, or for those who are home-schooled. Online instruction also provides a different approach to those who struggle with the traditional
classroom.
Our goal is to expand online opportunities for our students within our district. Currently three district teachers teach distance learning
classes and we would like continue to expand our online teaching and find ways it would be beneficial to implement within the curriculum
content.
Those courses we design in-house will follow the NEA Guide to Online High School Courses.
1. Curriculum: Online curricular offerings should be challenging, relevant, and aligned with appropriate national, state, and district standards
for student learning.
2. Instructional Design: Online courses should be designed to take advantage of the online learning environment and support the
development of 21st-century learning skills.
3. Teacher Quality: Teachers should be skilled in the subject matter, learning theory, technologies, and teaching pedagogies appropriate for
the content area and the online environment.
4. Student Roles: Students should be actively engaged in the learning process and interact on a regular basis with the teacher and online
classmates.
5. Assessment: Assessment should provide opportunities for students to reflect on their own learning and work quality during the course, and
give students the opportunity to demonstrate mastery of the course content.
6. Management and Support Systems: Support systems should provide resources to teachers, students, and parents comparable to those
provided by face-to-face courses, as well as special support necessitated by the unique circumstances of the online environment.
7. Technological Infrastructure: The technology behind the course should work reliably, simply, and economically. Technical assistance
should be available whenever needed by students or teachers.
Sources:
The Guide to Online High School Courses, developed by the National Education Association (NEA)Innovative Strategies. NEIRTEC. http://www.neirtec.org/products/techbriefs/9.htm
Clark, T. (2001). Virtual Schools: Trends and Issues. http://www.WestEd.org/online_pubs/virtualschools.pdf.
Page 44 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
I. Curriculum
D. Parental Communications and Community Relations
Table of Contents
Dissemination of Educational Technology Plan to the Community
The district realizes the importance of communicating its needs and plans to the community. It provides the opportunity for partnership
and cooperation and makes the plan a dynamic, functional document. Our district has a relationship with several community groups such as the
Mother’s Club, village libraries, compact teams, area churches and SUNY Fredonia. These groups are supported by, and help support, the
educational goals of the district. It is important that the goals and functions established in our educational technology plan be communicated to
these organizations to strengthen the foundation of the community/school relationship and to extend the environment for student achievement in
the acquisition of 21st century skills. They are a vital part in the evaluation and assessment of the plan’s success.
There will be several ways the district technology plan will be disseminated to the community:
1. The plan will be published and updated on the district web site: Departments/Technology/Technology Plan.
2. A summary of the technology plan will be written in District’s Newsletter with instructions on how to find on the district’s
website.
3. During Open House, television monitors in both school foyers will broadcast Technology Plan overview.
4. Attend group meetings such as the Mother’s Club, Compact Team or church meetings to summarize the district technology plan.
5. Share the goals and objectives of the district’s technology plan with student teachers, college coordinators.
Using Technology to Communicate With and Involve Parents
Our district uses technology in various ways to communicate with parents and the community. To announce school closings and
noteworthy events, the district uses the Global Connect which dials into homes and/or cell phones of those registered. We regularly monitor our
school district’s web page requiring all teachers to provide an updated syllabus, classroom policy, and schedule. Other additional information that
can be found on the web site includes announcement of important events, the district calendar, sports schedule, lunch menu, and a link to payment
system for school meals. Contact information and informational documents, such as the technology plan, web resources, and tutorials may also be
found on the district website. Technology is also involved with the creation of our District Newsletter which is published and distributed five
times a year to parents within all the communities of the district. Our district maintains a state-of-the art Fitness Center, which is open to the
public, and uses technology devices that monitor heart rate, distances, speed, etc. PowerSchool, the district student information system, has a
parent portal that creates a collaborative environment where parents can view student performance via an Internet browser.
As technology equipment is replaced with updated versions, our district donates the older equipment to community organizations such as
the village libraries.
Page 45 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
Community and Parent Stakeholders of the District Technology Plan
We do realize that it is important to have community and parent stakeholders on our technology team who contribute to the planning stages,
implementation and ongoing assessment of the technology plan. These members are:






Janie Waag: Board Member, Community Member
Sonja VanSlambouck: Teacher, Parent, Community Member
Kelley Ivett: Teaching Assistant, Community Member
Terry Mansfield: Teacher, Parent, Community Member
Christina Lyndsley: Teacher, Parent, Community Member
Alyce Fancher: Teacher, Parent, Community Member
I. Curriculum
E. Collaboration
Collaboration with adult literacy groups is in the process of development. Our district sponsors Adult Education classes during winter and
spring semesters. This provides a vital opportunity for our technology program. There are several areas that we can address with parents that
would be important for them to enhance their learning opportunities while assisting the promotion of their children’s learning. One of these is
Information Literacy. Information Literacy involves the research, evaluation, and communication skills one needs throughout life. It is important
for both adults and students. The class may involve research seeking strategies, selecting and evaluating resources, organizing and restructuring
information, communicating or presenting, and evaluating the results. Another issue is Internet Safety. As this becomes a mandatory part of the
curriculum, it is important for parents to be aware. Presently, the district has published articles to assist parents in awareness, prevention, and
“what to do if” on various Internet Safety issues such as credit card theft, cyber bullying, online predators, and violations of copyright. Pine
Valley will be offering an adult class to fortify this.
Action Plan
Actions needed to achieve
the goal
Offer adult interest class for
Information Literacy.
Offer adult interest course on
Internet Safety.
Staff
Development
Trainer in-service and updates
online
Trainer in-service and updates
online
Person(s)
Responsible
Date each action will be
Completed
Technology Integration Specialist
Media Specialist
Outside Consultant
Fall 2012/2013/2014


Number of adults that attend
Assess formally at the last
class meeting
Technology Integration Specialist
SRO
Outside Consultant
Spring 2012/2013/2014

Number of adults that
attended
Assess formally at the last
class meeting
Page 46 of 100
Indication of Success

Pine Valley Central School
Technology Plan 2012 - 2015
II. Professional Development
A. Professional Development
Table of Contents
Professional development is one of the cornerstones in this district’s technology plan. We provide on-the-spot training as well as formal
programs that are offered during in-service days and in the summer. A group of in-house specialists, “THAT Team” (Teachers Helping Assist
Teachers), are proficient in many areas and are willing to share their talent with staff and assist or mentor others with technology integration in the
classroom.
THAT Team members have been trained in awareness, use of, and basic troubleshooting strategies of the available hardware, software, and
peripherals. They have been introduced to research stratagems and the many features of library databases. Other areas of THAT Team training
include best practices models, web 2.0 tools, multimedia, and Internet safety. Each member teacher chooses an area of interest, develops their
talent through training or practice in that area and may develop a unit plan with an assessment to implement in the classroom. They may also be
asked to share technology knowledge with others and assist in turn-key training. As an incentive, the district provides each teacher with a laptop
that can be used at home as well as in school. Upcoming THAT Team incentives are being planned for team members who fulfill team
requirements. There are currently 30 THAT Team teachers in our district. It is our goal to continue this program with these teachers serving as
leaders and to continue reaching out to others with mentoring or specialized assistance.
Our district also offers professional development through BOCES CSLO Model Schools. Each year we send two representatives from
each building to participate in the required 3-day regional model school workshop. By doing so, we are awarded 4 days for each building where
Technology Integration instructors will come to the district for requested professional development. Along with these outside sources, we have a
technology integration consultant who assists and collaborates with teachers on technology skills and integration practices.
Current Status:
The faculty at both buildings recently completed a survey to determine where we stand in the technology program (See Appendix A). It is
noteworthy that 55% of the faculty use technology in a wide variety of settings which include whole group, small group, and individualized
instruction, and 60% said that students use technology in the classroom which is beyond skill building and practice.
Although 97% of those surveyed said that computer training and support was adequate or above, 99% said that they have incorporated some
technology information into the classroom, and only 31% said that technology workshop information has become an integral part of daily
classroom instruction and has transformed how they teach.
Our faculty was trained on the Microsoft Office 2010 suite, Toolbox Pro, online content management, and Safari Montage, digital media
management and distribution system, in the fall of 2011 and is quickly becoming familiar with these new applications. They are also fluent
working with other management systems, such as PowerSchool, our grade book application and attendance program. Notebook10, collaborative
learning software, training continues in our district. We now have state-of-the art classrooms that are all equipped with a projector, screen,
document camera, sound system, and an interactive slate board.
Page 47 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
The survey results demonstrate the district’s continual dedication to technology across a wide spectrum of educational environments.
However, there are two areas where our district needs to focus attention:
1. There needs to be follow through with implementation and evaluation of professional development to ensure that training leads to
integrated practices in the classroom. In-service training should fit the needs of the students, faculty and district as technology continues to
advance.
2. Our professional development needs to continue to be in alignment with ISTE Educational Standards for Teachers and Students.
Professional Development Timeline
Goal 1: Provide ongoing professional development to teachers, staff, and administrators to elevate competency in management, instruction
and integration.
Objective: Teachers, staff and administrators will score a proficiency of 80% or better on technology integration skills as outlined by the
district’s technology benchmarks based on ISTE 2008 National Standards for Teachers and Administrators
Strategies (Mirrored from ISTE NET Standards for Teachers 2008):
 Facilitate and inspire student learning and creativity
 Design and develop digital-age learning experiences and assessments
 Model digital – age work and learning
 Promote and model digital citizenship and responsibility
Actions needed to achieve
the goal
Send two different teachers each
year to CSLO Model School
Regional Workshops.
Staff
Development

Attend CSLO
Workshops
Person(s)
Responsible
Date each action will be
Completed
Building Principals
Technology Integration Specialist
2012-ongoing
Page 48 of 100
Indication of Success
Teacher observations &
Self-evaluation checklist of
Teacher’s Technology
Benchmarks
Pine Valley Central School
Technology Plan 2012 - 2015
Actions needed to achieve
the goal
Staff
Development
Meet with individual
teachers to evaluate where
they are on
Teacher Technology
Benchmarks and to plan a
goal for the year to meet
some of those benchmarks
(voluntary)


Attend CSLO
Workshops
Utilize THAT Team
members as a mentor
Attend in-house training
during in-service days or
one-one with
Technology Integration
Specialist
Offer Best Practices workshops
both face-to-face and online.

CSLO instructors


Design and create online
classes in Toolbox Pro
Person(s)
Responsible
Date each action will be
Completed
Technology Integration Specialist
Building Principals
2012--ongoing
Superintendent
Building Principals
Technology Integration Specialist
2012--ongoing
Indication of Success
Teacher observations &
Self-evaluation checklist of
Teacher’s Technology
Benchmarks
Teacher observations,
Survey results,
Self-evaluation checklist of
Teacher’s Technology
Benchmarks
II. Professional Development
B. Supporting Resources:
Table of Contents
Our district relies on a variety of resources that undergird the support of the technology program. Such resources include the following:
District Technology Benchmarks and Checklists (Technology Benchmarks)
These benchmarks are modeled from ISTE NET standards for Students 2007 and NYS MST standards. They are set up in four scaffold
grade level ranges of UPK-2, 3–5, 6-8, and 9–12. Each is divided into three areas of concentration: Basic skills and concepts, ethical, social and
safe use, and application involving research, problem solving, communication, collaboration, creativity, and innovation.
District Website
Our district website provides resources and information for the community, parents and school. The technology section provides resource
links for both elementary and high school curriculum areas and management tools. It also lists links to our technology benchmarks, tutorials,
district training calendar, and the District’s Technology Plan.
Page 49 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
The website is designed with an Intranet access for school personnel, where Technology, Guidance, Business Office, Transportation, and
Maintenance e-forms as well as HelpDesk form can be accessed. The Intranet also includes technology and internal calendars, technology training
resources, and business office information. Employee email can be accessed from an Internet browser by logging into our district’s website.
VPN
An SSL VPN (Virtual Private Network) has been implemented to provide Faculty, Staff, and Students access to their school network
folder anywhere an internet connection is available.
Help Desk
On our district’s website, there is a Help Desk form which teachers can quickly fill out. This is important for documentation, efficiency,
and organization.
BOCES Services
The services we receive through BOCES are an integral part of our technology program. Following are some of the services that support
our technology program.
 Broadband internet access
 CSLO for part of our professional development and hardware and software purchases.
 Content Filtering
 Email spam filtering, and email server support
 Hardware warranty support & server maintenance
 Consumable supplies
 Online financial system
 Lunch management system
 Library Services
 Distance Learning
 Online classroom / course management through GST BOCES
 Other misc. services purchased through Erie1/Erie2 BOCES
THAT Team
The purpose of THAT Team is to mentor and assist those who may need encouragement or on the spot technology training or assistance.
Director of Technology
Our district employs a full time Director of Technology also acting as Network Administrator. Duties include but not limited to:
maintains updates and secures servers and the network infrastructure of the district, budgeting and ordering network and hardware equipment.
Page 50 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
Microcomputer Technical Support Specialist
Our full-time technician troubleshoots and repairs hardware and software issues, as well as audio-video setup and repair.
Technology Integration Specialist
Our district employs a full time Technology Integration Specialist who is responsible for formal and informal professional development;
software and subscription orders; and licensing and implementation of MST, NET and district benchmarks, as well as managing district AV
equipment and peripherals.
Elementary Technology Lab Teacher
In the elementary building, the district employs a full-time computer lab teacher to help teachers with their classes in the computer lab as
they complete integrated lessons or projects.
III. Technical Infrastructure
A. Infrastructure Needs/Technical Specification and Design
Table of Contents
Current Status
Computers
For desktop computing, Pine Valley takes a primarily Windows based approach for delivery to students, staff, and administration.
Although, we have one Apple/Mac lab in the Junior/Senior High School and other Apple computers are in use in the specialty areas of art, home
economics, music and within the Technology Department for technical support.
The Junior/Senior High School employs a predominately lab-based computing environment for students. Computer labs include one CAD
lab, one business lab, one music lab, one library lab, one lab located in the large study hall that is also used as a Training and Professional
Development center and two mobile laptop labs. Classrooms are generally equipped with one or two computers to meet teacher needs and
temporary student use.
The Elementary School employs a predominately dispersed environment for students with four to six computers in use in each classroom.
One general use computer lab, one Linux OS resource lab, and three mobile laptop labs are installed.
Netbook computers were deployed to 7th & 8th grade students, at the beginning of October 2011, as part of a 1-to-1 computing pilot
program. The netbooks come equipped with a Verizon Wireless mobile broadband card allowing instant access to the Internet wherever a wireless
cellular signal is available. Along with the netbook, each student received a carrying case and charger (additional charging carts are available in
classrooms). 1-1 computing has proven to improve student engagement and increase student achievement. With the use of the netbooks, our
students will have the skills and confidence to integrate technology into their future and will be better prepared for tomorrow’s success. The
Page 51 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
school district plans to continue developing and expand the initiative of one mobile learning device for every one student to other grade levels in
the years to come
Telecommunications
Pine Valley has recently migrated to a VOIP (Voice Over IP) system for telecommunications. Previously PSTN telephone lines were
utilized. A PBX is installed to handle internal telephone needs. Three PSTN lines are used on a rotary to service general telephone use in the
Junior/Senior High School. Three PSTN lines are used on a rotary to service general telephone use in the Elementary School. One line serves as a
backup line in the case of a failure of the PBX switching system. One line is used to service telephone needs in the bus garage. The remaining
lines are used for fax service in the Superintendent’s office, the Business office, the High School office, Special education office, and the Distance
Learning Lab.
Pine Valley also employs cellular phones to meet the unique requirements of certain individuals.
Nine pagers are in use by the building maintenance team for notification of building alarm alerts and other needs pertaining to facility
maintenance.
Internet Access and Services
Pine Valley’s network is an Ethernet, switched network. The network backbone consists of a core switch in both buildings. These
switches are connected to each other via gigabyte fiber optics. In the last capital project Pine Valley centralized the switch closets in each building
all inter-connected via 1000 Megabit fiber optics. Previously sixty-seven classrooms/offices were equipped with a 24-port switch connected to a
core switch via 100 megabit fiber optics. Part of the capital project was also implementing an 802.1x secure wireless network with 54 access
points district wide. Previously, wireless connectivity was hosted through 16 standalone wireless access points.
The external (WAN) connection is hosted through the WNYRIC using a gigabit broadband connection.
Network services are delivered using 12 servers located in the main server room at the Elementary building. These servers provide central
logon, print, file storage and sharing, application hosting, and data repositories. Special appliances provide email “spam” filtering and internet
content filtering.
Current hosted applications are listed in the Inventory table.
E-mail is considered a vital communication link between faculty, staff, administration, parents, and the community at large. Pine Valley
will continue to provide support for e-mail to all employees who require such services. Student e-mail is not currently supported until an
acceptable solution is found that is cost effective and retains district control and supervision of the content.
Internet filtering is a continuing, mandated service that is critical to the safety of students and employees, mandated by law and employed
through Lightspeed content filtering service. Pine Valley is continuing support of the installed filter and currently provides briefings for
employees and requires student and parent/guardian acknowledgement of policy to allow student access to web-based resources.
Broadband
Pine Valley began a Mobile Connectivity Service using Verizon 3G NetBooks through Erie 1 BOCES in July of 2011.
Netbook
computers were distributed to 7th & 8th grade students at the beginning of October as part of a 1-to-1 computing pilot program. The netbooks
came equipped with a Verizon Wireless mobile broadband card allowing instant access to the Internet wherever a wireless cellular signal was
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Pine Valley Central School
Technology Plan 2012 - 2015
available. Along with the netbook, each student received a carrying case and charger (additional charging carts are available in classrooms). 1-1
computing has been proven to improve student engagement and increase student achievement. With the use of the netbooks, our students will have
the skills and confidence to integrate technology into their future and will be better prepared for tomorrow's success. The school district plans to
continue developing and expand the initiative of one mobile learning device for every one student to other grade levels in the years to come.
Other Technologies
Several specialty items are in use including scanners, interactive slate boards, student response systems, digital cameras, digital
camcorders, and portable multimedia carts. These items are generally used to enhance curriculum and add diversity and flexibility to delivery.
Some examples include building rich presentations using digital photography taken by students of local events, scanning local historical
photographs to place in history reports, responding to the circulatory system review questions using a student response system.
New technology includes two mobile carts that include 20 iPads. One cart is housed in each building. The Junior/Senior High School also
has five electronic book readers.
One Call Now is a program our district uses to deliver and mass-call messages to the community and staff to relay messages such as
emergency closings or delayed openings.
Pine Valley also considers its Internet presence to be a vital link in our community involvement process. We post a variety of items on the
web site to keep our taxpayers and community involved in what’s going on in their school. Visit us at http://www.pval.org.
Distance learning is supported with a dedicated room equipped with the technology required. Our participation in the Gigabit Ethernet
Project through the WNYRIC has allowed us to eliminate the dedicated T3 connection for distance learning and integrate the distance learning lab
into the data network. This alone saves thousands of dollars each year. A mobile Polycom unit, purchased for the Junior/Senior High School
Science Department, allows
Physics class to be taught……. Other mobile Polycom units will enrich distance learning experiences by
increasing the amount of projects that can be accomplished through Distance Learning.
Security and Privacy
Pine Valley has a Board of Education Policy prohibiting release of any confidential data to any unauthorized person or agency. Disclosure
under the Freedom of Information Law can be retrieved.
Network security is provided through several layers. A firewall is installed as part of a WNYRIC service. Anti-Virus programs are
deployed and centrally updated. File sharing security is applied and student computers are secured using group polices. Users must also “clickthrough” an acceptable use splash screen before given an opportunity to log onto the network.
Physical security is enforced through inventory controls for installed assets. Main wiring closets and servers are kept in locked rooms.
Privacy is consistent with Board of Education Policies. No student, staff, or faculty should consider any data stored on or passing through
the network to be absolutely private. Individual accounts are kept and controls are in place to secure data and ensure access to only authorized
individuals.
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Pine Valley Central School
Technology Plan 2012 - 2015
Staffing and Training
Our technology support consists of a full-time Technology Integration Specialist who provides all technology staff development
coordination, technology integration, assistive technology consultation and first level support of users. The district also employs a full-time
Director of Technology, providing all hardware configuration control, maintenance and budgeting, server configuration, software configuration,
and user access policies and a full-time Microcomputer Technical Support Specialist, providing hardware and software support and other
assistance as needed.
Pine Valley also has a full-time Teacher assigned to the Elementary Computer Lab. The position is not classified as technology, but
provides assistance to teachers using the computer lab.
Training is provided to each member of the technology support team. The Director of Technology receives appropriate training relevant
to job requirements, attends Technology Consortium meetings, and attends program specific users’ group meetings. The Technology Integration
Specialist receives training through professional development initiatives and specialized training. The Microcomputer Technical Support
Specialist attends WNYRIC- Technology Integrators Forum- South Region and receives training through Erie-2 BOCES as required to support the
customer.
The district has also created a Training and Professional Development Center at the high school building. This training center consists of
a large lecture hall with 40 hard wired laptops as well as the same technology in every classroom (projector, large screen, instruction computer,
document camera, and audio system). With the new training center technical professional development can now have a more hands on approach.
(the training center also doubles as a study hall for the students during the day)
Page 54 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
III. Technical Infrastructure
B. Current Inventory and Projected Needs
Table of Contents
HS
Computer
Labs
(113,104,206
,125, CAD)
ES
Computer
Labs
(46,50)
37
1
(20-SH lab)
(17-DL lab)
HS
Classrooms
ES
Classroo
ms
HS
Library
ES
Librar
y
0
0
(shares
cart)
(shares
cart)
(5 HS,
1 DO,
1 ES)
11
6
Nooks
4
13
20
20
Office
s
Future
Acquisitio
ns 20122013
Future
Acquisiti
ons 20132014
Future
Acquisit
ions
20142015
ES Tech
Office /
Server
Room
HS
Wiring
Closets
ES
Wiring
Closets
7
N/A
N/A
Maintain and replace as needed
6
N/A
N/A
Maintain and replace as needed
N/A
N/A
Plus 20
Computers/Tablets
Laptops (PC)
36
Desktops (PC)
(206-22,1251,1041,CAD-12)
71
77
(rm46
Teacher)
(2carts of 20,
13THAT,4TA
,8SE,6Chem)
(3carts of
20,16THA
T,1TA)
35
(10
Linux)
50
190
e-readers
iPads
1-1 Computing
Apples (Mac)
Numbers of
computers listed
above that are now
Internet ready.
Number of computers
listed above equipped
for multimedia.
Peripheral Devices
Printers
Scanners
Modems
Assistive / Adaptive
Devices
Digital Cameras
27 for Special-Ed
th
7
th
120 netbooks purchased for 7 /8 grade 2011
22
0
33
Plus 20
Plus 20
All students in HS (7-12)
1
4
3
0
2
N/A
N/A
Maintain and replace as needed
Continue
All
All
6
2
1
1 (Art)
0
1
Continue
1
22
2
1
2 – remote support for VOIP system
2 mini
keyboards, 1
pointer, 4laptops
HS
Offic
e17
12
Page 55 of 100
N/A
N/A
Centralized Printing in Offices
Plus 2
Plus 2
Plus 2
Maintain and replace as needed
Address as needed
Replace as needed
3
Pine Valley Central School
Technology Plan 2012 - 2015
Video Cameras
Televisions
1
HS
Computer
Labs
ES
Com
puter
Lab
1
1
Projection Devices
Satellite Dishes/Cable
Smart Airliner
Wireless Slates
Smart Document
Cameras
Senteo Student
Response System
Weather Station
Software--Academic
(one time buy)
Adobe CS3 Master
Collection
Adobe Visual
Communicator
HS
Offic
e 10
Flip
1
1
HS Classrooms
ES
Classroo
ms
HS
Library
ES
Librar
y
30
37
1
1
Office
s
10 Flip,
2 Sony
Handycam
1
Update and replace as needed
maintain
ES Tech
Office /
Server
Room
HS
Wiring
Closets
ES
Wiring
Closets
2
n/a
n/a
Future
Acquisiti
ons 20122013
1
30
37
1
1
30
37
maintain
maintain
maintain
1(5V)
2
HS 2
maintain
1
maintain
Site License
4
2
Maintain
Maintain
1
1CD
Maintain
(Kindergart
en)
Dial III Assist (AGS)
3
Licenses
Dragon Naturally
Speaking 10
Dragon Naturally
Speaking 9
Increase as needed
1
Licenses
Upgrade
Maintain
Eduware
Inspiration9
Kidspiration3
2 Licenses
125 User Licenses
24
Licen
ses
Future
Acquisiti
ons 20142015
maintain
2, Direct TV Goes to School & Time Warner Cable
1
Future
Acquisiti
ons 20132014
26
Licenses
(K-3)
Upgrade 30
additional
licenses
Page 56 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
KidPix
Mapmaker's Toolkit
Millies Mathhouse
Print Music
Robotics
SMART Notebook10
The Graph Club
Waterford
Software -Academic (Annual
Subscription)
Brain Pop Jr. & Brain
Pop
24
Licen
ses
25
licen
ses
24
licen
ses
Maintain
Maintain
11
licenses
(PK-K)
Maintain
Site License
Scho
ol
Licen
se
Scho
ol
Licen
se
PK 3
Maintain
Maintain
School
License
Maintain
School
License
PK - 3
30
Onlin
e
Users
Castle Learning
Enchanted Learning
EM Games Online
League Minder
(Sports Scheduling)
Movie Licensing
(legal use of movies)
Reading Counts
School Wires (School
26
Licenses
Continue
290 licenses
50 Users
Scho
ol
licen
se
Continue
School
license
1
Site License
120 users
250 users
Site License
Continue
Continue
Continue
Continue
Page 57 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
Web Site Host)
Sounzabounds (legal
downloading of music)
TTL4
Library Databases
Career Cruising
Country Watch
Premium
EBSCO NoveList
Plus
FOF Issues &
Controversies in
American History
Gale - Access to 21 to
30 Gale eBooks
Gale Opposing
Viewpoints
Rosen Teen Health
and Wellness
Grolier Online
Info Track
Issues and
Controversies in
American History
Teaching Books
Software- Microsoft
EES Enterprise
Microsoft Exchange
Microsoft
Microsoft Office
2010
Microsoft Windows7
Microsoft Windows
Server 2008
Software—
Networked
Site License
Site License
Continue
Site License
Continue
Site License
Continue
Site License
Continue
Continue
Site License
Continue
Site License
Site License
Continue
Site License
Site License
Site License
Continue
Continue
Continue
Site License
Continue
Site License
Continue
1 mailbox per employee
Maintain EES License agreement
295 licenses
501 licenses
Maint
ain
10 licenses
Maint
ain
Page 58 of 100
Microsoft
Windows7
Microsoft
Windows
Server
2008
501
license
s
Maintain
Maintain EES License agreement
10
license
s
Maintain
Maintain, increase as needed
Pine Valley Central School
Technology Plan 2012 - 2015
Service
(Specialized)
DIBLES hosted
35 licenses
AIMS Web
Upgrade as needed
Maintain
400 licenses
1
licens
e
Easy Bus (Bus Driver
Management)
iReady
PowerSchool
Attendance & Grades
Library ManagementDestiny
Licensed through BOCES service
Ultra VNC
Violent & Disruptive
Incident Reporting
Financial
Management System-WinCap
Student Information
System-PowerSchool
Maintain
Discontinue, migrate to MS
Forefront
7.5--District wide licensing
Symantec Backup
Exec 12.5
Health Records
Management--SNAP
Health Center
Maintain
District license
Symantech Endpoint
Symantec Ghost 2.0
Computer Lab
Management-Synchroneyes
Classroom Lab
Management-Schoolvue
Maintain
8 Microsoft Windows Agents
Maintain
460 licenses
Plus 45
Plus 45
Plus 45
Licensing for 7 labs
Replace with Schoolvue
Individual Stand-alone databases--one in HS and one in Elem.
Phase out, utilize free software
(italc)
Merge
into one
centrally
shared
database
1 license
Free
1
licens
e
Maintain
BOCES hosted service replaced Informatics in 08-09
Maintain
BOCES service, server hosted in-house
Maintain
Page 59 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
Lunch Management-WebSmart
Software--Operating
Systems-Other
Linux - Lubuntu (10
PC) and Debian (2
Apple)
Macintosh OSX
Apple OS X Server
(unlimited)
BOCES service
12
45
Wireless
Switches
Number of rooms
wired for internal
connections
Telecommunication
Links
Fiber Optics - LAN
Fiber Optics - WAN
Internet Access
PSTN (old)
Digital PBX
Telephone Service
Cellular
Public Access System
VOIP internal wireless
VOIP internal - wired
Maintain
Upgrade OS X
1
Network Equipment
Hubs
Routers
Servers
Maintain
None
2
12 District Wide
802.1x secure wireless a/g/n network
64 total WAPS (8 external WAPS)
30 total switches district wide
3 centralized wiring closets at each building (also 1 at bus garage & athletic field)
All
Buildings connected via single mode fiber (1GB GBICs)
1GB Fiber Broadband connection to BOCES
via 1GB fiber connection to WNYRIC
District wide Merlin PBX system: a five line trunk and two private lines provided by Broadview Networks Phone
Service
1 Avaya G450 PBX in each building
Flexpath /T1 fiber line + 1 MB service for 8 copper lines
Cell phones for key administrators and staff (7 current users)
For general announcements in both buildings
20 current users -Providing staff communications (Avaya hand-held wireless phones)
VOIP service provided by MacSource Communications
All classrooms/offices connected with an Avaya hard wired VOIP telephone
VOIP service provided by MacSource Communications
Page 60 of 100
1
New System from Capital Project
Replace
Replace
Replace
4
3
3
Maintain
Maintain
Maintain current
Add 24 drops – Elem linux lab
Add 2 drops - HS office
Add 2 drops – Business office
Maintain
Dependent on WNYRIC
Dependent on WNYRIC
Replaced in last Capital Project
Maintain
Maintain
Maintain
Maintain
Maintain
Maintain
Pine Valley Central School
Technology Plan 2012 - 2015
Mobile Broadband
Email Service
Continue 1-1 netbook initiative utilizing Verizon Wireless Mobile Broadband internet service (120 active devices per
year)
Internal Exchange server, all traffic via 1GB fiber connection to WNYRIC
Maintain
Maintain
The seamless use and access of technology in management, instruction, and learning is a dependent, solid, and efficient infrastructure. It
is important that the interoperability of equipment and software is updated and maintained. Therefore, our plan includes a replacement and
maintenance cycle which is indicated in our inventory and in the action plan below.
We also have a strong backbone of technical support through services the district has purchased through BOCES. This includes support
and services with PowerSchool, WinSnap, WinCap, Websmart, Spam and Internet filtering, the network (any of the switches; Distance Learning),
Clear Track, hardware coupons and CSLO. The district also employs a full-time Technology Integration Specialist and a full-time Computer Lab
Teacher.
Maintain and Replacement Action Plan:
Actions Needed to Achieve
Goals
Staff Development
Maintain network backbone
Training in switch configuration
Training in firewall configuration
Recycle desktops/server as they age out
of a 5 year cycle
Network and Technician training in new
systems
Update Wireless Infrastructure
Network and Technician training in new
systems
Maintain A/V equipment
Network and Technician training in new
systems
Continue to develop Safari Montage
system
*Add module for controlling in room
television system.
Network and Technician training in new
systems
Person(s) Responsible
Network Specialist
Date of Completion
Ongoing
Indication of Success
Network service availability
Network Specialist
Computer Technical Assistant
2015
Trend Backlog of Job Orders
Superintendent
Network Specialist
2012
Trend Backlog of Job Orders
Network Specialist
Computer Technical Assistant
Ongoing
Reliability of equipment
Network Specialist
Computer Technical Assistant
2012
Trend Backlog of Job Orders
-
Page 61 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
Technical Infrastructure
C. Increase Access
Table of Contents
A major focus of the district’s previous capital project increased technology access. As a result, every classroom is now equipped with
audio/visual equipment which includes a ceiling mounted LCD projector with VGA, S-Video, and an RCA outlet, a projector screen, an integrated
sound system with microphones, a document camera and an interactive wireless slate board. Also, our district continues to support a team of
teacher technology specialists, THAT Team, who have the use of a laptop at school and home and offer support and professional development to
the district staff. New incentives are planned, including offering iPads to this team, as they continue to develop lesson plans and attain skills for
use of new software and online applications. High school students are benefitting from two laptop mobile labs that are being shared between
classrooms. In addition, the district supplies bus transportation 4 days a week after school for any student to gain access to school computer labs
and libraries.
Verizon Netbook pilot program, through BOCES, has put Internet ready netbooks in all 7th and 8th grade students’ hands.
Action Plan:
Goal 5: Using a variety of financial resources, continue to increase computer access to all students, district personnel, and members of the
community.
Actions Needed to Achieve Goals
Staff Development
Person(s) Responsible
Increase Access of computers, servers, and peripherals
Purchase new tech and student server with increase
storage and performance
Technician training in new systems
Teacher training in use of equipment and software
Network Specialist
Computer Technical Assistant
Technology integration Specialist
Purchase additional cameras and headphones for
multimedia projects.
Technician training in new systems
Teacher training in use of equipment and software
Network Specialist
Computer Technical Assistant
Technology integration Specialist
Manage central Direct TV Access to all classrooms from
Elementary Library
Technician training in new systems
Teacher training in use of equipment and software
Network Specialist
Computer Technical Assistant
Capital Project
Develop training center for district students/personnel
Technician training in new systems
Teacher training in use of equipment and software
Network Specialist
Computer Technical Assistant
Page 62 of 100
Date of
Completion
20012-2015
Indication of Success
Trend Backlog of Job Orders
2012-20156
Trend Backlog of Job Orders
Ongoing
Trend Backlog of Job Orders
2012
Trend Backlog of Job Orders
Pine Valley Central School
Technology Plan 2012 - 2015
Section IV: Budget
A. Budget and Timetable
Table of Contents
Projected Budget:
IV. Funding Budget
B. Coordination of Resources
Table of Contents
As always, budgeting for technology is challenging. Although faced with changes in state funding, changing aid rates and needs ratios,
Pine Valley is committed to maintain and expand our program appropriately to meet the ever increasing demands on the technology program.
Most services and equipment are purchased using aided or grant sources. We feel the process of purchasing equipment and services is just as
important as the equipment and services are.
Page 63 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
Below is an overview of the current situation for technology funding:
Funding Source
BOCES Aided
BOCES Aided
BOCES Aided
Improving Literacy
Through School
Libraries (LSL)-Fedral Grant
(submitted
March/2009)
LSL
Title II D
Title II D
NY State Aid
NY State Aid
Category
Services
Equipment
Pro. Dev.
Amount
$70,000.00
$65,000.00
$5,720.00
Pro. Dev.
Equipment
Pro. Dev.
Software
Equipment
Software
$0.00
$0.00
$5,050.00
$3,316.00
$4,023.00
$11,984.00
$165,093.00
V. Monitoring and Evaluation
A. Evaluation
Table of Contents
The district technology team will monitor and evaluate the technology plan on a regular basis to ensure the effectiveness of technology as
it relates to student achievement. It will use a process of data gathering, summarization and analysis to determine the current state of technology
integration, professional development, technology deployment, and community/parental involvement as outlined in this plan. The team will meet
twice a year (or more if necessary) for the three year life of the 2012–2015 technology plan to make certain that the goals, its objectives and
strategies are effective and are meeting the needs of the district, the community, and particularly our students.
Goal 1: Address technology skills at each grade level as outlined in our district plan and recommended by national and state standards.
Objective1: By the year 2015, students in the 8th grade will score at a proficiency of 80% or better on technology skills as outlined in the district’s
technology benchmarks which are based on national and state standards.
Page 64 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
Objective 2: By the year 2015, students in the 12th grade will score at a proficiency of 80% or better on the application of technology skills as
outlined in the district’s technology benchmarks which are based on national and state standards.
Goal 2: Heighten the effectiveness of technology integration as it relates to student achievement.
Objective: By the year 2015, 80% or more of the Pine Valley faculty will incorporate best practices with appropriate and innovative technology
to advance student learning.
Goal 3: Provide ongoing professional development to teachers, staff and administrators to elevate competency in management,
instruction and integration.
Measures to Be Used
Frequency of Evaluations
Indication of Success
Persons Responsible
Complete and evaluate district’s
technology benchmark checklist
assessment for each grade level.
Each semester
An increasing number of
benchmarks have been covered
(checked) for each grade level
Teachers
Computer Lab Teacher
Technology Integration Specialist
Strategies of Unmet Goals
Set up a curriculum planning
time where unmet benchmarks
can be implemented
appropriately into the
curriculum.
Objective: Teachers, staff and administrators will score a proficiency of 80% or better on technology skills as outlined by the district’s
technology benchmarks and the ISTE 2008 National Standards for Teachers and Administrators.
Page 65 of 100
Pine Valley Central School
Technology Plan 2012 - 2015
Complete an evaluation on
using the NETS for Students:
Achievement Rubric.
End of each year
All grade levels are scoring at the
level of 3 or 4 on the NETS for
Students Achievement Rubric
Teachers
Computer Lab Teacher
Technology Integration Specialist
Administer Technology Literacy
Assessment
At the end of 6th, 8th and 12th
grade
6th, 8th and 12th grade students
have scored 80% or better at the
proficiency level
Superintendent
Building Principals
Computer Lab Teacher
Technology Teachers
Technology Integration Specialist
Each teacher and administrator
will complete the teachers’
benchmark checklist based on
NET standards for Teachers and
NET standards for
Administrators.
By June 30th of each school year
Each year there is an
improvement on the number of
teachers who complete all items
on the NET standards checklist up
to 80% by June of 2015
Building Principals/Technology
Integration Specialist
THAT Team
By June 30th of each school year
Increased staff development
through in-house trainings
Technology Integration Specialist
THAT Team
Evaluate staff development
records and/or individual or
district professional
development plan data as well
as
By June 30th of each school year
Staff development records and/or
professional development plan
data indicate an increase of
participation and classroom
implementation up to 80% by
June of 2015
Superintendent
Building Principals
Professional Development Team
Teachers
Technology Integration Specialist
Page 66 of 100
Meet with teachers to see
ascertain the degree of unmet
goal and how it can be
strengthen in the classroom and
formal computer classes
Define areas where students did
not score well and plan to
address these areas at
appropriate grade levels and in
formal technology classes and/or
as technology is integrated into
the curriculum
The results of the checklist will
be analyzed and summarized
into a report to be reviewed by
the district technology team.
Weak areas will be noted and a
personal technology plan will be
implemented to help targeted
teachers meet benchmarks as it
relates to their subject area. At
least one area must be observed
through a formal teacher
observation.
Each year additional
professional development will
be initiated by THAT Teammotivational incentives may
have to be implemented.
Collect and analyze number and
type of professional
development rendered for the
year. For unmet goals, plan
professional development for
individual plans, in-service time
for groups or in-service days for
all faculty members.
Pine Valley Central School
Technology Plan 2012 - 2015
Goal 4: Use technology to promote community and parental involvement.
Objective: The district will use technology to inform and increase the relationship of involvement between the district and parents and
community.
Measures To Be Used
Collect minutes from each
Compact Team meeting.
Keep a count on district’s
website in areas where forms,
policies, district plans, parental
resources, online tutorials and
student information is accessed.
Frequency of Evaluation
By June 30th of each school year
At the end of each semester
Indication of Success
Minutes reflect that
community members are
involved in decisions made
within the compact meeting
that will impact school and
community.
There is a high count in
pertinent areas of the
website that indicate the
community is accessing
using this form of
communication.
Keep a chart of district
newsletters to ascertain the type
of communication between the
district and community.
After each newsletter publication
The chart indicates varied
types of communication
that keeps the districts’
community informed of
school events, policy
information, student
accomplishments, etc.
Verify that Technology Literacy
and Internet Safety classes have
been offered through the
district’s Adult Literacy classes.
By June 30th of each school year
There are at least 10 adults
who have enrolled in the
class, maintained
attendance for each session,
and indicated in the final
assessment how they will
use the information they
have learned at home.
Verify the establishment of
community open –ended surveys for
questions, comments and discussions,
and teacher contact information, and
ascertain the amount of usage.
End of school year
Blogs receive a number of
postings by adult members of
the community, participating
with appropriate discussions
and questions. Parents are
contacting teachers through
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Person(s) Responsible
Compact Chairperson for High School
and Elementary Building
Director of Technology
Superintendent
Superintendent’s Secretary
Technology Integration Specialist
Superintendent
Building Principals
Technology Integration Specialist
Teachers
Strategies of Unmet Goals
Meet with Compact Team
Chairpersons to discuss topics
that need to be presented to
inform or to solve problems
between school, community and
parents.
Ascertain possible reasons why
areas on the website are not
being accessed (hard to find,
unawareness of availability, dialup problems for downloading,
etc.) and take appropriate steps to
correct, modify or update these
areas on the districts’ website.
Plan for unmet topics for
communication to be covered in
future publications and designate
the person responsible for writing
the article or making the
publication of the topic available.
Make sure the class is added to
the Fall and Spring Adult
Literacy Class Agenda. If there
are not enough adults who have
signed up for the class, think
about shortening the number of
sessions, using a more appealing
title and or implementing more
advertising.
Ascertain what the problem is (blogs
are not being offered, no one is
responding or commenting, the
quality or types of discussion are not
pertinent to the needs of parents or
the community.
Pine Valley Central School
Technology Plan 2012 - 2015
Measures To Be Used
PowerSchool Parent Portal
Frequency of Evaluation
By June 30th of each school year
Indication of Success
email for assignment
clarification, questions or
student progress information.
Access view counters
Person(s) Responsible
Strategies of Unmet Goals
Guidance Counselors
Positive Parental feedback regarding
Goal 5: Using a variety of financial resources, continue to increase computer access to all students, district personnel, and members of the
community.
Objective: The district will increase the access of relevant technology hardware, peripherals, and/or software by 3% each year.
Measures To Be Used
Analyze hardware, software
and peripheral inventory.
Analyze data on technology
access for students with special
needs.
Complete and evaluate District
technology self-assessment
Chart results of district
technology survey from each
teacher in both the elementary
and high school buildings.
Frequency of Evaluation
By June 30th of each school
year
Ongoing
Indication of Success
Inventory reflects
increase of access and
current hardware,
software and peripherals
that are meeting the needs
of the district by 3% each
year.
Data reflects that access
needs are being met for
students with special
needs.
Person(s) Responsible
Superintendent
Business Manager
Director of Technology
Technology Integration Specialist
Director of Student Personnel
Assistive Technology Consultant
By June 30th of each school year
Reports indicate that
access needs are being
met and are appropriate to
the technology integration
program.
Superintendent
Business Manager
Technology Integration Specialist,
Director of Technology
By June 30th of each school
year
Chart results indicate
that teachers’ access need
for instruction,
management and learning
are being met.
Superintendent
Business Manager
Technology Integration Specialist
Director of Technology
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Strategies of Unmet Goals
Discuss areas that need replacing,
updating, or increased and what
financial resources can be used to
increase access by 3%.
Evaluations through the Assistive
technology team will re asses student
needs, keep evaluation logs of success
and find financial resources to buy
necessary technology devices and
software if needed.
Analyze the report to ascertain areas
where district falls short of an effective
technology integration program. The
district will begin to take the necessary
steps to address those areas in the form
of targeted professional development,
new hardware/software/peripherals,
increased access, and/or modifications
to the infrastructure.
Analyze areas that are weak or
showing no growth due to access.
Decide on the technology that is
needed to meet those needs and plan
for availability and access of those
resources either by moving resources
around or by setting up a financial plan
for purchasing needed technology.
Pine Valley Central School
Technology Plan 2012 - 2015
Goal 6: Maintain a secure network infrastructure, and instruct students to ensure competency and safety in an online environment.
Objective: By the year 2015 all students will be taught safe, legal, and responsible use of information and technology through formal
Internet Safety lessons.
Measures To Be Used
Verify the Acceptable Use Policy
is in alignment with federal
requirements, is clear, updated
and provides appropriate
consequences by checking e-Rate
regulations, and SED regulations.
Frequency of Evaluation
Indication of Success
Person(s) Responsible
By June 30th of each school year
AUP is current, and is in
alignment with federal
requirements for privacy
and Internet Safety
Superintendent
Director of Technology
Verify that the Acceptable Use
Policy is available for all
personnel, students, parents and
community by checking access
on website, student handbook,
and technology plan.
By June 30th of each school year
All school employees and
students are aware of the
policy of the AUPs and
know where it is available
Superintendent
Director of Technology
Building Principals
Technology Integration Specialists
Verify that Internet Safety is
taught in all grades PK -6 and in
high school health classes by
checking computer lab log sheets
and meeting with Jr. /Sr. high
school health teachers.
End of each quarter
Log sheets indicate that
Internet Safety is being
covered in the elementary
computer lab for grades PK
– 6 and Internet safety is
covered in Jr. /Sr. high
school health classes
Elementary Computer Lab Teacher
Technology Integration Specialist
Strategies of Unmet Goals
Ascertain through the district
technology team the areas that
need updating or changing, and
rewrite the policy to reflect the
modifications.
Make sure AUP is available in
the technology plan, student
handbook, and school web site.
Make sure that in computer lab
classes and formal computer
classes that students are presented
the AUP and understand its
contents and consequences.
Meet with grade level and health
teachers to plan and schedule
Internet Safety classes
V. Monitoring and Evaluation
B. Acceptable Use Policy
Table of Contents
Action Plan: Maintain compliance with federally mandated protection from inappropriate material.
Actions Needed to Achieve
Goals
Maintain internet content filter
Staff Development
Technician training in filter
configuration, maintenance and
data logging
Person(s) Responsible
Director of Technology
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Date of Completion
Ongoing
Indication of Success
Availability statistics of filter
Pine Valley Central School
Technology Plan 2012 - 2015
Update Internet Use Policy to
Include mandated Internet Safety
Instruction for Grades PK - 12
Provide Internet Safety
instruction for GradesPK-12

Formal instruction will take
place in the weekly
scheduled computer lab
time for grades PK-6

Formal instruction will take
place within Health and
English classes for grades 7
- 12
Training on state regulations
Superintendent
Building Principals
District Technology Team
Training in i-Safe curriculum
Technology Integration
Specialist
Building Principals
2015
Ongoing
Record of change
Instructional records
8272
SUBJECT: ACCESS AND USE OF COMPUTERIZED INFORMATION RESOURCES
(INTERNET)
Staff Use of Computerized Information Resources
The Board of Education of the Pine Valley Central School District will provide staff access to various computerized information resources
through the District's Computer System (DCS hereafter) consisting of software, hardware, computer networks and electronic communication
systems. This may include access to electronic mail, so called "on-line services" and the "Internet." It may include the opportunity for some staff to
have independent access to the DCS from other remote locations. All use of the DCS, including independent use off school premises, shall be
subject to this policy.
One purpose of this policy is to provide notice to students, parents and guardians and staff that, unlike most traditional instructional or
library media materials, the DCS will allow access to external computer networks not controlled by the School District where it is impossible for
the District to screen or review all of the available materials. Some materials may be deemed unsuitable for use or access by anyone utilizing the
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DCS. This policy is intended to establish guidelines and regulations for staff to follow in instruction and in working with students on acceptable
student use when there will be access to external computer networks.
Generally, the same standards of acceptable staff conduct that apply to any aspect of job performance shall apply to the use of the DCS.
Staff members who engage in unacceptable use may lose access to the DCS and may be subject to further discipline under the applicable
procedures and/or applicable contractual guidelines. Legal action may be initiated against a staff member who willfully, maliciously or unlawfully
damages or destroys property of the District or of others.
In addition to the general requirements of acceptable staff behavior expected under the District's school conduct and discipline policy, staff
shall be prohibited from engaging in any of the following:
a)
Using the DCS to obtain, view, download, send, print, display, or otherwise gain access to or to transmit materials that are unlawful,
obscene, pornographic, abusive;
b)
Damaging, disabling, or otherwise interfering with the operation of computers, computer systems, software or related equipment
through physical action or by electronic means;
c)
Using unauthorized software on the DCS;
d)
Changing, copying, renaming, deleting, reading, or otherwise accessing files or software not created by the staff members without
expressed permission from the system administrator;
f)
Disclosing an individual password to others or using others' passwords;
g)
Use of the DCS for other than school related work or activities;
h)
Assisting a student to violate District policy or failing to report knowledge of any student violations of the District's policy regarding
student use of computerized information resources;
i)
Use of obscene or vulgar language;
j)
Harassing, insulting, or attacking others;
k)
Use of the DCS in any unlawful manner.
Staff date files and other electronic storage areas are School District property subject to control and inspection by the District. School
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officials may access all such files and communications to ensure system integrity, to ensure that users are complying with the requirements of this
policy and for other reasons. Staff should NOT expect that information stored on the DCS will be private.
The Superintendent is authorized to establish regulations and procedures as necessary to implement the terms of this policy.
Student Use of Computerized Information Resources
The Board of Education of the Pine Valley Central School District will provide student access to various computerized information
resources through the District's computer system (DCS hereafter) consisting of software, hardware, computer networks and electronic
communication systems. This may include access to electronic mail, so called "on-line services" and the "Internet". It may include the opportunity
for some students to have independent use off school premises, which shall be subject to this policy.
One purpose of this policy is to provide notice to students, parents and guardians, that, unlike most traditional instructional or library media
materials, the DCS will allow student access to external computer networks not controlled by the School District where it is impossible for the
District to screen or review all of the available materials. Some material may be deemed unsuitable by parents or guardians for student use or
access. This policy is intended to establish guidelines and regulations for acceptable student use where there will be access to external computer
networks. Despite the existence of such guidelines and regulations, it will not be possible to completely prevent access to computerized
information that is inappropriate for students. Furthermore, students may be able to access such information from their homes or other
locations off school premises. Parents and
e)
Violating copyright law or employing the DCS for any commercial purpose; guardians of students must be willing to set and convey
standards for appropriate and acceptable use to their children when using the DCS or any other electronic media or communications. The District
respects the right of each family to decide whether to allow their child independent computer access.
Student access to the DCS will automatically be provided unless the parent has submitted written notification to the District that such access
not be permitted. Procedures will be established to define the process by which parents may submit a written request to deny or rescind student use
of the DCS in accordance with law, Commissioner's Regulations and/or District policies and procedures.
Generally, the same standards of acceptable student conduct that apply to any school activity shall apply to the use of the DCS.
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 Student Discipline 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 or
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another person. The District may bring suit in civil court against the parents or guardians of any student who willfully, maliciously or unlawfully
damages or destroys District property pursuant to Education law 1709(36).
Student data files and other electronic storage areas will be treated like student school lockers. This means that such areas are School District
property subject to control and inspection. School officials may access all such files and communications to ensure system integrity, to ensure
users are complying with the requirements of this policy and for other reasons. Students should NOT expect that information stored on the DCS
will be private.
In addition to the general requirements of acceptable student behavior expected under the District's school conduct and discipline policy,
students shall be prohibited from engaging in any of the following:
a)
Using the DCS to obtain, view, download, send, print, display, or otherwise gain access to or to transmit materials that are unlawful,
obscene, pornographic, abusive;
b)
Damaging, disabling, or otherwise interfering with the operation of computers, computer systems, software or related equipment
through physical action or by electronic means;
c)
Using unauthorized software on the DCS;
d)
Changing, copying, renaming, deleting, reading, or otherwise accessing files or software not created by the student without expressed
permission from the system administrator;
e)
Violating copyright law or employing the DCS for any commercial purpose;
f)
Disclosing an individual password to others or using others' passwords;
g)
Use of the DCS in any unlawful manner;
h)
Use of the DCS for other than school or educational activities.
The Superintendent is authorized to establish regulations and procedures as necessary to implement the terms of this policy.
NOTE:
Refer also to Policy #8271 -- The Children's Internet Protection Act: Internet Content Filtering/Safety Policy
Adopted: November 30, 2006
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Technology Plan 2012 - 2015
2008
8271
Instruction
Policy
SUBJECT: THE CHILDREN'S INTERNET PROTECTION ACT: INTERNET CONTENT FILTERING/SAFETY POLICY
In compliance with The Children's Internet Protection Act (CIPA) and Regulations of the Federal Communications Commission (FCC), the
District has adopted and will enforce this Internet safety policy that ensures the use of technology protection measures (i.e., filtering or blocking of
access to certain material on the Internet) on all District computers with Internet access. Such technology protection measures apply to Internet
access by both adults and minors with regard to visual depictions that are obscene, child pornography, or, with respect to the use of computers by
minors, considered harmful to such students. Further, appropriate monitoring of online activities of minors, as determined by the building/program
supervisor, will also be enforced to ensure the safety of students when accessing the Internet.
Further, the Board of Education's decision to utilize technology protection measures and other safety procedures for staff and students when
accessing the Internet fosters the educational mission of the schools including the selection of appropriate teaching/instructional materials and
activities to enhance the schools' programs; and to help ensure the safety of personnel and students while online.
However, no filtering technology can guarantee that staff and students will be prevented from accessing all inappropriate locations. Proper
safety procedures, as deemed appropriate by the applicable administrator/program supervisor, will be provided to ensure compliance with the
CIPA.
In addition to the use of technology protection measures, the monitoring of online activities and access by minors to inappropriate matter on
the Internet and World Wide Web may include, but shall not be limited to, the following guidelines:
a) Ensuring the presence of a teacher and/or other appropriate District personnel when students are accessing the Internet including, but not
limited to, the supervision of minors when using electronic mail, chat rooms, and other forms of direct electronic communications. As
determined by the appropriate building administrator, the use of e-mail and chat rooms may be blocked as deemed necessary to ensure the
safety of such students;
b) Monitoring logs of access in order to keep track of the web sites visited by students as a measure to restrict access to materials harmful to
minors;
c) The dissemination of the District's Acceptable Use Policy and accompanying Regulations to parents and students in order to provide
notice of the school's requirements, expectations, and student's obligations when accessing the Internet. In compliance with this Internet
Safety Policy as well as the District’s Acceptable Use Policy, unauthorized access (including so-called “hacking”) and other unlawful
activities by minors are prohibited by the District; and student violations of such policies may result in disciplinary action; and
d) Appropriate supervision and notification to minors regarding the prohibition as to unauthorized disclosure, use and dissemination of
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personal information regarding such students.
The determination of what is "inappropriate" for minors shall be determined by the District and/or designated school official(s). It is
acknowledged that the determination of such "inappropriate" material may vary depending upon the circumstances of the situation and the age of
the students involved in online research.
The terms "minor," "child pornography," "harmful to minors," "obscene," "technology protection measure," "sexual act," and "sexual
contact" will be as defined in accordance with CIPA and other applicable laws/regulations as may be appropriate and implemented pursuant to the
District's educational mission.
Under certain specified circumstances, the blocking or filtering technology measure(s) may be disabled for adults engaged in bona fide
research or other lawful purposes. The power to disable can only be exercised by an administrator, supervisor, or other person authorized by the
School District.
The School District shall provide certification, pursuant to the requirements of CIPA, to document the District's adoption and enforcement
of its Internet Safety Policy, including the operation and enforcement of technology protection measures (i.e., blocking/filtering of access to
certain material on the Internet) for all School District computers with Internet access.
Internet Safety Instruction
In accordance with New York State Education Law, the School District may provide, to students in grades K through 12, instruction
designed to promote the proper and safe use of the Internet. The Commissioner shall provide technical assistance to assist in the development of
curricula for such course of study which shall be age appropriate and developed according to the needs and abilities of students at successive
grade levels in order to provide awareness, skills, information and support to aid in the safe usage of the internet.
Notification/Authorization
The District's Acceptable Use Policy and accompanying Regulations will be disseminated to parents and students in order to provide notice
of the school's requirements, expectations, and student's obligations when accessing the Internet.
Student access to District computers is conditioned upon written agreement by the student and his/her parent acknowledging that the
student's use will conform to the requirements of the District's Acceptable Use Policy. All agreements shall be kept on file in the District office.
The District has provided reasonable public notice and has held at least one (1) public hearing or meeting to address the proposed Internet
Content Filtering/Safety Policy prior to Board adoption. Furthermore, appropriate actions will be taken to ensure the ready availability to the
public of the District's Internet Content Filtering/Safety Policy, as well as any other District policies relating to the use of technology.
47 United States Code (USC) Sections 254(h) and (l)
47 Code of Federal Regulations (CFR) Part 54
Education Law 814
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Technology Skills Benchmarks
Table of Contents
K-2nd Grade Technology Checklist
(I = Introduction; D = Developing; M = Mastery)
Standard 1: Students will demonstrate competence in the use of computers and applications
and will understand the concept of technology, its operations and systems
1.1 Identify basic computer components including computer, keyboard, mouse, printer, CD-ROM,
monitor, hard drive, word processor, network and file server.
1.2 Can perform the basic procedures in operating a computer and its applications (e.g. open, drag,
save, exit, log off)
1.2a Use and understand proper network terminology such as username, password, network and file
server.
1.3 Can explain that icons are symbols represent commands for action processes such as opening a
program or folder
1.4 Can identify numbers, letters and special keys (e.g. space bar, Shift , Delete) on the keyboard
1.5 Can perform the basic menu commands (e.g. Open, Close, Save, Print)
1.5a Begin performing basic keyboarding skills and techniques.
Basic Word Processing and Desktop Publishing
1.6 Begin to create lists, captions, notes, messages, simple stories, invitations, instructions, and/or
friendly letters using any work processing program.
1.7 Demonstrate ability to insert graphic and resize
1.8 Enter and edit text (position cursor, insert and delete, change font color and size)
Internet and Multimedia
1.9 Illustrate a thought, idea, or story with computer generated drawings or graphics in painting
and/or drawing programs
1.10 Explain that the Internet provides access to find information or to communicate around the
world.
1.11 Create one slide on an assigned topic. Type or record information. Add appropriate graphics
or drawings. Contribute to class slide show
Database and Spreadsheet
1.12 Create and print a simple graph to represent data
1.13 Explain that some programs store and organize data on a computer to make searches efficient
and easier
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PK-K
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Standard 2: Students will demonstrate responsible use of technology practicing ethical, legal
and safe practices.
Ethics
2.1 Follows classroom rules on responsible use of computers, printers and other peripherals
2.2 Begin to credit creators of intellectual property when using their work in a student project
Classroom/Society
2.3 Identifies technology that is used in daily functions of home, school, and in the community
2.4 Knows that new tools and ways of doing things affect all aspects of life and may have positive
or negative effects on people.
2.5 Demonstrates responsible use of technology and software
Safety
2.6 Follow the teacher’s instructions for safe and ethical use of Internet
2.7 Explain the difference between appropriate and inappropriate sites
Standard 3: Students will demonstrate the ability to apply technology to support research,
communication, collaboration, problem solving, decision making, creativity and innovation.
Research
3.1 Use age appropriate teacher directed resources to plan, locate, gather and organize information
3.2 Evaluate with teacher assistance how planned Internet resources may have been useful or not
useful.
Problem Solving
3.3 Use age appropriate technologies to gather and analyzed data (e.g. graphic organizer or simple
graphing programs)
Communication and Collaboration
3.4 Use a variety of age-appropriate technologies (e.g. presentation, desktop publishing) to
communicate and/or collaborate information and ideas
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UPK-K
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Technology Plan 2012 - 2015
3rd – 5th Grade Technology Checklist
Standard 1: Students will demonstrate competence in the use of computers and applications
and will understand the concept of technology, its operations and systems
Basic Operations
1.1 Can perform basic steps in use of computer hardware, peripherals and software
1.2 Can prepare for printing by using page set-up for appropriate orientation, uses print preview,
chooses appropriate printer
1.3 Can manipulate operating system procedures such as opening more than one application at a
time, using the task bar to view and work with more than one application, minimizing, maximizing
and closing windows, and finding and docking toolbars.
1.4 Use and understand proper network terminology such as username, password, network and file
server
1.5 Open, retrieve, save or delete files on the network storage drive
1.6 Begin performing basic keyboarding skills and techniques
Basic Word Processing and Desktop Publishing
1.7 Use toolbars and menu bar functions to format and edit graphics and text
1.8 Perform cut, copy and paste techniques with a document and from other documents or resources
1.9 Edit text using tools such as spell-check, grammar-check, Thesaurus, and dictionary
Internet
1.10 Use and understand basic terms of the Internet (web page, links, URL)
1.11 Use age appropriate library subscription databases and Internet search engines using keywords
to extract needed information
Multimedia and Presentation Tools
1.12 Create, edit and format text on a slide
1.13 Create a series of slides organized to present information or an idea
1.14 Insert graphics and/or sound appropriate to the topic
Databases
1.15 Explain the definition of a database and provide examples used in everyday life (e.g. online
library catalog, school records, Internet directories)
1.16 Experience the use of databases such as online library catalogs and electronic encyclopedias
Spreadsheets
1.17 Define the use of a spreadsheet as a tool to record, organize and graph data
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1.18 Identify the terms and vocabulary associated with the functions of a spreadsheet such as cell,
column, row, values, tables, chart, graph
1.19 Enter data and use simple formulas (+, -, *, /) to compare data or observe changes
Standard 2: Students will demonstrate responsible use of technology practicing ethical, legal
and safe practices.
Ethics
2.1 Discuss the district’s rules and policies concerning the responsible use of computers and
technology resources and possible consequences for inappropriate use.
2.2 Define Fair Use guidelines in the use of copyrighted materials (text, music, pictures, and
videos) as they are used in student projects.
Society
2.3Identify technology that is used in daily functions of home, school, and in the community.
2.4Work collaboratively with others online under teacher supervision.
2.5 Observe how some software and hardware help people with disabilities to learn.
2.6 Analyze electronic media to decide if the purpose is to inform, entertain or persuade.
Safety
2.7 Recognize and describe the potential risks and dangers associated with various forms of online
communication
2.8 Discuss safe and efficient practices for computer use including passwords, virus protection
software, spam filters, and pop-up blockers
2.9 Practice Netiquette procedures with on-line communication
2.10 Identify cyber bullying and know prevention and strategy measures
2.11 Recognize and practice correct, ergonomically use of equipment
Standard 3: Students will demonstrate the ability to apply technology to support research,
communication, collaboration, problem solving, decision making, creativity and innovation.
Research
3.1 Locate, collect and organize information from digital media resources, citing sources
3.2 Practice evaluating online resources for usefulness, credibility, and currency
3.3 Use note-taking techniques to gather information organized by topics and details
3.4 Use content-specific tools such as probes, sensors, measuring devices and simulations to gather
and analyze data
3.5 Use digital tools such as blogs, emails, and/or wikis with the approval of the district to
communicate or collaborate to gather or share information with others
Problem Solving
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3.6 Use digital tools such as graphic organizers to compare, contrast, solve problems or make
decisions
3.7 Use digital tools such as spreadsheets to make predictions, solve problems or draw conclusions
Communication and Collaboration
3.8 Use text, graphics, audio and/or video to communicate ideas
3.9 Communicate with other students, schools or communities using online tools such as email,
blogs and/or wikis as permitted by the district
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6th – 8th Grade Technology Checklist
Standard 1: Students will demonstrate competence in the use of computers and applications
and will understand the concept of technology, its operations and systems
Basic Operations
1.1 Understand and use features of the computer operating system such as the format and size of
applications and files, location of local and remote storage, and application versions
1.2Able to troubleshoot minor software and hardware problems such as frozen screen, and log-in
failure
1.3 Can independently operate available peripheral devices.
Identify and use other storage devices such as CDs, DVDs and flash drives as available by the
district
1.4Demonstrate proficient keyboarding skills, typing from 25-30 wpm with fewer than 5 errors.
Students with disabilities will demonstrate with alternate input techniques as appropriate
Basic Word Processing and Desktop Publishing
1.5 Use more advanced features such as tabs, indents, margin sets, bullets, numbers, tables,
columns, etc.
1.6Access and use templates
1.7 Recognize the ability to open, save and import in different formats
Databases
1.8 Describe the function and structure of a database using correct terminology
1.9 Create a simple database
1.10 Use basic operations such as sorting, filtering or searching for particular criteria
1.11 Plan and create a database report to present organized information
Spreadsheets
1.12 Explain the use of spreadsheets as a medium to calculate, graph, organize and present data in a
variety of world settings
1.13 Create an original spreadsheet using formulas
1.14 Create simple charts and graphs using a spreadsheet
1.15 Use various number formats such as currency, percentages, etc.
1.16 Distinguish the different types of graphs and charts and demonstrate the ability to choose
appropriately for a particular purpose
1.17 Apply more advanced formatting features to tables, charts and graphs
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Internet
1.18 Use Web browsing features to access information such as URL, Favorites/Bookmarks, Links,
Advanced Search, etc.
1.19 Distinguish domain names in identifying organizations (edu., com., gov., org., etc.) and
understand that sometimes they are created to deceive
1.20Explain that web sites require the use of plug-ins and that some types of access are dependent
on a version of the web browser
1.21 Begin to demonstrate understanding terms of online learning such as discussion threads,
forums, post, account, password, etc.
1.22Explain different network terminology such as WANS, LANS, servers, routers, switches and
Internet connectivity
Multimedia and Presentation Tools
1.23 Create a multimedia project using various media that is appropriate to the purpose.
1.24 Use precise vocabulary, and presentational strategies to influence the audience.
1.25 Use presentation software to communicate ideas to specific audiences.
Standard 2: Students will demonstrate responsible use of technology practicing ethical, legal
and safe practices.
Ethics
2.1 Discuss ethical issues that relate to privacy, plagiarism, spam, viruses, hacking and file sharing
2.2 Explain how copyright protects intellectual property and discuss the consequences of violating
copyright laws
2.3 Explain Fair Use guidelines for using copyright material
2.4 Discuss appropriate and responsible use of communication tools (blogs, email, chats, etc.)
Society
2.5 Identify the positive and negative effects technology has had on society.
2.6 Discuss how technology can support communication, personal or professional productivity, and
lifelong learning
2.7 Analyze how media and technology can used to distort, exaggerate or misrepresent information
2.8 Provide examples of hardware and software that assist those with disabilities to learn.
Safety
2.9Distinguish between safe and unsafe practices in regards to sharing personal information over
the Internet, cell phones, wireless devices, LAN systems, etc.
2.10 Discuss reasons for computers, networks, and information to be protected from viruses,
intrusions and vandalism
2.11 Practice Netiquette procedures with on-line communication
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2.12 Identify cyber bullying and know prevention and strategy measures
2.13 Recognize and practice ergonomically use of equipment
Standard 3: Students will demonstrate the ability to apply technology to support research,
communication, collaboration, problem solving, decision making, creativity and innovation.
Research
3.1 Locate, collect and organize information from digital media resources, citing sources
3.2 Practice evaluating online resources for usefulness, credibility, and currency
3.3 Use note-taking techniques to gather information organized by topics and details
3.4 Use content-specific tools such as probes, sensors, measuring devices and simulations to gather
and analyze data
3.5 Use digital tools such as blogs, emails, and/or wikis with the approval of the district to
communicate or collaborate to gather or share information with others
3.6 Demonstrate effective searching strategies when searching and browsing on the Internet
Problem Solving
3.7 Independently use digital tools such as graphic organizers to define problems and propose
hypotheses
3.8 Use digital tools such as spreadsheets and/or databases to analyze data and propose solutions
Communication and Collaboration
3.9 Plan, design, and develop a multimedia product to present research findings suggesting ideas,
solutions, or point of view
3.10 Use a variety of telecommunication tools to communicate and collaborate with peers, experts,
and other audiences
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9th – 12th Grade Technology Checklist
Standard 1: Students will demonstrate competence in the use of computers and applications and will
understand the concept of technology, its operations and systems
Basic Operations
1.1 Differentiate between platforms, their features, versions and interoperability
1.2 Discuss effective backup and recovery strategies
1.3 Evaluate the effectiveness of specific hardware or software for a particular task (features, versions, etc.)
1.4 Use proficient keyboarding techniques, including the use of shortcut keys to complete tasks efficiently and
accurately
1.5 Identify the potential and limitations of emerging technologies in society
Basic Word Processing and Desktop Publishing
1.7 Use advanced features such as columns, page layout, and templates to enhance the appearance of a
document
1.8 Use advanced editing features such as tracking changes and making comments where appropriate
1.9 Demonstrate awareness of careers where word processing and desktop publishing play a role
Databases
1.01 Explain the importance of structuring a database to address a specific purpose.
1.11 Design a database structure to address the needs of an organization
1.12 Use basic operations such as sorting, filtering or searching for particular criteria
1.13 Use database features to create mailing lists, labels, form letters and perform mail merge
1.14 Explain the concept of “metadata” as it is used by organizations to structure the use of information
1.15 Determine skills needed for careers that involve designing and maintaining databases
Spreadsheets
1.16 Define and use advanced features such as filter, sort, find, and auto-fill
1.17 Define and use advanced formatting tools such as repositioning columns and rows, naming worksheets,
use of shading and lines
1.18 Use formulas and functions for calculations and the analysis of data
1.19 Differentiate between absolute and relative cell referencing when writing formulas
1.20 Demonstrate the ability to link worksheets to solve problems
1.21 Import and export spreadsheets to other applications
Internet , Networking and Online Communication
1.22 Distinguish and explain the differences in various search engines and directories
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1.23 Use effective research strategies such as Boolean logic operators and syntax to retrieve specific
information
1.24 Describe and exhibit good security practices using passwords and authentication.
1.25 Define career options for network technologies
Multimedia
1.27 Identify and use appropriate technology tools to create a multimedia product
1.28 Use a variety of applications such as slide presentations, podcasts, videos, animations, and simulations to
plan, create, edit and publish a multimedia product
1.29 Determine career options for multimedia development
Standard 2: Students will demonstrate responsible use of technology practicing ethical, legal, and safe
practices.
Ethics
2.1 Demonstrate compliance with the District’s Acceptable Use Policy
2.2 Depict issues related to the responsible use of technology such as privacy, Netiquette, and security
2.3 Portray copyright laws and Fair Use guidelines as it relates to technology projects
2.4 Acknowledge the issue of plagiarism and implement acceptable practices of paraphrasing, quoting and
source citations
2.5 Recognize and discuss possible consequences for the misuse of technology.
2.6 Discuss the value and responsible use of communication tools such as blogs, wikis, chats, instant
messaging, forums, etc.
Society
2.7 Evaluate electronic resources for authenticity, accuracy, appropriateness, and bias.
2.8 Work with a virtual community to conduct a project or solve a problem using the network
2.9 Distinguish features of devices, applications, and operating system that offer accessibility for people with
disabilities
2.10 Discuss how applications of information technology can address some major global problems and issues
Safety
2.11Describe ergonomic practices in the school and work environment
2.12 Distinguish and practice safety and responsibility when participating in online communities
2.13 Identify and use practices to protect one’s personal safety online
2.14 Discuss the environmental, ethical, moral, and social issues raised by the use and abuse of information
technology
Standard 3: Students will demonstrate the ability to apply technology to support research,
communication, collaboration, problem solving, decision making, creativity and innovation.
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Research
3.1 Devise and demonstrate strategies for independently and efficiently planning, locating, collecting and
organizing information form electronic sources
3.2 Select the most appropriate online databases, search engines and directories for specific research tasks
Problem Solving
3.3 Explain and demonstrate how specialized technology tools such as probes, GPS systems, simulators,
computer-aided design, graphing calculators and art and music software can be used for problem solving,
decision making, and creativity in all subject areas
Communication and Collaboration
3.4 Use a variety of technology mediums to present information for specific purposes, citing sources.
3.5 Demonstrate how the use of various techniques and effects can be used to convey meaning in media
3.6 Use online communication tools to collaborate with peers, community members, and field experts as
appropriate
3.7 Plan and implement a collaborative project with students in other classrooms and/or schools using
telecommunications tools
3.8 Complete at least one online credit or non-credit course or tutorial, discuss the benefits and disadvantages
of this method of learning (depends on availability in the district)
Teacher Benchmarks
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Table of Contents
ISTE’s Educational Technology Standards for Teachers
Facilitation and Inspire Student Learning and Creativity:
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning,
creativity, and innovation in both face-to-face and virtual environments. Teachers:
proprom Promote, support, and model creative and innovative thinking and inventiveness
Engage students in exploring real-world issues and solving authentic problems using digital tools and
resources
Promote student refection using collaborative tools to reveal and clarify students’ conceptual understanding
and think, planning, and creative processes
Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in
face-to-face and virtual environments
Design and Develop Digital-Age Learning Experiences and Assessments:
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS. Teachers:
proprom Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student
learning and creativity
Develop technology-enriched learning environments that enable all students to pursue their individual
curiosities and become active participants in setting their own educational goals, managing their own learning,
and assessing their own resources
Customize and personalize learning activities to address students’ diverse learning styles, working strategies,
and abilities using digital tools and resources
Provide students with multiple and varied formative and summative assessments aligned with content and
technology standards and use resulting data to inform learning and teaching
Model Digital-Age Work and Learning:
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:
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Prop Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and
situations
Collaborate with students, peers, parents, and community members using digital tools and resources to support
student success and innovation
Communicate relevant information and ideas effectively to students, parents, and peers using a variety of
digital-age media and formats
Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use
information resources to support research and learning
Promote and Model Digital Citizenship and Responsibility:
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal ethical behavior in their
professional practices. Teachers:
proprom Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect
for copyright, intellectual property, and the appropriate documentation of sources
Address the diverse needs of all learners by using learner-centered strategies providing equitable access to
appropriate digital tools and resources
Promote and model digital etiquette and responsible social interactions related to the use of technology and
information
Develop and model cultural understanding and global awareness by engaging with colleagues and students of
other cultures using digital-age communication and collaboration tools
Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional
community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
proprom Participate in local and global learning communities to explore creative applications of technology to improve
student learning
Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making
and community building, and developing the leadership and technology skills of others
Evaluate and reflect on current research and professional practice on a regular basis to make effective use of
existing and emerging digital tools and resources in support of student learning
Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and
community
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Appendix C: Technology Program Survey
Table of Contents
Technology Survey
1.
How is Technology used within your classroom?
a.
Technology use in direct or small group instruction is rare. Technology is used primarily as a reward for finished
work.
2005
2009
2011
Jr./Sr. High
9%
0%
0%
Elementary
6%
7%
4%
b.
Technology is used primarily for direct instruction to the entire classroom.
2005
2009
2011
Jr./Sr. High
14%
6%
20%
Elementary
9%
21%
16%
c.
Technology is used regularly both for direct instruction of entire classroom and for small group instruction.
2005
2009
2011
Jr./Sr. High
15%
25%
25%
Elementary
36%
34%
28%
d.
Technology is used in a wide variety of instructional settings, including whole group, small group, and
individualized instruction.
2005
2009
2011
Jr./Sr. High
23%
69%
55%
Elementary
39%
34%
52%
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e.
No Response
2005
2009
2011
Jr./Sr. High
18%
0%
0%
Elementary
3%
3%
0%
2.
What are the Level, Frequency and Range of Use of Technology when dealing with students in your classroom?
a.
Students use technology primarily to practice skills already mastered.
2005
2009
2011
Jr./Sr. High
5%
6%
3%
Elementary
9%
7%
11%
b.
Students’ use of technology is focused on the development and practice of specific skills.
2005
2009
2011
Jr./Sr. High
36%
28%
17%
Elementary
52%
48%
46%
c.
Many students use technology for purposes beyond simple development and practice of skills.
2005
2009
2011
Jr./Sr. High
36%
34%
60%
Elementary
18%
24%
23%
d.
Typical use by students is well beyond skill building and practice.
2005
2009
2011
Jr./Sr. High
32%
32%
20%
Elementary
18%
10%
20%
2005
2009
2011
Jr./Sr. High
0%
0%
0%
Elementary
3%
10%
0%
e.
No Response
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3.
Based on information gained through Professional Development Technology Workshops, have you incorporated
the workshop information into your daily classroom routine?
a.
I have not incorporated any workshop information into the classroom
2005
2009
2011
Jr./Sr. High
27%
13%
4%
Elementary
9%
14%
0%
b.
I have incorporated some technology workshop information into the classroom.
2005
2009
2011
Jr./Sr. High
41%
53%
26%
Elementary
58%
62%
62%
c.
I have incorporated technology workshop information and can see a difference in student performance.
2005
2009
2011
Jr./Sr. High
5%
16%
34%
Elementary
21%
17%
11%
d.
Technology workshop information has transformed how I teach, and technology is an integral part of daily
classroom instruction.
2005
2009
2011
Jr./Sr. High
5%
13%
36%
Elementary
9%
7%
30%
2005
2009
2011
Jr./Sr. High
22%
6%
0%
Elementary
3%
0%
0%
e.
No Response
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4.
Rate your own skill level by placing an ‘x’ in the appropriate box.
Technology
Use Across
the
Curriculum
The use of
the Internet
No Skill
05
5%
HS
Elem 0%
09
0%
0%
11
4%
0%
Minimal
05
41%
HS
Elem 31%
05
0%
09
0%
11
0%
HS
0%
05
0%
0%
0%
09
0%
0%
0%
11
0%
0%
HS
Elem
The use of
e-mail
HS
Elem
No Response:
2005
2009
5%
3%
HS
0%
4%
Elem
5.
Elem
HS
Elem
09
13%
19%
11
17%
26%
Adequate
05
64%
HS
Elem 52%
09
47%
59%
11
43%
53%
Excellent
05
18%
HS
Elem 17%
09
38%
19%
11
30%
26%
05
0%
09
3%
11
0%
HS
05
55%
09
34%
11
54%
HS
05
41%
09
59%
11
46%
9%
05
0%
6%
7%
09
3%
11%
3%
11
0%
0%
Elem
11
HS
Elem
55%
05
55%
58%
52%
09
31%
41%
69%
11
56%
65%
36%
05
41%
36%
37%
09
63%
44%
28%
11
44%
35%
2011
4%
0%
What software applications do you feel comfortable with?
a.
Word Processing
2005
2009
Jr./Sr. High
91%
100%
100%
Elementary
100%
100%
100%
b.
2011
Spreadsheet
2005
2009
2011
Jr./Sr. High
45%
59%
48%
Elementary
42%
48%
62%
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c.
Power Point
2005
2009
2011
Jr./Sr. High
73%
84%
87%
Elementary
42%
76%
84%
2005
2009
2011
Jr./Sr. High
41%
38%
0%
Elementary
39%
21%
0%
2005
2009
2011
Jr./Sr. High
59%
47%
52%
Elementary
45%
48%
65%
2005
2009
2011
Jr./Sr. High
18%
25%
70%
Elementary
0%
17%
76%
d.
e.
f.
Data Base
Graphics
Other
6. For what purpose do you use a computer at school?
a.
Instruction
2005
2009
2011
Jr./Sr. High
68%
78%
91%
Elementary
73%
79%
100%
2005
2009
2011
Jr./Sr. High
91%
91%
100%
Elementary
61%
76%
92%
b.
Office/class/grading
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c.
Library research
2005
2009
2011
Jr./Sr. High
64%
69%
61%
Elementary
45%
48%
85%
2005
2009
2011
Jr./Sr. High
64%
81%
70%
Elementary
61%
45%
84%
2005
2009
2011
Jr./Sr. High
59%
47%
0%
Elementary
39%
34%
15%
2005
2009
2011
Jr./Sr. High
0%
0%
0%
Elementary
0%
0%
0%
d.
e.
f.
7.
Class work
Other purposes
Not applicable
How adequate is the computer training and support you have received this year?
a.
Not adequate
2005
2009
2011
Jr./Sr. High
7%
0%
4%
Elementary
0%
0%
3%
2005
2009
2011
Jr./Sr. High
7%
6%
4%
Elementary
3%
9%
0%
b.
Somewhat adequate
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c.
Adequate
2005
2009
2011
Jr./Sr. High
53%
50%
44%
Elementary
36%
47%
54%
2005
2009
2011
Jr./Sr. High
27%
19%
39%
Elementary
24%
34%
35%
2005
2009
2011
Jr./Sr. High
7%
16%
4%
Elementary
30%
6%
12%
2005
2009
2011
Jr./Sr. High
0%
9%
0%
Elementary
6%
3%
0%
d.
e.
Very adequate
Extremely adequate
No Response
8.
How would you rate your acquired skills in technology to enhance the learning experiences of your students?
a. Poor
2005
2009
2011
Jr./Sr. High
0%
3%
0%
Elementary
0%
0%
0%
2005
2009
2011
Jr./Sr. High
5%
3%
0%
Elementary
3%
14%
0%
b.
Below average
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c.
Average
2005
2009
2011
Jr./Sr. High
41%
38%
4%
Elementary
45%
46%
0%
2005
2009
2011
Jr./Sr. High
27%
44%
54%
Elementary
42%
32%
57%
2005
2009
2011
Jr./Sr. High
14%
9%
24%
Elementary
9%
7%
27%
2005
2009
2011
Jr./Sr. High
14%
3%
17%
Elementary
0%
0%
19%
d.
e.
Above Average
Excellent
No Response
9.
How adequate is the computer hardware purchased by your school?
a.
Not adequate
2005
2009
2011
Jr./Sr. High
5%
6%
0%
Elementary
0%
0%
3%
2005
2009
2011
Jr./Sr. High
9%
22%
13%
Elementary
3%
15%
30%
b.
Somewhat adequate
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c.
Adequate
2005
2009
2011
Jr./Sr. High
45%
38%
34%
Elementary
45%
37%
30%
2005
2009
2011
Jr./Sr. High
32%
34%
34%
Elementary
42%
41%
42%
2005
2009
2011
Jr./Sr. High
5%
0%
8%
Elementary
9%
7%
3%
2005
2009
2011
Jr./Sr. High
4%
0%
0%
Elementary
0%
0%
0%
d.
e.
Very adequate
Don’t know
No Response
10. How adequate is the computer software purchased by your school?
a.
Not adequate
2005
2009
2011
Jr./Sr. High
0%
3%
n/a
Elementary
0%
4%
n/a
2005
2009
2011
Jr./Sr. High
5%
16%
n/a
Elementary
0%
0%
n/a
b.
Somewhat adequate
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c.
Adequate
2005
2009
2011
Jr./Sr. High
55%
47%
n/a
Elementary
12%
48%
n/a
2005
2009
2011
Jr./Sr. High
23%
25%
n/a
Elementary
85%
44%
n/a
2005
2009
2011
Jr./Sr. High
5%
6%
n/a
Elementary
3%
4%
n/a
2005
2009
2011
Jr./Sr. High
14%
3%
n/a
Elementary
0%
0%
n/a
d.
e.
Very adequate
Extremely adequate
No Response
11. Are the computing facilities currently available to you sufficient for your needs?
a. No
2005
2009
2011
Jr./Sr. High
5%
19%
30%
Elementary
12%
7%
19%
2005
2009
2011
Jr./Sr. High
81%
75%
70%
Elementary
85%
83%
78%
b.
Yes
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Pine Valley Central School
Technology Plan 2012 - 2015
c.
Not applicable
2005
2009
2011
Jr./Sr. High
0%
0%
0%
Elementary
3%
7%
3%
2005
2009
2011
Jr./Sr. High
14%
6%
0%
Elementary
0%
3%
0%
No Response:
12. Please identify any technology you feel is necessary for classroom learning, which you currently do not have?
13. Are your technology needs currently being met within the district? If the answer is no, explain.
Yes:
2005
2009
2011
Jr./Sr. High
64%
50%
70%
Elementary
36%
74%
84%
2005
2009
2011
Jr./Sr. High
9%
16%
30%
Elementary
6%
7%
16%
2005
2009
2011
Jr./Sr. High
27%
34%
0%
Elementary
58%
19%
0%
No:
No Response:
Page 100 of 100