Greece central school district
Greece Central School District
Technology Plan
ISTRICT
Arcadia Athena Autumn Lane D
Brookside
ECHNOLOGY
PLAN
English Village
Buckman Heights Craig THill
2012-2017
Odyssey
Holmes Road Lakeshore Longridge
Olympia Paddy Hill Pine Brook West Ridge
Arcadia Athena Autumn Lane Brookside
Buckman Heights Craig Hill English Village
BARBARA DEANE-WILLIAMS
H
olmes Road OFLSaCHOOLS
keshore Longridge Odyssey
SUPERINTENDENT
Olympia Paddy Hill Pine Brook West Ridge
Arcadia Athena Autumn Lane Brookside
Buckman Heights Craig Hill English Village
Holmes Road Lakeshore Longridge Odyssey
JEFFREY K. HENLEY
Olympia Paddy Hill Pine Brook West Ridge
INTERIM EXECUTIVE
DIRECTOR OFLane
INSTRUCTIONAL
TECHNOLOGY
Arcadia Athena Autumn
Brookside
AND STRATEGIC INITIATIVES
Buckman Heights Craig Hill English Village
AND
Holmes Road Lakeshore Longridge Odyssey
KEVIN BOIVIN
D
IRECTOR OF TECHNOLOGY
Olympia Paddy Hill Pine Brook West Ridge
Arcadia Athena Autumn Lane Brookside
Buckman Heights Craig Hill English Village
Holmes Road Lakeshore Longridge Odyssey
Olympia Paddy Hill Pine Brook West Ridge
Arcadia Athena Autumn Lane Brookside
Buckman Heights Craig Hill English Village
Holmes Road Lakeshore Longridge Odyssey
Heading
One Vision, One Team, One Greece
1
Greece Central School District
Technology Plan
Table of Contents
Section
District Information
Greece Central School District Mission and Vision Statement
Technology Mission Statement
Teaching and Learning Framework
Instructional Technology Professional Development Continuum
Goals and Objectives For the Instructional Technology Plan
District Supported Technology Systems
District Educational Technology Training
Infrastructure, Hardware, Technical Support and Software
Technology Staffing
Typical Annual Cost Expenditures
Multi-Year Classroom Instruction Technology Hardware Plan
Elementary and Secondary Computer Inventory
Evaluation
Appendices
Appendix A: National Educational Technology Standards
Appendix B: Performance Indicators by Grade Level
Appendix C: Supported Hardware / Software Lists
Appendix D: Special Education - Standard Classroom Technology Sets
Appendix E: Implementation Action Plan
Appendix F: PARCC Assessment
Appendix G: Vendor Product Review of Supplemental Instructional
Technology Programs
Appendix H: Technology Replacement Request
Appendix I: Current Course Needs
2
Page
3
4
5-6
6
7-8
9-10
11-15
16
17
17
18
19-21
22
23
24-29
30-35
35
36-38
39-42
43
43
44
45-48
Greece Central School District
Technology Plan
DISTRICT INFORMATION
With nearly 11,800 students, Greece Central School District is the largest suburban school
district in Monroe County and the ninth-largest school district in New York State. Our
educational programs are focused on academic achievement and supporting teachers to meet the
diverse learning styles of students. Our district combines the benefits of a large district with a
personal feel of a small community.
Schools and Programs
Elementary schools
Middle schools
High schools
6-12 schools
Alternative program (Bridges)
Re-Engagement Center
Faculty
Administration
Support Staff
Substitute Teachers
Community Education Teachers
Total
11
2
2
2
1
1
1081
67
1347
568
181
3244
2012-2013 Enrollment
School
# of Students
Autumn Lane Elementary School
418
Brookside Elementary School
353
Buckman Heights Elementary School
337
Craig Hill Elementary School
341
English Village Elementary School
461
Holmes Road Elementary School
412
Lakeshore Elementary School
384
Longridge Elementary School
838
Paddy Hill Elementary School
542
Pine Brook Elementary School
618
West Ridge Elementary School
493
Arcadia Middle School
844
Athena Middle School
846
Arcadia High School
1,106
Athena High School
1,258
Olympia High School
1,242
Odyssey Academy
1,140
Elementary
5,197
Secondary
6,436
Total
11,633*
*An additional 70 pre-kindergarten students attend at two satellite locations.
Source: BEDS Data current as of 10/3/2012.
3
Level
Elementary
Elementary
Elementary
Elementary
Elementary
Elementary
Elementary
Elementary
Elementary
Elementary
Elementary
Secondary
Secondary
Secondary
Secondary
Secondary
Secondary
Greece Central School District
Technology Plan
VISION AND GOALS
Greece Central School District Vision Statement
Graduates of the Greece Central School District will be prepared for the challenges of college
and careers in the 21st century.
“College ready” means much more than being prepared to pursue a four-year degree at a
university. Being “college-ready” means being prepared for any postsecondary experience,
including skilled employment, study at two- and four-year institutions leading to a postsecondary
credential (i.e. a certificate, license, Associate or Bachelor’s degree). Being ready for college
means that a high school graduate has the English Language Arts and mathematics knowledge
and skills necessary to qualify for and succeed in entry-level, credit-bearing college coursework
without the need for remedial coursework.
“One Vision, One Team, One Greece”
We envision our school district to be one where:
Our Students…
• acquire academic, cultural, and technological literacy in preparation for the challenges of a global
society
• respect and value diversity
• are deeply engaged in their own learning
• demonstrate high standards of personal behavior
Our Parents…
• are involved and engaged in their children’s educational experiences
• work collaboratively with school leaders, faculty, and staff to support their children
• model life-long learning, a strong work ethic, and insist on regular attendance
• value and stress the importance of academic achievement
Our Community…
• takes pride in our schools and celebrates the success of our students
• fosters supportive partnerships that benefit our students
• holds high expectations for its schools
Our Faculty and Staff…
• collaborate with parents and community on behalf of each and every student
• exhibit a passion for teaching and learning including their own professional development
• create an environment for students that is innovative, engaging, and challenging
• model the high standards we seek in our students
Our Leadership and Governance…
• are responsible stewards of community resources and collaboratively plan for the future
• support the emotional, social, and physical needs of each and every student
• celebrate the success of our schools, students, and staff
• create a culture of trust and respect and model high standards of ethical behavior
• value advocacy and civility
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Greece Central School District
Technology Plan
Technology Mission Statement
The Greece Central School District will utilize national best practices to leverage technology as
a conduit to access and synthesize information and as a tool to communicate, collaborate and
create with others to accelerate student achievement, and increase efficiency of performance
management systems in alignment with the Envision Greece 2017 Strategic Plan.
Vision for the Technology Plan
This vision was created by reviewing National Education Technology Standards (NETS) (See
Appendix A), college and career readiness standards, Common Core needs, as well as career and
technical education requirements and the needs of students, teachers, and administrators
We will leverage instructional technology to prepare our students to:
 meet the NET Standards for students grade level performance indicators as shown in
Appendix A;
 be college and career ready;
 embark on Career and Technical Education Pathways;
 understand the role of technology as a tool for research and learning;
 have the ability to communicate and create collaborative communities with others locally,
nationally and globally;
 be engaged in the learning process by using technology to further support their inquiry;
 be knowledgeable and aware of electronic resources and to be discriminating consumers
of information;
 be responsible digital citizens aware of their online footprint;
 graduate with technology competencies required for a community of global learners,
ensuring they have the tools to be successful in the 21st century;
Teachers, along with library media specialists, and teacher leader coaches will to be able to:
 meet the NET Standards for teachers in Appendix A;
 create professional learning communities with other teaching professionals to remain
current on best practices related to technology;
 create interdisciplinary lessons using available technologies to enhance student learning;
 increase proficiency at utilizing technology as a teaching tool;
 provide students with authentic technology experiences with global audiences;
 provide students with access to current electronic resources that will support students in
their learning;
 guide students to become independent, self-determining learners who seek out answers to
complex problems;
 provide interactive experiences to improve student understanding of concepts;
 use data to make meaningful and effective changes in instruction;
 access contemporary professional development opportunities related to technology to
increase competence and confidence;
 prepare learning experiences that use technology appropriately to enhance instruction;
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Greece Central School District
Technology Plan
Administrators need to be able to:
 meet the NET Standards for administrators in Appendix A;
 create collaborative communities with other teaching and administrative professionals to
remain current on best practices related to technology;
 use technology in a timely and effective manner in order to transmit information to
stakeholders;
 use data to make meaningful and effective instructional and administrative decisions;
 create appropriate professional development opportunities to help teachers understand the
role of technology in instruction;
 create opportunities for student learning as it relates to technology skills and knowledge
of the 21st century student;
Teaching and Learning Framework with Technology
This technology plan was developed to provide our teachers and students with the many and
varied educational benefits of technology-enriched learning environments. When new and
emerging technologies are carefully integrated into the curriculum and skillfully applied to
instruction by well-trained teachers, students have opportunities to achieve the highest levels of
academic success and personal development. Educational technologies enable teachers and
students to access information, enjoy diverse teaching and learning experiences and establish
connections that extend beyond the school community. With educational technology, we can:
• Engage students in inquiry-driven and project-based learning by providing tools for
research, communication and creation.
• Bring real-world experiences to the classroom through simulations, virtual field trips,
real-time interactive video, videoconferencing with experts and peer-to-peer networking.
• Motivate and challenge students with varied and participatory learning activities.
• Accommodate the learning needs of all students through principles of universal design.
• Foster the development of communication and collaboration skills by enabling
participation in online global environments.
• Stimulate creativity and innovation by giving students tools with which to question,
explore, discover, solve and create.
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Greece Central School District
Technology Plan
In sum, educational technology gives us the power to transform teaching and learning. This
Technology Plan will guide us as we construct, foster and thrive in these new learning
environments.
Traditional Learning
New Learning Environments
Environments
Student-centered learning
Teacher-centered instruction
Multi-sensory stimulation
Single sense stimulation
Differentiation
Single path progression
Multimedia
Single media
Collaborative work
Isolated work
Information exchange
Information delivery
Active/exploratory/inquiry-based
Passive learning
learning
Factual, knowledge-based learning
Critical thinking and informed
Isolated, artificial context
decision-making
Authentic, real-world context
Instructional Technology Professional Development Continuum
The Greece Central School District uses the National Educational Technology Standards
(NETS) for students, teachers, and administrators as guidelines to appropriate technology skills.
The comprehensive annual district Professional Development Plan will include emerging needs
related to technology integration. The Professional Development Center will track training
needs and participation and success of implementation.
We are recommending regular, comprehensive training in educational technology to be based
upon district needs and reflect new technology initiatives.
Through the use of MyLearningPlan software, all opportunities related to educational
technology professional development will be promoted in an on-going manner.
The most up-to-date copy of the district’s professional development plan, including evaluation
of effects of professional development, is available on the district website.
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Greece Central School District
Technology Plan
Instructional Technology Professional Development Continuum
Visionary instructional technology leadership
with a focus on college and career readiness
alignment of the Envision Greece 2017
Strategic Plan.
Teaching and learning team framework is
mechanism to strengthen teacher and leader
effectiveness and improve teacher
instructional delivery.
Technology is fully embedded into district
curriculum and teachers are provided with
appropriate professional development to
leverage technology.
Students are prepared to meet the challenges
of college and career and technical needs of
the 21st century.
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Greece Central School District
Technology Plan
Goals for the Instructional Technology Plan (See Appendix B for Timelines and Measurable
Outcomes)
Goal 1.0:
1.1
1.2
1.3
1.4
1.5
1.6
1.7
Goal 2.0:
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
Provide secure access to technology for students and staff.
Maintain a secure wireless network in each building to meet the instructional
bandwidth requirements (i.e. computer labs and laptop carts, BYOD mobile
devices);
Provide a plan to acquire interactive whiteboards in 100% of classrooms in five
years;
Continue to provide and update computers throughout the district with the latest
software and capabilities (i.e. webcams, iPads, etc.) to facilitate information
gathering and collaboration;
Continue to provide a desktop or laptop for all teachers to have network access
from anywhere within the district;
Ensure that internet speed and bandwidth meets the district needs (Upgrading to
10 gigabyte between buildings);
Maximize the district’s ability to service and repair education technologies
internally and in partnership with BOCES;
Update technology readiness for PARCC assessment;
Utilize educational technology appropriately to improve learning and
monitor student progress.
Integrate technology with instruction in all curriculum in order to provide
students with a variety of learning opportunities;
Use technology-rich environments to help students solve problems, make
decisions, and express themselves;
Use technology to access the global education community;
Use technology that accommodates each student's learning style and needs;
Use student information systems to provide continual updates on student progress
and allow teachers, students, and parents to view student progress via the Internet
securely;
Use student information system to provide community with student achievement
data;
Ready every student to be technology proficient for testing;
Provide appropriate technology for schools to be ready for online testing;
Leverage online social media to promote academic interaction in a secure,
district-moderated online platform which promotes and models digital citizenship;
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Greece Central School District
Technology Plan
Goal 3.0:
3.1
3.2
3.3
3.4
3.5
Goal 4.0:
4.1
4.2
4.3
4.4
4.5
Goal 5.0:
5.1
5.2
5.3
Provide professional development and on-going support, enabling staff to be
knowledgeable when working in technology-rich environments.
Provide opportunities for all staff to participate in professional development so
that participants will be able to effectively apply educational technology to
instruction, professional productivity, and communication;
Technology Support Services (TSS) will provide technical support in each school
that will maintain instructional technology tools;
Integrated Technology Teachers (ITT) will work with a group comprised of
Library Media Specialists and classroom teachers, to share new technologies and
promote the use of new software and apps;
ITT’s will provide software and hardware support to teachers and staff;
ITT’s will manage a web site to share best practice and quality applications and
programs in a way that will promote positive peer pressure in an on-line
professional learning community environment;
Utilize technology to improve the management of the district's human and
material resources.
Provide training and support for student management system (SMS);
Provide support for the telecommunication system;
Provide training and support for the library automation software;
Provide support for the financial management system (FMS);
Create an on-line data dashboard of calls coming into the help desk and
resolutions of tickets;
Expand partnerships between district schools and businesses, community
residents, and parents through the use of technology.
Expand the use of e-learning opportunities through BOCES, professional
organizations and other online opportunities;
Use district homepage and social media as a means of communicating district
news;
Maintain the use of grading software that allows for parent accessibility;
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Greece Central School District
Technology Plan
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Greece Central School District
Technology Plan
District Supported Technology Systems
See Appendix C for approved Software and Hardware Lists.
1. Hardware options for technology use within instruction:
 Interactive Whiteboards – Teachers and students are using SMART Boards to
enhance the curriculum. The students become actively engaged in the learning
process by manipulating phrases, objects, and specific vocabulary. The
teachers have the ability to preplan dynamic lessons that they can reconstruct
as the students engage in the lesson. After the lessons are completed, they may
easily print new notes and use them as a study guide or upload the notes to
their class webpage. We will continue to cascade the interactive whiteboards
into each classroom starting from 12 and ending at K in an estimated 5 years.

Tablets –Implement grades 3-5 iPad initiative. In this initiative educators will
possess the ability to use the iPad in alignment with our 21st Century
information age educational philosophy. The Library Media Centers will act
as the instructional technology hubs in the 3-5 schools and house these tablet
carts.
o Teachers and students use a tablet with a remote desktop app to
interact with a computer using a projector. This is often a more costeffective alternative to an interactive whiteboard – particularly at the
high school level where hands-on manipulation is not as imperative as
in the lower grade levels. It is able to be passed around the classroom
from student to student, or used by the teacher. The teacher has the
freedom to teach from anywhere in the classroom. The tablet allows
the teacher and students to operate the computer from anywhere in the
room by writing in SMART Notebook, advancing a PowerPoint
presentation, or doing anything else you might need to do at the
computer.
o The technology department will focus on advancing the use of tablets
in the elementary grades and then focus on secondary.
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Greece Central School District
Technology Plan

Video Conference Equipment - Teachers and students have the ability to
interact with students or content providers around the world. This technology
enhances global learning along with cooperative learning. When connecting to
each other, students can tutor their peers and learn in an environment where
they teach each other. They become the empowered by the ability to teach and
steer their learning. Teachers and students can use the content providers as a
resource to experts in the field they are studying.

Wireless Laptop Labs - Teachers and students are able to use a wireless laptop
cart as a tool to enhance their curriculum in the classroom. The cart allows
both students and teachers to be multimedia accessible throughout the day on
an “off the clock” schedule. The students can engage in digital photography,
movie making, and music production, along with other tools such as word
processing and Internet access. Teachers are able to teach using thematic
based learning. Through this type of teaching students are able to produce
work that stretches across all subject areas.

Fixed Labs - Teachers and students have the ability to schedule lessons on a
regular basis. During this time they are able to access the Internet, Microsoft
Office Suite, and use software that is age-appropriate and supports their
curriculum. Students visit the lab with their teacher whenever it is appropriate
in their curriculum. The fixed labs provide a setting where hands-on computer
instruction can take place for an entire class at the same time.

Student Response Systems – Teachers and students have the ability to interact
and navigate through student-managed assessments using multiple-choice
questions. Each remote is numbered and assigned to a student. Students are
able to answer questions based on teacher prompts, or based on questions
projected onto a screen. The results of student answers can be accessed
immediately and shared with the class, in addition to being stored for teacher
use at a later time. The teacher can track how an individual student is doing,
not just the entire class, and individual results are only shared between the
teacher and the individual student. This system is very portable and can be
easily shared among classroom teachers. Mobile devices can also be used to
facilitate this process using online free 3rd party software.

Secondary Department-Specific Labs – These labs have specific software
based on the curricular needs of the department and are generally not available
for general building use. Examples include technology, and business
classrooms, which may be shared with general education teachers when not in
use.
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Greece Central School District
Technology Plan

Personal Electronic Devices
o The Greece Central School District recognizes that as we prepare our
students for 21st century college and careers, our students must be
aware of what technology is available to them in this information
based global society that we live in.
o Furthermore we must seize the opportunity to leverage the power of
these Mobile Information Devices to improve student learning and
engagement.
o Finally, as we continue to foster good citizenship, we should be
preparing our students to be ready to use these devices in an acceptable
and respectful manor that supports a conducive learning environment.
•
The following guidelines support our beliefs:
• Mobile Information Devices are to be used in a way to
positively impact instruction;
• Mobile Information Devices may not be used in a
manner that will jeopardize the privacy or safety of
either staff or students;
• Mobile Information Devices are not to be used in any manner
that will jeopardize the integrity of any test or assessment
situation;
• Students who do not use the devices in an appropriate manner
will be subject to disciplinary action;
• The safe keeping of a Mobile Information Device is the sole
responsibility of the student who brings the device into school;
(Due to budget constraints, we will be asking that any technology purchases
requested from building funds follow the procedures outlined in Appendix H. Please
fill out the request for additional hardware and submit to the Director of Technology
for Approval. The purpose of this procedure is to maintain quality support for the
ever-growing number of devices throughout the district.)
2. Various software programs are used to support curriculum and instruction:
 Microsoft Office Suite is the primary software tool students and staff use
 Adobe Creative Suite is used for desktop publishing and the Arts;
 Read Write Gold is literacy software used as instructional technology in our
Special Education program;
 Boardmaker allows you to create printed materials (visual schedules, visual
boards, visual activities) using Picture Communication Symbols (PCS) and
other pictures and graphics. v. 6 includes Symbol to text program; this pairs a
word with a picture symbol;
 Authoring Software: The Intellitools software targets pre K - 5: reading,
writing and math. Ready-made activity templates or activities can be
customized to meet targeted areas/needs (activity downloads available online).
The software works seamlessly with adaptive equipment (adaptive keyboard
switches). Includes: Text-to-speech (TSS) and Word Prediction;
 See Appendix C for a link to the district’s entire software title list;
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Greece Central School District
Technology Plan
3. Various software programs are used throughout the district to support
Administrative Activities. The Informational Technology Team will research
systems that integrate the major systems of the district to foster more efficiency
and strengthen performance management systems:
 Infinite Campus-student management system (SMS) to streamline student
administration, centralize and update student data, improve communication
and provide tools for date-driven decision making;
 Creation of a District-wide Intranet utilizing platforms such as Microsoft
Share Point and Google Drive to integrate systems’ communication and
collaboration.
 ALIO-Finance and Human Resource management system which allows
administrators to budget, monitor, and control school finance systems, and
provides human resource functions of payroll and personal needs;
 MyLearningPlan- a web-based professional development tracking system
providing evidence of learning, individual and team learning plans, manage
and approve out-of-district activities;
 Edline - provides district communications with innovative design, content
management, which increases the amount and speed of communication with
all members of the community;
 OASIS – APPR management system;
 Right Reason Technology – Blended learning system for credit and learning
recovery;
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Greece Central School District
Technology Plan
4. Technology will be integrated into K-12 curriculum and instruction to enhance
instruction and comprehension of NYSED Content Standards in the following
ways:
 Proposing a minimum of two technology integration teachers to provide
integration training to district instructional staff, support ongoing technologyfocused school programs, and initiate and implement new technology
integration programs and practices;
 Librarian Media Specialists are crucial to integration of technology in their
buildings;
 Staff members, including teaching assistants, administrators, clerical staff and
teachers, will receive professional development on technology topics as
outlined in the professional development plan;
 Summer curriculum projects will be designed to train teachers to effectively
integrate technology into their curriculums;
 User group meetings (collegial circles) will be held for teachers using new
technologies in their instruction;
 Education software programs (i.e. Team Biz, Read 180, Fast Math, etc.) are
used;
 Video Conferencing between classes, podcasting, and virtual fieldtrips
 Teacher webpages, wikis, blogs, and other social media under the guidance of
our social media regulations;
5. District Network Information- 24 buildings connected via fiber network. Various
servers are used for file management, web access, backup and disaster recovery
planning. An integrated phone switch that allows four-digit calling between all
district locations. Our Local Area Network (LAN) is subdivided into Virtual
Local Area Networks (VLAN) for each location.
 Wireless access is provided throughout the district;
 See Appendix D for minimum requirements for Instructional Technologies in
Special Education classrooms;
 Current minimum requirements for classrooms are two network drops, one
computer, access to mobile laptop carts, full internet access, multimedia carts
for presentations, and access to video conferencing system;
 High speed internet access is provided through Regional Information Center
(RIC) Monroe #1 BOCES;
 Files and folder access for classroom instruction are controlled using security
groups within active directory;
Our acceptable use and Internet Safety policies are approved by the School Board and available
on the district’s website under Board Docs. Users agree to the Acceptable Use Policy upon first
log on each school year.
The link is provided here:
https://www.boarddocs.com/ny/greece/Board.nsf/Public?OpenFrameSet, under Authorized Use
Board Doc 2380, found by choosing Policies, expanding, and selecting the 2000 Series.
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Greece Central School District
Technology Plan
District Technology Professional Development
The Instructional Technology Integration Team will meet as needed in conjunction with the
Department of Curriculum, Instruction and Assessment to develop a needs assessment for
current software and hardware needs. (See Appendix G) This team will also review current
survey data in conjunction with the District Strategic Plan and Technology Plan goals to
determine professional development planning for the coming year.
Representatives of the Integrated Technology Team will work closely with Library Media
Specialist staff to help to disseminate the necessary training and knowledge into each building
effectively utilizing embedded professional development with teachers that they work alongside
with.
Current Course Needs identified: Appendix I
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Greece Central School District
Technology Plan
INFRASTRUCTURE, HARDWARE AND TECHNICAL SUPPORT
Technology Staffing
Positions
Title
1
Director of Technology
Filled
4
Integrated Technology Teachers
2 Filled
1
1
1
Currently Filled / Vacant
SR Information and Technology Business
Analyst
Finance & Student Information Coordinator
SMS and Software Registrar
Altiris Group Manager / Software Package
Creation Technicians
Filled
Filled
Filled
1
Technology Acquisition Coordinator
Filled
1
Phone / Network Manager / Infrastructure
Administrator / PA’s and Clock Manager
Filled
3
Network Administrators
2 Filled
1
Apple Certified Technical Coordinator / AV
Support Technician
Filled
1
Support Service Manager
Filled
3
Field Engineers
Filled
2
Help Desk Agents
1 Filled
BOCES Support Services
Positions
4
Title
Currently Filled / Vacant
Shared Technicians
4 Filled
18
Typical Annual Cost Expenditures
Printer Replacement History:
Annually, we upgrade some of the schools printers. We try to replace printers
before they are seven years old. With about 1,370 printers in the district, we would
replace about 150 printers per year. During the last four years, we have replaced all of
the schools printers with the exception of ATH, ATM, ARM and ARH. These four
schools still have many inkjet printers.
Last year we replaced OLY printers using a Zone Printing approach. This has worked
out well for the school. This approach requires fewer printers and saves on supplies.
We will focus on zone printing where possible to save resources.
Computer Replacement History:
Annually, we upgrade the oldest computers in the district with
newer computers. We will focus on infusing our newest computers
in areas of high needs like State testing appropriate labs and Project
Lead the Way labs and cascading older computers into lower needs
areas.
Desktop computers are currently on an eight year replacement. Our
desired state is to move to a six year replacement cycle. Laptop
computers are currently on a six year replacement cycle. (See Page
SMART Board and Projector History:
Annually, we are able to purchase and install SMART Boards and projectors in the District. We have a five year goal to have 100% of classrooms fitted with
SMART Boards and projectors. Typically we buy 50 SMART Boards and 100 projectors per year. These are normally installed in new Special Education
classrooms, used for replacements for out of warranty units and the balance is distributed through the district in classrooms that will use the SMART Board. Last
year we started buying Casio projectors that use an LED and laser light source. This new type of lighting is supposed to last 20,000 hours rather than the normal
2,000 to 3,000 hours. This new projector costs about $375 more than the older style but the overall savings over the life of the projector is about $1,200 in bulbs.
This new projector if used six hours a day for 180 days per school year, should last up to 18 years. Airliners were in place of SMART Boards in the upper grades as
a stop gap until the schools filled up with SMART Boards. We will not be offering airliners in the future to focus on our five year plan. (See pages 18 &19)
19
Our goal is getting to 100% of our classrooms with interactive whiteboard technology in five years
20
Computer Replacement Dates
Desktops (8 Years to 6 Years)
Year
2012
2011
2011
2010
2009
2007
2006
2006
2005
2005
2004
2004
2004
2003
Model
390
380
G41t
760
755
745
GX6
GAG
PSO
GLC
GLAD
EBG
ERG
5WN
Manf.
Dell
Dell
Seneca
Dell
Dell
Dell
Dell
Brite
Brite
Brite
Brite
Brite
Brite
Brite
Qty.
8
531
4
345
429
329
1820
20
2
297
4
4
22
17
Replace
366
Laptops (6 Years)
Year
2012
2012
2012
2011
2010
2010
2010
2010
2010
2010
2009
2008
2008
2008
2008
2007
2007
2007
2006
2005
21
Model
X130e
X120e
6550b
X100e
2go
4025
6730b
W500
S103
S10e
6710b
2710p
T60
T61
R61
X60
R60
R52
R51
R40
Manf.
Lenovo
Lenovo
HP
Lenovo
Seneca
Seneca
HP
IBM
Lenovo
Lenovo
HP
HP
IBM
IBM
IBM
IBM
IBM
IBM
IBM
IBM
Qty.
237
1015
52
799
10
42
195
9
226
505
135
7
1
5
36
1
137
134
32
472
Replace
638
Elementary and Secondary Computer Inventory
Computers VS Students
School
EV
LS
LR
BH
BS
HR
AL
CH
PH
WR
PB
ODY
ATM
ARM
ARH
OLY
ATH
# of Student
Type
Computers
Title 1 Elementary
226
Title 1 Elementary
269
Title 1 Elementary
438
Title 1 Elementary
233
Title 1 Elementary
253
Title 1 Elementary
205
Elementary
199
Elementary
216
Elementary
286
Elementary
271
Elementary
202
Secondary
577
Secondary
352
Secondary
506
Secondary
615
Secondary
814
Secondary
646
Totals
6308
10/24/2012
# of Staff
18
19
19
23
19
15
10
16
18
16
19
41
23
28
47
51
42
# of Students (BEDS)
465
382
840
331
346
409
412
344
543
492
618
1145
845
840
1096
1250
1256
424
11614
Comp.
Computer
to Student Sectional
Ratio %
Ratio %
49
70
52
70
73
50
59
48
63
53
55
33
49
50
42
60
56
65
51
55
54
Testing Band Technology Readiness
Technology Testing Readiness
School
LS
LR
BH
BS
CH
PH
WR
PB
ODY
ATM
ARM
OLY
Type
Title 1 Elementary
Title 1 Elementary
Title 1 Elementary
Title 1 Elementary
Elementary
Elementary
Elementary
Elementary
Secondary
Secondary
Secondary
Secondary
Largest # of # of Students # of Student
# of Student
Students in to be Tested Computers
Computers
Testing
divided by 4 Meeting State Needed Per State
Band(BEDS)
sessions
Requirements
Requirement
146
36.5
63
56.5
137
34.25
99
54.25
117
29.25
57
49.25
69
17.25
66
37.25
123
30.75
63
50.75
102
25.5
91
45.5
79
19.75
42
39.75
104
26
40
46
302
75.5
351
95.5
286
71.5
211
91.5
291
72.75
141
92.75
179
44.75
488
64.75
1935
483.75
1712
503.75
22
# of Student
Computers
Above NYS
Requirement
6.5
44.75
7.75
28.75
12.25
45.5
2.25
-6
255.5
119.5
48.25
423.25
1208.25
Plan Evaluation
This plan will be reviewed annually by the Technology Plan Development Team. It will be
updated as needed based upon progress towards the goals and trends in technology. The
Technology Plan will be presented to and reviewed with the Board of Education. After the
Board of Education Approval we will submit this plan to Monroe 2 BOCES for E-Rate
compliance approval.
Process of evaluation of how the use of technology has impacted student learning will consist
of confidential surveys, interviews with end-users, including staff, students, and
administrators, attending conferences, visiting other districts, and continual review of
Appendix E to monitor achievement of goals.
The Technology Plan Development Team consists of:
Kevin Boivin, Jeffrey Henley, Tom Jenkins, Jerome LaMonica, Joseph Lombardo, Edel
Maeder, Tom Mariano, Kathy Richardson, and Lisa VanParys, Assistant Superintendent of
Curriculum Instruction and Assessment, Library Media Specialists, GTA Rep, PTA Rep,
Principal High, Middle, and Elementary, BOE Rep.
Contributors to the plan:
Board of Education, Superintendent’s Cabinet, Department of Curriculum Instruction and
Assessment, School Administrators, Library Media Specialists, Teacher Consortium,
Technology Department Members, PTSA.
Technology funding sources include the general operating fund, state and federal aids, and
various grant sources which are used to purchase software, hardware, and human resources
for the technology needs of the district.
23
Appendix A. Greece Central School District K-12 Tech Standards Aligned with National
Education Technology Standards for Students (updated 2012)
The NET Standards for students are the standards for evaluating the skills and knowledge
students need to learn effectively and live productively in an increasingly global and digital world.
Simply being able to use technology is no longer enough. Today's students need to be able to use
technology to analyze, learn, and explore. Digital age skills are vital for preparing students to work,
live, and contribute to the social and civic fabric of their communities.
24
The ISTE National Educational Technology Standards (NETS•S) and Performance Indicators
for Students
NETS for Students
1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
d. Identify trends and forecast possibilities
2. Communication and Collaboration Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and
media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners of other cultures
d. Contribute to project teams to produce original works or solve problems
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and
operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
NETS•S © 2007 International Society for Technology in Education.
ISTE® is a registered trademark of the International Society for Technology in Education.
25
NETS for Teachers
Effective teachers model and apply the National Educational Technology Standards for Students (NETS•S) as they design, implement, and
assess learning experiences to engage students and improve learning; enrich professional practice; and provide positive models for students,
colleagues, and the community. All teachers should meet the following standards and performance indicators. Teachers:
1.
Facilitate 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:
a.
promote, support, and model creative and innovative thinking and inventiveness.
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c.
promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes.
d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and
virtual environments.
1.
Design and Develop Digital-Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning
experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the
knowledge, skills, and attitudes identified in the NETS•S. Teachers:
a.
design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. 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 progress.
c.
customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources.
d. 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.
2.
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:
a.
demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success sand
innovation.
c.
communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and
formats.
d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to
support research and learning.
4.
Promote and Model Digital Citizenship and Responsibility. Teachers understand local and global societal issues and responsibilities
in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a.
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.
b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital
tools and resources
c.
promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using
digital-age communication and collaboration tools.
5.
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:
a.
participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. 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.
c.
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.
d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
26
NETS for School Administrators
1.
Visionary Leadership. Educational Administrators inspire and lead development and implementation of a shared vision
for comprehensive integration of technology to promote excellence and support transformation throughout the
organization. Educational Administrators:
a. inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age
resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of
district and school leaders
b. engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned
with a shared vision
c. advocate on local, state, and national levels for policies, programs, and funding to support implementation of a
technology-infused vision and strategic plan
2.
Digital-Age Learning Culture. Educational Administrators create, promote, and sustain a dynamic, digital-age learning
culture that provides a rigorous, relevant, and engaging education for all students. Educational Administrators:
a. ensure instructional innovation focused on continuous improvement of digital-age learning
b. model and promote the frequent and effective use of technology for learning
c. provide learner-centered environments equipped with technology and learning resources to meet the individual,
diverse needs of all learners
d. ensure effective practice in the study of technology and its infusion across the curriculum
e. promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and
digital-age collaboration
3.
Excellence in Professional Practice. Educational Administrators promote an environment of professional learning and
innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and
digital resources. Educational Administrators:
a. allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration
b. facilitate and participate in learning communities that stimulate, nurture, and support administrators, faculty, and
staff in the study and use of technology
c. promote and model effective communication and collaboration among stakeholders using digital-age tools
d. stay abreast of educational research and emerging trends regarding effective use of technology and encourage
evaluation of new technologies for their potential to improve student learning
4.
Systemic Improvement. Educational Administrators provide digital-age leadership and management to continuously
improve the organization through the effective use of information and technology resources. Educational Administrators:
a. lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and
media-rich resources
b. collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff
performance and student learning
c. recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic
and operational goals
d. establish and leverage strategic partnerships to support systemic improvement
e. establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems
to support management, operations, teaching, and learning
5.
Digital Citizenship. Educational Administrators model and facilitate understanding of social, ethical, and legal issues
and responsibilities related to an evolving digital culture. Educational Administrators:
a. ensure equitable access to appropriate digital tools and resources to meet the needs of all learners
b. promote, model, and establish policies for safe, legal, and ethical use of digital information and technology
c. promote and model responsible social interactions related to the use of technology and information
d. model and facilitate the development of a shared cultural understanding and involvement in global issues through the
use of contemporary communication and collaboration tools
This material was originally produced as a project of the Technology Standards for School Administrators Collaborative.
(http://cnets.iste.org/tssa/)
ISTE grants permission to photocopy this document for educational purposes providing that appropriate credit is included on
the copies. Please use the following credit line:
27
NETS for School Coaches
1. Visionary Leadership Technology Coaches inspire and participate in the development and implementation of a shared
vision for the comprehensive integration of technology to promote excellence and support transformational change throughout
the instructional environment.
a. Contribute to the development, communication, and implementation of a shared vision for the comprehensive use of
technology to support a digital-age education for all students
b. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused
strategic plans at the district and school levels
c. Advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision
represented in the school and district technology plans and guidelines
d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools
and classrooms
2. Teaching, Learning, & Assessments Technology Coaches assist teachers in using technology effectively for assessing
student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all
students.
a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing
content standards and student technology standards
b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a
variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs
and interests of all students
c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology
helps students assume professional roles, research real-world problems, collaborate with others, and produce
products that are meaningful and useful to a wide audience
d. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing
creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self- regulation)
e. Coach teachers in and model design and implementation of technology-enhanced learning experiences using
differentiation, including adjusting content, process, product, and learning environment based upon student readiness
levels, learning styles, interests, and personal goals
f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning
technology-enhanced learning experiences
g. Coach teachers in and model effective use of technology tools and resources to continuously assess student learning
and technology literacy by applying a rich variety of formative and summative assessments aligned with content and
student technology standards
h. Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze
student achievement data, interpret results, and communicate findings to improve instructional practice and
maximize student learning
3. Digital Age Learning Environments Technology coaches create and support effective digital-age learning environments
to maximize the learning of all students.
a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of
digital tools and resources and access to technology-rich learning environments iste.org/nets
b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning
environments
c. Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks
to support and extend student learning as well as expand opportunities and choices for online professional
development for teachers and administrators
d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning
e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments
f. Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching
and learning and are compatible with the school technology infrastructure
g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers,
and the larger community
4. Professional Development & Program Evaluation Technology coaches conduct needs assessments, develop technologyrelated professional learning programs, and evaluate the impact on instructional practice and student learning.
28
a.
b.
c.
Conduct needs assessments to inform the content and delivery of technology-related professional learning programs
that result in a positive impact on student learning
Design, develop, and implement technology-rich professional learning programs that model principles of adult
learning and promote digital-age best practices in teaching, learning, and assessment
Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content
knowledge, improving teacher pedagogical skills and/or increasing student learning
5. Digital Citizenship Technology coaches model and promote digital citizenship.
a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related
best practices for all students and teachers
b. Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies
c. Model and promote diversity, cultural understanding, and global awareness by using digital-age communication and
collaboration tools to interact locally and globally with students, peers, parents, and the larger community
6. Content Knowledge and Professional Growth Technology coaches demonstrate professional knowledge, skills, and
dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously
deepening their knowledge and expertise.
a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current
and emerging technologies necessary to effectively implement the NETS·S and NETS·T
b. Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change
and leadership, project management, and adult learning to improve professional practice
c. Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability
to effectively model and facilitate technology-enhanced learning experiences
NETS·C © 2011 International Society for Technology in Education. ISTE® is a registered trademark of the International
Society for
Technology in Education. iste.org.
29
APPENDIX B: Performance Indicators by Grade Level
Standard 1: Technology productivity tools: Students use technology tools to enhance learning, increase
productivity, and promote creativity. Students use productivity tools to collaborate in constructing
technology-enhanced models, preparing publications, and producing other creative works.
K
All students will:
1.1 Develop keyboarding skills
a. Assume correct posture
b. Use space bar, return key, shift key, delete key
Maintain homerow location and employ correct keystroking
techniques (without this specificity, instead "demonstrate
keyboard familiarity to find all letters, numbers, punctuation
c. and standard symbols"
d. Practice to increase speed
Acquire punctuation and number techniques - Skip or pull
e. out from c above
1.2 Use a spreadsheet as a productivity tool
K
Understand and use the following terms: Cell, column, row,
a. toolbar, cell reference
b. Open, key, navigate, close, save, and print a spreadsheet
c. Enter and edit text, numbers, and dates
d. Modify columns / rows
e. Format cells
f. Cut / Paste data or cells
g. Create charts
h. Insert rows / columns
I. Fill down / across / special
j. Incorporate graphs in word processing or other documents
Create formulas and utilize functions in problem solving
k. including absolute and relative cell references
Create fields and records and utilize sort and filter functions
l. as a database
Mail and print merge records into a word processing
m. document
1.3 Use a word processor as a productivity tool
K
a. Write letters, stories, and poems
b. Create, save, retrieve, print, and close document
c. Indent text using space bar and tab key
d. Use formatting toolbar
e. Adjust line spacing
f. Insert and manipulate clip art or photos
g. Create text boxes
h. Access drawing toolbar and use the functions
I. Cut, copy, paste, and delete text and objects
j. Utilize spell checker
k. Justify text
l. Type reports
m. Copy and paste a graph into a word processing document
n. Utilize grammar checker
o. Wrap text around images
p. Inset headers, footers, pagination
q. Create columns
r. Create newsletters and outlines
s. Add entries to bibliography
t. Inset page breaks
u. Find and replace text
v. Create and modify tables
w. Create resume
I = Introduced Students will practice skill
R = Reinforced Students will review then apply skill
A = Autonomous Students will apply skill
independently
30
1
2
3
4
5
6
7
8
9 10 11 12
I
I
R
R
R
R
R
A
R
A
R
A
R
A
R
A
R
A
R
A
R
A
R
A
I
I
R
R
R
R
A
R
A
R
A
R
A
A
A
A
A
A
A
A
3
4
I
5
R
6
R
7
R
8
A A A A
9 10 11 12
I
I
I
I
I
R
R
R
R
R
I
I
I
I
I
R
R
R
R
R
R
R
R
R
R
A
A
A
A
A
R
R
R
R
R
A
A
A
A
A
A
A
A
A
A
A
A
A
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A
A
A
A
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A
A
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A
A
A
A
A
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A
A
A
A
I
R
R
R
I
R
R
R
I R R
9 10 11
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
A A A
R
12
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
1
1
I
I
I
I
2
2
R
R
R
R
I
3
R
R
R
R
R
I
I
I
I
I
I
I
4
A
A
A
A
R
R
R
R
R
R
R
R
I
I
5
A
A
A
A
A
R
R
R
R
R
R
R
R
R
I
I
I
I
I
I
6
A
A
A
A
A
A
A
A
A
A
A
A
R
R
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R
R
R
R
R
I
I
7
A
A
A
A
A
A
A
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A
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A
R
R
R
R
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R
I
8
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
R
R
R
Standard 2: Technology communication tools: Students use telecommunications to collaborate, publish,
and interact with peers, experts, and other audiences. Students use a variety of media and formats to
communicate information and ideas effectively to multiple audiences.
K
All students will:
2.1 Enter and organize information using a multimedia
a. Open, start, and save a new presentation
b. Insert relevant graphics (clip art or digital images)
c. Add background elements to slide
d. Add transitions to a slide show
e. Add sound effects to a slide
f. Add text to a slide
Link slides and/or stacks together with buttons or other
g. means
h. Add bulleted and numbered text to a slide
I. Record and insert student-made sounds into a slide or stack
j. Add animation to a slide or stack
Utilize various View options (slide, outline, slide sorter,
k. notes page, and/or slide show)
l. Add video and or digitized movie clips to slide or stack
m. Create and modify slide or stack templates
n. Incorporate a music CD track to a slide or stack
o. Add student produced graphs to a slide or stack
Communicate information to an audience using a
2.2 multimedia presentation
K
Create and run a multimedia presentation for a class project
a. consisting of a series of slides/screens
b. Run a presentation manually
c. Set a presentation to auto-run
2.3 Create digital movies
K
a. Create and save a new digital movie project
b. Import video clips from an external source
c. Edit or crop video clips
d. Arrange video clips within a digital movie
Incorporate sound clips, recordings, and CD tracks into a
e. digital movie
f. Incorporate still pictures into a digital movie project
g. Add transitions before and after video clips
h. Add title pages and text to a digital movie
I. Export digital video project to external source
2.4 Communicate an interdisciplinary project to an audience
2.5 Enter and organize information using web pages
K
a. Create and save webpages into a site folder
Add and format text including bulleted and numbered text in
b. a web page
c. Add backgrounds to web pages
d. Use various view options as needed
e. Link web pages together
f. Insert relevant graphics (clip art or digital images)
g. Add student produced graphs to web pages
h. Add video or digital movie clips
2.6 Create a website presentation for a class project and
2.7 Compose, open, reply, delete, and forward email
I = Introduced Students will practice skill
R = Reinforced Students will review then apply skill
A = Autonomous Students will apply skill
independently
E = Encouraged Students will use technology when
available
F = Future implementation
31
1
2
3
4
5
6
7
8
9 10 11 12
I
I
I
I
I
I
R
R
R
R
R
R
R
R
R
R
R
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A
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R
R
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
I
R
I
I
I
R
R
R
R
A
R
R
R
I
A
A
A
A
R
A
A
A
A
R
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
3
4
5
6
7
8
9 10 11 12
I
I
R
R
3
E
E
E
E
4
E
E
E
E
R
R
I
5
E
E
E
E
R
A
R
6
E
E
E
E
R
A
R
7
E
E
E
E
R
A
A
8
E
E
E
E
R R R
A A A
A A A
9 10 11
E E E
E E E
E E E
E E E
R
A
A
12
E
E
E
E
E
E
E
E
E
E
3
E
E
E
E
E
E
4
E
E
E
E
E
E
5
E
E
E
E
E
E
E
6
E
E
E
E
E
E
E
7
E
E
E
E
E
E
E
8
E
E E E
E E E
E E E
E E E
E E E
E E E
9 10 11
E E E
E
E
E
E
E
E
12
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
F
E
F
E
F
E
E
E
E
E
E
E
E
F
E
E
E
E
E
E
E
E
F
E
E
E
E
E
E
E
E
F
1
1
1
2
2
2
E
E
E
E
E
E
E
E
F
E
E
E
E
E
E
E
E
F
Standard 3: Technology research tools: Students use technology to locate, evaluate, and collect
information from a variety of sources. Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the
appropriateness to specific tasks.
All students will:
Utilize and understand basic research terms such as
website, search engine, bookmark, web archive, and
3.1 boolean searches
Gather information and conduct research using
3.2 technology tools
a. Access and utilize archived or bookmarked websites
b. Use an online card catalog
c. Access information from school corporation web sites
Access and utilize search engines or online databases
d. employing various search strategies
3.3 Save research results for later use
a. Print research results to local or network printer
b. Record needed information for citation documentation
c. Insert search results into word processing program
Record specific research strategies performed for long term
d. research projects
I = Introduced Students will practice skill
R = Reinforced Students will review then apply skill
A = Autonomous Students will apply skill
independently
32
K
1
2
3
4
5
6
7
8
9 10 11 12
I
R
R
A
A
A
A
A
A
A
A
I
I
R
R
I
R
R
R
A
R
R
A
R
A
A
R
A
A
R
A
A
A
A
A
A
A
A
A
A
A
A
A
I
R
R
R
R
R
A
A
A
A
R
I
I
R
R
R
A
R
R
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
I
R
R
R
I
Standard 4: Technology problem-solving and decision-making tools: Students use technology resources
for solving problems and making informed decisions. Students employ technology in the development of
strategies for solving problems in the real world.
All students will:
4.1 Understand and use graphing software
a. View and contribute to a group-created graph
Understand the type of graph to use based on the data to
b. be displayed
c. Access and save a graphing project
d. Enter data into the graphing program
e. Create picture, bar, line, and pie graphs
Add and format a title, legend (key), and data labels to a
f. graph
Copy and paste a graph into a multimedia presentation or
g. word processing document
4.2 Evaluate results of graphs produced from spreadsheets
4.3 Understand and use concept mapping webbing software
a. Access and save a concept-mapping project
Enter text and/or data representing and supporting main
b. concepts
c. Convert a concept map into a text outline and visa-versa
d. Print a concept map and insert it into another document
e. Create, save, and print a chronological timeline
Use technology resources (e.g., puzzles, logical thinking
programs, writing tools, etc.) for problem solving,
communication, and illustration of thoughts, ideas, and
4.4 stories
I = Introduced Students will practice skill
R = Reinforced Students will review then apply skill
A = Autonomous Students will apply skill
independently
33
K
K
I
1
2
3
4
5
6
7
8
9 10 11 12
I
R
R
A
A
A
A
A
A
A
A
A
I
I
I
I
R
R
R
R
R
R
R
R
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
I
R
R
A
A
A
A
A
A
A
A
I
R
I
5
I
R
R
6
R
A
R
7
R
A
A
8
A
A A A
A A A
9 10 11
A A A
A
A
12
A
I
I
I
I
R
R
R
R
R
R
R
R
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
R
R
R
R
R
R
R
R
1
R
2
R
3
R
4
R
Standard 5: Social, ethical, and human issues: Students understand the ethical, cultural, and societal
issues related to technology. Students practice responsible use of technology systems, information, and
software. Students develop positive attitudes toward technology uses that support lifelong learning,
collaboration, personal pursuits, and productivity.
All students will:
Describe some uses of technology in society (i.e., cash
5.1 registers, grocery scanners, employee tags, etc.)
5.2 Respect privacy of staff and student files
Demonstrate appropriate care and use of all technology
5.3 systems equipment
Work cooperatively and collaboratively with others when
5.4 using technology
5.5 Understand and adhere to policies
Established district, school, classroom, and computer lab
a. policies
Give credit to authors, electronic sources and copyright
b. laws
c. Hardware and software licensing agreements
I = Introduced Students will practice skill
R = Reinforced Students will review then apply skill
A = Autonomous Students will apply skill
independently
34
K
1
2
3
4
5
6
7
8
9 10 11 12
I
I
R
R
R
R
R
R
R
R
A
R
A
R
A
R
A
R
A
R
A
R
A
R
A
R
I
R
R
R
R
R
R
R
R
R
R
R
R
I
R
R
R
R
R
R
R
R
R
R
R
R
I
R
R
R
R
R
R
R
R
R
R
R
R
I
R
I
R
R
R
R
R
R
R
R
R
R
R
R
R
R
Standard 6: Basic Operations and Concepts: Students demonstrate a sound understanding of the nature
and operation of technology systems. Students are proficient in the use of technology.
All students will:
Understand the function of computer components and
peripherals including monitor, keyboard, mouse,
6.1 headphones, scanner, and printer
K
1
2
3
4
5
6
7
8
9 10 11 12
I
R
R
A
A
A
A
A
A
A
A
A
A
I
R
R
A
A
A
A
A
A
A
A
A
R
R
R
A
A
A
A
A
A
A
A
A
I
R
R
A
A
A
A
A
A
A
A
Understand the following software terms: Menu, icon,
start, close, save, save as, file, scroll bar, cursor, file,
6.2 select, open, launch, copy/paste
Understand the following network terms: login,
password, server, network, group shared, network
management software (not sure many know this list
6.3 beyone password)
Understand the following Internet terms: Internet, World
Wide Web, website, links, URL (location/address), home,
6.4 and favorites
6.5 Be proficient in basic computer procedures
a. Mouse and cursor manipulation
b. Recognize icons and understand their functions
c. Identify keyboard functions
Activate computer for use (also shutdown, sleep, and
d. reboot if applicable)
e. Login and logout with network account name and password
f. Launch, run, close, and quit applications
g. Utilize pull down menus and commands
h. Create, name, save, retrieve, and print a document
Use keyboard shortcuts (maybe, aware of keyboard
shortcuts; possibly name some such as copy, paste,
I. undo...
Understand and demonstrate proper use of removable media
j. (CD's, USB flash drive, etc.)
k. Manipulate window view and size
Use digital technology equipment and associated
6.6 software (video camera, scanner, and camera)
I = Introduced Students will practice skill
R = Reinforced Students will review then apply skill
A = Autonomous Students will apply skill
independently
35
I
I
I
I
R
R
R
R
R
R
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
I
R
I
I
I
I
R
R
R
R
R
A
R
R
R
R
A
R
A
A
A
A
R
A
A
A
A
R
A
A
A
A
I
A
A
A
A
R
A
A
A
A
I
A
A
A
A
R
A
A
A
A
R
A
A
A
A
R
A
A
A
I
R
R
A
A
A
A
A
A
A
A
A
I
R
I
R
R
A
R
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
I
R
R
R
R
R
R
A
A
A
A
How it will be assessed:
This following shows the alignment of each of the APPENDIX B: Performance
Indicators by Grade Level (NETS Standards) with the currently used NYSUT teacher
performance rubric as well as the principal evaluation rubric by Marzano. Common threads
were identified and report card “friendly” indicators are listed below for K-5 report card as
standards to be assessed.
K. (NYSUT 3.5/Marzano 3.1-3.3/PIBGL 5.1) Uses critical thinking to describe uses for
technology in society and will be able to log on and navigate programs
1. (NYSUT 3.5/Marzano 3.1-3.3/PIBGL 1.3 a-d) Uses technology for communication through
word processing
2. (NYSUT 3.5/Marzano 3.1-3.3/PIBGL 3.1,3.2 a-c, 3.3 a.) Uses technology for critical
thinking by gathering information
3. (NYSUT 3.5/Marzano 3.1-3.3/PIBGL 2.1 g-k) Uses technology for communication and
collaboration through multimedia
4. (NYSUT 6.1/Marzano 3.1-3.3/PIBGL 5.5 b) Uses technology for critical thinking by
knowing & applying copyright
5. (NYSUT 3.5/Marzano 3.1-3.3/PIBGL 1.2 a-e) Uses technology for critical thinking by
organizing info in a spreadsheet
Grades 6-12 Technology Integration will be monitored by analysis of District-wide
teachers evaluation analytics focusing on the NYSUT Teacher Evaluation rubric
Module 3.5, and 6.1. The Marzano Principal Evaluation Rubric will be used as well by
analyzing principal evaluation data focusing Modules 3.1-3.3
APPENDIX C: Approved Software and Hardware Lists
Please visit http://web001.greece.k12.ny.us/staff.cfm?subpage=586 to view the current
Approved Software List.
Please visit http://web001.greece.k12.ny.us/district.cfm?subpage=1920 to view the current
Hardware Compliant List.
36
Appendix D: Special Education - Standard Classroom Technology Sets
Primary
Elementary
Middle
High
PC's - max 3
iPads - min 2
Color Laser Printer
PC's - max 3
iPads - min 2
Color Laser Printer
SMARTBoard System
SMART Board System
Touch Monitor (1:2 ratio to
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board
System
Touch Monitor (1:2 ratio to
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board
System
Touch Monitor (1:3 ratio
SC 12:1:3
Hardware
Touch Monitor (1:1 ratio to PC's)
Switches
Switch interface
PC)
PC)
to PC)
Switches
Switch interface
Switches (A)
Switch interface (A)
Switches (A)
Switch interface (A)
Intellitools Classroom Suite
Read&Write Gold
Boardmaker
Intellitools Classroom
Suite
Read&Write Gold
Boardmaker
Intellitools Classroom
Suite
Read&Write Gold
Boardmaker
Intellitools Classroom
Suite
Read&Write Gold
PC's - max 3
iPads - min 2
Color Laser Printer
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board System
SMART Board System
Touch Monitor (1:3 ratio to
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board
System
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board
System
Software
Boardmaker
SC 6:1:1 Autism
Hardware
Touch Monitor (1:3 ratio to PC)
PC)
Boardmaker
Intellitools Classroom Suite
Read&Write Gold
Boardmaker
Intellitools Classroom
Suite
Read&Write Gold
Boardmaker
Intellitools Classroom
Suite
Read&Write Gold
Typing
Boardmaker
Intellitools Classroom
Suite
Read&Write Gold
Typing
PC's - max 3
iPads - min 2
Color Laser Printer
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board System
SMART Board System
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board
System
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board
System
Software
SC 8:1:1 Autism
Hardware
37
Touch Monitor (1:3 ratio to PC)
Software
Boardmaker
Read&Write Gold
Typing
Boardmaker
Read&Write Gold
Typing
Boardmaker
Read&Write Gold
Typing
Intellitools Classroom Suite
Boardmaker
Read&Write Gold
Typing
Intellitools Classroom
Suite
PC's - max 3
iPads - min 2
Color Laser Printer
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board System
Touch Monitor (1:3 ratio to PC)
SMART Board System
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board
System
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board
System
Boardmaker
Read&Write Gold
Typing
Intellitools Classroom Suite
Boardmaker
Read&Write Gold
Typing
Read&Write Gold
Typing
Read&Write Gold
Typing
PC's - max 5
iPads - min 2
Color Laser Printer
PC's - max 5
iPads - min 2
Color Laser Printer
SMART Board System
Touch Monitor (1:3 ratio to PC)
SMART Board System
PC's - max 5
iPads - min 2
Color Laser Printer
SMART Board
System
PC's - max 5
iPads - min 2
Color Laser Printer
SMART Board
System
Boardmaker
Read&Write Gold
Typing
Intellitools Classroom Suite
Boardmaker
Read&Write Gold
Typing
Read&Write Gold
Typing
Boardmaker (pre-voc
only)
Read&Write Gold
Typing
SC 8:1:1
Hardware
Software
SC 12:1:1
Hardware
Software
38
SC 15:1
Hardware
PC's - max 3
iPads - min 2
Color Laser Printer
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board System
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board
System
PC's - max 3
iPads - min 2
Color Laser Printer
SMART Board
System
SMART Board System
Boardmaker
Read&Write Gold
Typing
Read&Write Gold
Typing
Read&Write Gold
Typing
Read&Write Gold
Typing
PC's - max 4
iPads - min 2
Color Laser Printer
PC's - max 4
iPads - min 2
Color Laser Printer
SMART Board System
SMART Board System
PC's - max 4
iPads - min 2
Color Laser Printer
SMART Board
System
PC's - max 4
iPads - min 2
Color Laser Printer
SMART Board
System
Boardmaker
Read&Write Gold
Typing
Read&Write Gold
Typing
Read&Write Gold
Typing
Read&Write Gold
Typing
Software
Resource
Hardware
Software
SMART Board System: includes all components: Board; Projector, PC (not included in count toward student centers), speakers
39
40
APPENDIX E: Implementation Action Plan
Goal 1.0:
Provide secure access to technology for students and staff.
Strategy Action
Who
1.1
Update the wireless network in each building to
T.S.S.
meet the instructional requirements. (i.e.
computer labs and laptop carts)
1.2
Provide an advanced multimedia teacher
T.S.S.
workstation with large video display or a
SMART Board and a projector and amplification
system in every classroom
1.3
Continue to provide and update computers
T.S.S.
throughout the district with the latest software and
capabilities.
1.4
1.5
1.6
1.7
Timeframe
Year 1
Completed
Year 4
Ongoing each year
1-5
Continue to provide a desktop or laptop for all
teachers to have network access from anywhere
within the district.
Ensure that internet speed and bandwidth meets
the district needs (Upgrading to 10 gigabyte
between buildings)
T.S.S.
Ongoing each year
1-5
T.S.S.
Ongoing each year
1-5
Maximize the district’s abilities to service and
repair education technologies internally and in
partnership with BOCES
T.S.S.
Ongoing each year
1-5
Update technology readiness for PARCC
assessment
T.S.S.
Year 1
41
Milestones
 Installed 500 wireless access points
 Installed WCS server for management
 Replaced all wireless switches
 Annual inspection of installed equipment
 Annual purchases and installations as
outlined on pages 19 & 20
 Ensure updated versions when possible
 Create Software Review Committee to
standardize software titles and retire
obsolete applications
 Ensure that there is at least 1 desktop or
laptop computer in each classroom
 Create network traffic review process,
using PRTG, to ensure bandwidth for
computerized state tests, BYOD and daily
usage requirements
 Buy desktops with 5 yr and laptops with 3
yr warranties.
 Maintain parts inventory for repairs
 Track repair statistics through new help
desk system tracking system
 Continued replacement of equipment with
devices meeting PARCC recommended
configuration
 Progress monitored through the PARCC
“Device to Test-Taker Indicator Report”
Goal 2.0:
Strategy
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
Utilize educational technology appropriately to improve learning and monitor student progress.
Action
Who
Timeframe Milestones
Integrate technology with instruction in all curricular
I.T.T.
Year 1
Technology Integration Training Survey
areas in order to provide students with a variety of
Assistant
Analysis of the Perormance Indicators in
learning opportunities
Superintendent
Appendix J
of Instruction
Use technology-rich environments to help students
O.I.T.
Year 1-5
Annual inventory of software, interactive
solve problems, make decisions, and express
I.T.T.
white boards, computers, and other hardware
themselves
Librarians
Use technology to access the global education
O.I.T.
Year 1
Annually measure number of
community
videoconferences
Use computer software that accommodates each
R.A.E.
Year 1
Ongoing review of software requests
student's learning style and needs
Use student information systems to provide continual
S.I.S.
Year 1
Parent and teacher log in tracking and parent
updates on student progress and allows teachers,
and teacher surveys
students, and parents to view student progress via the
Internet securely
Use student information system to provide community S.I.S.
Year 1
Analytics from the Datacation site
with student achievement data
Ready every student to be technology proficient for
O.I.T.
Year 2
Elementary Report Card Standards Analysis
testing
Provide appropriate technology for schools to be ready T.S.S.
Year 2
NYS Testing Readiness Tool Status Report
for online testing
Leverage online social media to promote academic
O.I.T.
Year 1-2
Analysis of social media accounts,
interaction in a secure, district-moderated online
community surveys
platform which promotes and models digital
 Number of follows
citizenship
 Number of tweets
 Number of posts
42
Goal 3: Provide professional development and on-going support, enabling staff to be knowledgeable when working in technology-rich
environments.
Strategy
Action
Who
Timeframe
Milestones
3.1
Provide opportunities for all staff to
I.T.T./P.L.C.
Year 1-5
 MyLearningPlan exit survey data
participate in professional development so
 I.T.T. Training Survey data
that participants will be able to effectively
apply educational technology to
instruction, professional productivity, and
communication
3.2
Technology Support Services (TSS) will
T.S.S.
Year 1-5
 Building assigned Field
provide technical support in each school
Technicians
that will maintain instructional technology
 Reduce computer to technician ratio
tools.
to improve efficiencies and help
desk resolution times
 Help Desk statistics reports
3.3
Provide technical support in each school to T.S.S. and Building
Year 1-5
 Investigate ways for building level
troubleshoot minor technical issues with
Librarians
staff to assist T.S.S. with minor
the assistance of TechPort (building-based
technical issues (password resets,
technology support personnel)
etc)
 Help Desk statistics reports
3.4
Integrated Technology Teachers (ITT) will I.T.T. and Building
Year 1-5
 Number of meetings attended,
work with TechPort, a group comprised of Librarians
meeting agendas and minutes
Library Media Specialists and classroom
teachers, to share new technologies.
3.5
ITTs will provide software and hardware
I.T.T
Year 1-5
 Help desk data dashboard
support to teachers and staff.
 Number of appointments and calls
ITT’s get per week
43
Goal 4: Utilize technology to improve the management of the district's human and material resources.
Strategy
Action
Who
Timeframe
Milestones
4.1
Provide training and support for SMS
T.S.S./I.T.T.
 Staff survey of effectiveness and
(Student Management System)
Year 1-5
program evaluation
 Ticket tracking analysis report
4.2
Provide support for the district’s
T.S.S.
 Staff survey of effectiveness and
telecommunication system
Year 1-5
program evaluation
 Ticket tracking analysis report
 Network Infrastructure Statistics
4.3
Provide training and support for the
Monroe 2-Orleans
 Track new person training; refresher
library automation software
BOCES
Year 1-5
training in September; enrichment
training; librarian meeting
attendance; individual requests;
blog; conferences.
4.4
Provide support for the financial
T.S.S.
 Staff survey of effectiveness and
management system (FMS)
Year 1-5
program evaluation
44
 Ticket tracking analysis report
Goal 5: Expand partnerships between district schools and businesses, community residents, and parents through the use of technology.
Action
Who
Timeframe Milestones
5.1
Expand the use of e-learning opportunities through P.L.C.
Year 1-5
MyLearningPlan course offerings analysis,
BOCES
PD needs surveys to all teachers annually
5.2
Use district homepage as a means of
Communications
Year 1-5
Annually evaluate website traffic analytics
communication
through SchoolWorld
5.3
Use of grading software that allows for parent
S.I.S.
Year 1-5
Annually evaluate parent log in analytics
accessibility
through Infinite Campus
Strategy
Goal 6: Governance
Action
6.1
Utilize Instructional and Informational Technology
Planning Teams to provide gap analysis and needs
assessment yearly and provide solutions for these
needs.
Strategy
Who
IT teams
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Timeframe
Year 1
Milestones
 Creation of team
 Surveys of team members of
effectiveness of solutions implemented
Appendix F: PARCC Assessment
Please visit http://www.parcconline.org/technology to view the current technology
guidelines for PARCC assessments.
Appendix G: Vendor Product Review of Supplemental Instructional Technology
Programs
Whether you are an existing vendor partner with the GCSD, or a prospective vendor
partner, please note that in order to become more efficient and effective in our procurement
of programs, we have revised the protocol by which representatives of vendors are received
at our schools.

We kindly ask that you not approach our schools' staff directly

A needs assessment will take place within Greece Central School District IT
Department.

GCSD will only review and approve programs for which a need was identified
during the needs assessment.

Needs will be listed on (insert webpage here)

Vendors will send samples of their products that meet the needs of the GCSD

A committee will review all submitted supplemental programs for alignment to
Envision Greece 2017 Strategic Plan, Standards and specific needs

Vendors will be contacted if the committee would like more information in the
form of a presentation

Vendors will be notified within 30 business days whether their program will be
approved for purchase by GCSD schools

A committee will review current instructional technology software and determine if
it is meeting the needs of the district and the intended use and will advise the
District on whether products should be renewed.
Please send an email to Technology.Vendors@greece.k12.ny.us if you need more information.
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Appendix H: Technology Replacement Request
What is the technology/hardware that is to be purchased and what is the cost? Please
check with T.S.S. for pricing.
Technology/hardware
Cost per
Quantity
Total cost
What technology/hardware will be replaced with this purchase? (No additional computers/
laptops can be added to a building. All must be replaced)
Include all shownames:
What board goals will the new technology/hardware help meet?
Goals listed here: http://www.greece.k12.ny.us/Goals.cfm?subpage=34667
How will this technology/hardware meet those goals?
What district goals will the new technology/hardware help meet?
Goals listed here: http://www.greece.k12.ny.us/Goals.cfm?subpage=34667
How will it meet those goals?
How will it fit into the strategic plan?
http://www.greece.k12.ny.us/district.cfm?subpage=40839
What are the deliverables?
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Appendix I: Current Identified PD needs
Castle Learning (2 hours each)
LEVEL ONE – Introduction to CastleLearning.com










For new or limited users of CASTLELEARNING.COM
Designed to create a comfort zone when navigating the site
Create Review Assignments & Tests that correlate to classroom instruction and/or state
standards
Improve students vocabulary level
Use of the site for Special Education or challenging Gifted Students
Instant grading & assessment determines strengths & weaknesses
Use for interactive group exercises in the classroom
Independent use by students for self generated review and self-assessment
Parent participation in education
Accountability
LEVEL TWO – Mastering CastleLearning.com









Designed for the experienced user
Breaks down real student data to determine areas of weakness
Evaluate individual students, groups or entire classes
Differentiate instruction in areas of needed improvement
Use Castle Learning for benchmark testing, formative assessments and/or
curriculum mapping
Personal Content database & organizational options
DBQs and Essays
Math Skills
Team teaching
District Technology Basics (2 hours)
Struggling with some of the common programs used in the district?
In this course, you will learn how to properly manage your files and learn how to use the
network, how to use some of the functions in our current email system, and how to get
started on a Teacher Page.
Access to an external drive (ex. USB Drive) is recommended.
Integrating Technology into Your Lessons: Workshop (Elementary) (2hours)
Want some helpful technology tips for your lessons? Need someone that is experienced
with the software in the district to answer your questions as you make your lessons?
This workshop is designed to give you tips and tricks with our district’s most commonly
used software, such as SMART Notebook, Microsoft PowerPoint, Microsoft Word,
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SuccessMaker, etc. There will also be an extended amount of time for you to work on your
lessons and ask questions as you go.
Sign up for as many or as few of these workshops as you would like.
Access to an external drive (ex. USB Drive) is recommended.
Integrating Technology into Your Lessons: Workshop (MS & HS) (2 hours)
Want some helpful technology tips for your lessons? Need someone that is experienced
with the software in the district to answer your questions as you make your lessons?
This workshop is designed to give you tips and tricks with our district’s most commonly
used software, such as SMART Notebook, Microsoft PowerPoint, Microsoft Word, etc.
There will also be an extended amount of time for you to work on your lessons and ask
questions as you go.
Sign up for as many or as few of these workshops as you would like.
Access to an external drive (ex. USB Drive) is recommended.
School World (Teacher Web Pages) BASIC (2 hours)
Do you want to start your teacher web page? Or do you already have a teacher web page
but don't know what to do with it? This course will cover the basics of designing a teacher
web page on School World. The topics covered will include editing your Home Page,
Classroom News, Book list and others, as well as how to design the page with pictures and
different themes. Time will be provided to work on your page.
School World (Teacher Web Pages) ADVANCED (2 hours)
Do you already have a teacher web page, but you want to do more with it? This course will
cover topics such as blogging, creating puzzles, adding polls, quizzes, and message boards
to your teacher web page. Also would be how to use the HTLM tab to embed other content.
Time will be provided to work on your page.
SMART Level 1 (6 hours)
No pre-requisites. This course is recommended for all staff members that have not been to
any training. This is the first of two levels of training for the SMART Notebook software
for SMART Boards and/or SMART Wireless Slates (formerly AirLiners) provided by a
certified SMART trainer. Topics include: how your SMART board works, Ink Aware,
SMART Notebook software, creating interactive lessons, and lesson design. You will
receive a SMART Learner Workbook at this training. Access to an external drive (ex. USB
Drive) is recommended.
SMART Level 2 (6 hours)
Pre-requisites: complete SMART Board L1 (many topics covered are a build on topics
covered in SMART L1. It is not based on how long you have had a SMART Board). This
is the second of two levels of training for the SMART Notebook software for SMART
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Boards and/or SMART Wireless Slates (formerly AirLiners) provided by a certified
SMART trainer. Topics include: best practices and tools, structuring and organizing
lessons, adding style to lessons, building interactive lessons, integrating rich-media, and
lesson development. You will receive a SMART Learner Workbook at this training. Access
to an external drive (ex. USB Drive) is recommended.
SMART Response (Clicker) Class and Question Setup (2 hours)
No pre-requisites. Need a quick way to assess student understanding during the lesson?
Want a way to give a fast “ticket out the door?” Do you want to know how to use the
SMART Response system to help grade your tests? Then, this is the course for you.
This course will demonstrate how to import you class lists from Infinite Campus into the
SMART Response class, how to create a quick pre-test, and how to add questions to your
SMART Notebook lesson. Please note that a SMART Board IS NOT REQUIRED.
SMART Board Lesson Creation (2 hours)
In this course, you will learn how to integrate the SMART Board into your lessons. Your
Integrated Technology Teacher will show you how to take what you are already doing and
show you the transition to the capabilities of the SMART Board.
Please bring a lesson that you would like to use. It can be in any format that you have it in.
SMART Board for Administrators (2 hours)
Learn the top ten things for an administrator to know about a SMART board lesson.
Using USB/Network drives and My Documents effectively (File Management) (2 hours)
Having trouble finding that test you made last night? Tired of students moving files you
have placed on the network?
This is the class for you. Learn how to organize your files so that they are easy to find.
Also learn how to use the district's network to your advantage by knowing how to add
permissions to folders.
Virtual Field Trips (2 hours)
How would you like to teach your students about The Holocaust by visiting the Holocaust
Centre in Great Britain? Or have your students learn about animal adaptations by visiting
the San Diego Zoo? You can teach your students about careers by visiting the Pro Football
Hall of Fame. Your Integrated Technology Teachers can help you arrange and teach you
how to participate in Virtual Field Trips.
Virtual Field Trips can be a powerful way to bring the world into your classroom. We have
the ability to have real-time, interactive video conferences with content providers around
the globe.
We'll learn how a Virtual Field Trip works, what equipment you'll need and how to set it
up, and how to find and arrange Virtual Field Trips.
Using Mobile Devices in the Classroom (iPads and student devices) (2 hours)
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With GCSD’s new Bring Your Own Device (BYOD) policy, there are many oportunities to
use both district and student provided mobile devices. Discover some apps that you can use
in your classroom for both iOS and Android to use in your classroom with your students.
Apps include Aurasma, Google Drive, Google Translate, Educreations, Google Earth, and
more!
Edmodo (2 hours)
Facebook for the classroom! Edmodo provides classrooms a safe and easy way to connect
and collaborate, offering a real-time platform to exchange ideas and share content,
homework, and school/class notices. Best of all, it’s free.
It provides a way to connect with your students and staff both online and in an app. This
allows you to give your students information in a way that they are used to and like with a
separation between personal and academic realms.
Learn more at www.edmodo.com.
Windows 7 and Office 2010 transition (4 hours)
Learn how to transition from Windows XP and older versions of Microsoft Office to Windows
7 and Office 2010. This course will give you instruction on how to navigate this new system.
http://office.microsoft.com/en-us/support/getting-started-with-office-2010-FX101822272.aspx
Greece (Google) Apps (4 hours)
This course will go over some of the more widely used Apps in the classroom. Those apps
include Mail, Drive (docs, spreadsheet, presentation and forms), Calendar and Blogger.
Learn how to use these powerful tools in both your classroom and in the workplace.
Content specific classes utilizing technology for them. Invite star teachers to facilitate (2-4
hours)
Master Calendar (2 hours)
o
Admin/Admin Assistants
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