CHENANGO VALLEY
CENTRAL SCHOOL DISTRICT
Technology Plan
2012-2014
Contents
Statement of Purpose ........................................................................................... 3
Committee Membership ........................................................................................ 3
Introduction ........................................................................................................... 4
Current Status ....................................................................................................... 4
Internet Safety....................................................................................................... 5
Security ................................................................................................................. 6
Administrative Usage ............................................................................................ 6
Funding ................................................................................................................. 7
Upgrade Cycles .................................................................................................... 8
Evaluation of the Plan ........................................................................................... 8
Goals and Objectives 2009-2012 .......................................................................... 9
Professional Development .................................................................................. 12
NETS for Teachers 2008 .................................................................................... 13
NETS for Students 2007 ................................................................................... 136
2
Chenango Valley District Technology Plan
Statement of Purpose
A District Technology Committee has existed since 2006 to support computer
usage in the district as well as to guide the development of the district technology
plan. This committee is comprised of teachers, administrators, technology
support staff, and support staff from all buildings in the district. Some of the
committee members also have children in the school district. The committee
meets bi-monthly to discuss issues and evaluate status of implementation.
Committee Membership
Name
Bob Amirian
Eric Attleson
Denise Baxter
Jenniffer Blewett
Mike Breed
Linda Bucci
AJ Cass
Sue Dutter
Janet Gleason
Elaine Pierce
Paula Reynolds
Tom Snyder
Position
5th Grade Teacher, CB
Principal, MS
Lab Aide, HS
K Teacher, PD
Science Teacher, HS
6th Grade Teacher, CB
Technology Teacher, HS
Science Teacher, MS
Director of Technology
Lab Aide, MS
1st Grade Teacher, PD
Science Teacher, HS
3
Introduction
The mission of the Chenango Valley School District community is to provide
each student with educational opportunities to realize his/her maximum learning
potential for personal growth and social responsibility. The students, staff,
parents, and community embrace the concept of shared decision making as the
appropriate means of encouraging learners to develop a deeper understanding
of self, respect of others and their place in the ever changing world. In our
students’ quest for knowledge and skills we strive to give them equal
opportunities in becoming self-directed lifelong learners. In this age of
information, technology has become a fundamental tool whereby students can
learn to obtain information, solve problems and communicate. Access to this
technology should be made available to all, enabling each student to become a
lifelong learner and productive member of our global society. This ubiquitous
access to technology is extended to include administrative functions such as:
cafeteria management, student management (general and special education),
financial management, Board of Education document management, and clerical
functions.
Current Status
The Technology Services Department is responsible for 22 virtualized servers,
more than 549 desktop computers and 369 laptops, 2 wireless mobile Mac labs
at the middle/high school, 7 PC mobile wireless carts (plus 4 wireless safes),
over 133 printers, 119 interactive whiteboards, projectors and document cameras
in all classrooms, 200 iPads, and numerous digital cameras, and scanners. A
complete inventory of all district-owned technology equipment is maintained by
the Technology Services Department.
Currently, classrooms typically have 1-3 networked computers, multipurpose labs
at the elementary schools, general labs and specific application labs at the
middle and high schools, and multiple wireless mobile labs. Microsoft Office is
installed on all district computers; iWorks is installed on Macintosh computers. All
faculty and staff have Groupwise email accounts for school business. During the
summer of 2012, these will be replaced with Microsoft Exchange. At the middle
and high school, Photoshop, Creative Suite, CAD, GeoSketch, Typing Time,
Mavis Beacon, Alphabetic Keyboarding, various business and other content
specific applications exist in various classrooms and labs. At the elementary
level, an online Integrated Learning System (currently, Education City) provides
practice and supplemental instruction in Language Arts and Math. Also, at the
elementary level, are Mavis Beacon Teaches Typing, Mavis Beacon Teaches
Office, Inspiration, Kidspiration, Reading A-Z, Science A-Z, Brainpop (grades 48), Gizmos (CB), Kidpix, and miscellaneous content specific software.
Students with special needs receive appropriate technology as indicated in their
IEP or 504 plan. 40 iPads are used specifically in the Special Education program.
4
Speech recognition software is used in some areas of special education.
Bookshare is used at the MS/HS for visually impaired students.
The existing network provides high-speed broadband to the high school/middle
school campus from Broome-Tioga BOCES and to all schools in the district.
Servers are virtualized. As network equipment ages, and the need for enhanced
capacity and additional applications continues to grow, upgrades and
replacement will need to be made on an as-needed basis. Enterprise wireless is
available in all schools. Additional access points would provide expanded
coverage.
The IT department currently has 3 technicians (one Network Specialist II and two
PC Lan Technicians), 1 Computer Systems Assistant, 1 Student Data Support
Specialist (to support NYSTART, AIS tracking, data-warehousing, NYSSIS, etc.),
4 computer aides (one for each building lab), and a Director of Technology.
Personnel attend regular training through BOCES as well as having the
opportunity for online training and support. All support positions are Civil Service
positions hired through the County Civil Service Office.
Internet Safety
Internet safety and cyberbullying are growing concerns for everyone. New York
State Education Law 814, passed by the State Assembly in 2007, allows schools
to promote the proper and safe use of the Internet. As part of this legislation,
NYS has provided resources to support internet safety. The updated Child
Internet Protection Act (CIPA) requires that school districts provide instruction in
internet safety, appropriate online behavior and cyberbullying.
Improving school climate is a Chenango Valley district goal and is being
addressed through a district-wide implementation of the Olweus Bullying
Prevention Program (which is cited in the NYSED document “Guidance on
Bullying and Cyberbullying” as being effective).
http://www.p12.nysed.gov/technology/internet_safety/documents/cyberbullying.p
df We will develop or identify educational digital presentations (PowerPoint,
online, etc.) at the elementary, intermediate and high school levels that could be
presented to all students either in an assembly setting or in pre-selected classes
where such education would be appropriate (at the elementary levels, this would
most likely be during computer lab time).
We will also use the district's safety officer as a resource in educating our
students about internet safety issues and concerns as well as for follow-up and
support if issues occur. A portion of the Middle School Wellness Day might be
devoted as a mini workshop to educate students about cyberbullying and/or
internet safety issues.
Information Literacy and Internet Safety are incorporated into the NYS Learning
Standards as well as addressed through the use of the NETS Standards (p. 16).
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Supporting resources can be found at:
http://www.p12.nysed.gov/technology/internet_safety/admins.html
Security
The district provides a secure network with content filters for every computer
within all classrooms and offices. Acceptable Use Policies are signed by
Faculty/Staff prior to internet and network access and they are expected to abide
by board policies and the school board adopted Staff Acceptable Use Policy.
Students have internet and network access unless their parent/guardian informs
the district, in writing, that they do not want their child to have access to the
internet. A new Astaro unit was purchased in the spring of 2012 and replaced the
previous firewall (Border Manager) and filtering (8e6). The Astaro unit has
enhanced malware detection, easier policy control on web filtering, the ability to
reserve bandwith for applications that need it, and intrusion prevention
technology for in-depth filtering to protect against attacks. Investigation into
Mobile Device Management (MDM) is occurring and one is likely to be in place
during the 2012-2013 school year.
Administrative Usage
The management of many administrative processes is facilitated through the use
of technology, including: MUNIS for financial applications (will transition to
Finance Manager during the summer of 2012); MS Office; Cleartrack for Special
Education; AIS/RTI Edge for tracking AIS and RTI; Nutrikids for cafeteria
management; Mandarin for library management, and Powerschool student
management system. The phone system was upgraded to a state-of-the-art
VOIP (voice over internet protocol) during the summer of 2010. This system is
supported through a BOCES service to maximize aidability and expertise. District
copiers are multi-function units on the network with scan and send functionality
purchased through Installment Purchase Agreements through BOCES –
maintenance is also paid through BOCES.
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Funding
The Technology Services budget consists of five areas, including: supplies,
contractual services, software, equipment and BOCES Services. We attempt to
maximize our funding by purchasing, when appropriate, through Broome-Tioga
BOCES. The Chenango Valley Central School District understands the
importance of maintaining current technology to support the instructional and
administrative programs and, therefore, provides support through a number of
avenues including:
 BOCES Common Learning Objectives Cooperative Service Agreement
(CoSer) for instructional hardware and software,
 BOCES Network Support Services CoSer for administrative hardware,
software, supplies, and technicians,
 BOCES Technology Repair CoSer for equipment repair,
 BOCES CoSers for Cafeteria, Student, and Financial Management,
 BOCES CoSer for Board of Education Documentation,
 BOCES Media Library CoSer,
 BOCES Ebooks CoSer,
 BOCES VOIP CoSer,
 BOCES Digital Sign and Security CoSer,
 BOCES Model Schools CoSer for professional development,
 District Technology Budget for hardware, software, and supplies,
 School and Department budgets for hardware, software and supplies,
 Teacher Center for professional development,
 Grants related to technology,
 Special Education funding, where appropriate,
 Capital projects,
 Installment Purchase Agreements (IPA’s), and

Staffing
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Upgrade Cycles
This funding strategy will allow the district to continue to support the current
upgrade cycle for technology, which varies by device:
Desktop and Laptop Computers – 5 to 6 Years
Laser Printers – 7 to 10 Years
Video Projectors – 7 to 8 Years
Mobile Devices – 3-4 Years
Evaluation of the Plan
Technology is continually evolving and it is impossible to predict today what will
be needed, or available, in the future. Sometimes, implementation of a plan
results in unanticipated issues, both positive and negative. Therefore, regular
monitoring is necessary to ensure goals can be met or modified as needed.
Regular updates at faculty, department, and cabinet meetings and surveys
(online and paper) will be used to stay current regarding the needs of the district.
Reports to the Board of Education will take place as requested to assure
consistent communication.
The members of the District Technology Committee function as ambassadors for
the District Technology Plan, providing information about the plan and receiving
feedback regarding the plan. An annual Technology Status Survey will be
conducted to provide information for modifications to the plan. The District
Technology Committee will review the District Technology Plan and will update it
as needed.
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Goals and Objectives 2012-2014
Basic Access to Technology: Assure there is access to basic technology
for all students and staff.
Objective
All computers are still current technology;
however, a refresh is scheduled for July
2013.
Continue to participate in BOCES CLO
and NSS services associated with IPA.
Continue to participate in BOCES services
that provide high-speed internet access.
Assure that all systems are running a
supported operating system.
Continue to expand access through the
use of mobile devices.
Activities
Enter into three-year Installment
Purchase Agreement (IPA) to purchase
computers to replace outdated older
computers. Include in IPA several
workgroup printers as well projectors
and (for replacements) and additional
tablet computers as funds allow.
Furthermore, desktop virtualization is
being investigated to determine if life
cycle can be extended.
Sign up for services and continue
payments on IPA.
Sign up for services. Investigate update
of wireless network
Update operating systems, as needed,
on Windows and Mac systems.
Purchase additional iPads (or other
tablets, if appropriate) with local funds.
Professional Development: Support high quality, ongoing professional
development.
Objective
Turnkey training of piloted technology.
Activities
Teachers piloting the use of newer
technologies will offer turnkey training
for others in their department as well as
other departments.
Focus periodic Superintendent’s
Conference Days on Instructional
Applications of Technology.
Technology Committee will work in
conjunction with the Professional
Development Team, as requested, to
use survey data to plan the Conference
Day.
Offer internal Powerschool training to
teachers and support staff as needed.
Continue to support the implementation of
the Powerschool student management
system.
Support attendance at Model Schools and
Teacher Center technology integration
training.
Survey faculty and staff.
Respond to teacher requests for training.
Support attendance at intermediate
Powerschool sessions through BOCES.
Support new features as they are
implemented.
Continue to participate in the BOCES
Model Schools service.
An online Technology Status Survey
will be administered to obtain an
accurate picture of perceived needs
related to technology training.
Local training will then be scheduled.
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Pilot Newer Technologies: Investigate use of newer technologies.
Objective
Continue internal “grant” program to fund
individual teacher or department projects
that investigate new technologies.
Expand instructional use of blogs,
podcasts and wikis and other Web 2.0
applications.
PowerSchool Portal
Investigate emerging technologies at
NYSCATE or other educational
technology conferences.
Investigate technologies not yet common
in the district.
Activities
Teachers submit proposals, committee
determines which to fund, teachers
implement and present to faculty.
Support attendance at BOCES
workshops.
Offer local workshops as needed.
Pilot Powerschool Portal access for
parents in spring of 2012,
implementation in fall of 2012.
Technology Director will attend
statewide conference; selected
members of Technology Committee will
attend local conferences.
Desktop virtualization.
Apple TV.
iBooks authoring.
iTunes U or other cloud-based tools.
Continue support of current green
initiatives and investigate new ones,
Ebooks investigation
Pilot one-to-one
Continue support of Server
Virtualization, Power Management and
other green solutions like virtual field
trips. Investigate desktop virtualization.
Expand paperless solutions (all new
copiers have scan to email feature),
cloud storage for ubiquitous data
access, etc.
Begin pilot in school year 12-13 of
Overdrive at MS/HS to offer ebooks
(Kindle, ePub) for pleasure reading.
Begin pilot of multi-use nonfiction
ebooks at CB.
Determine a sub-group to use for a oneto-one pilot with iPads and eBooks for
texts for school year 2012-2013.
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Update Administrative Applications: Assure all administrative applications
are supported and meet needs.
Objective
Maintain Nutrikids, AIS/RTI Edge,
nVision, BoardDocs, and Cleartrack
Activities
Purchase services through BOCES and
offer necessary training.
Investigate offerings for library
management.
Implement RTI through AIS Edge for
management of Response to Intervention.
Continue implementation of Powerschool
(student management system).
Receive training from BOCES.
If warranted, consider replacement of
Mandarin.
Work with BOCES to complete
implementation plan.
Offer basic training to new employees
and expand intermediate and advanced
offerings for seasoned users.
Continue to expand use of NYSTART
reporting as the system grows.
BOCES student data dashboard.
Investigate Powerschool student portal.
Offer training for teachers in use of
NYSTART reports, as appropriate.
Work with BOCES on their new data
dashboard for student information.
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Professional Development
The Chenango Valley Central School District is committed to providing staff with
access to high-quality professional development to support the use of
instructional technology. Without appropriate instruction, integration into the
classroom is unlikely. The Chenango Valley Central School District has a districtwide Professional Development Planning (PDP) Team that plans the direction of
staff development within the district. This committee surveys teachers regularly to
effectively meet needs regarding all types of professional development, including
instructional technology. Professional development is then planned accordingly.
To more fully support the commitment to professional development in
technology, the district participates in several staff development Cooperative
Service Agreements (CoSers) with Broome-Tioga BOCES. Model Schools
provides regional and onsite training in instructional technology applications for
teachers. The district also participates in the Network Support Service which
includes training for technicians. Teachers have access to the regional Teacher
Center which offers technology training and workshops.
All local and BOCES workshops conduct evaluations to measure the effects of
the professional development and the knowledge gained. Teacher classroom
observations by administration help keep tabs on the progress of the integration
of technology into curricula and instruction.
Surveys are administered to obtain an accurate picture of perceived needs
related to training (including technology). Training is scheduled based on needs
and preferences.
Long-Range Staff Technology Goals
Chenango Valley staff members will:
 Fully participate in the planning and implementation of technologybased systems. Departments and respective grade levels will help
determine how best to implement the technology into the curriculum to
save time and improve instruction.
 Utilize a workstation in each classroom, linked to the network that
would provide classroom support for grade books, student grades and
attendance. In addition, the workstation will provide teacher access to
student achievement information and reports on individual student and
class progress. The workstation will allow teacher management of
instructional delivery and electronic review of student work. This
information enables teachers to better target instruction to the whole
class, a small group and the individual. All classrooms have a projector
and document camera, many have an interactive whiteboard.
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 Access the network and interact electronically with their colleagues in
the same building or across the state/nation/world on curriculum
matters. This network access promotes the sharing of ideas, resources
and methodologies. It reduces the chance of isolation of teachers,
especially in special subject areas.
 Access databases of resource materials, lessons, and instructional
strategies – all searchable and accessible by teachers from school and
home.
 Access distance learning and other technology-based approaches to
staff development.
 Access comprehensive training, staff development and support
capabilities for integrating technology into the curriculum.
Furthermore, Chenango Valley School District supports the National Educational
Technology Standards (NETS•T) and Performance Indicators for Teachers.
NETS for Teachers 2008
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.
2. Design and Develop Digital-Age Learning Experiences and
Assessments
Teachers design, develop, and evaluate authentic learning experiences and
assessment incorporating contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills, and attitudes identified
in the NETS•S. Teachers:
a. design or adapt relevant learning experiences that incorporate digital tools
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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.
3. 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 and 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
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.
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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.
National Educational Technology Standards for Teachers, Second Edition © 2008 ISTE ®
(International Society for Technology in Education), www.iste.org. All rights reserved. Used with
permission.
15
NETS for Students 2007
Chenango Valley School District supports the National Educational Technology
Standards (NETS•T) and Performance Indicators for Students.
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:
a.
b.
c.
d.
apply existing knowledge to generate new ideas, products, or processes.
create original works as a means of personal or group expression.
use models and simulations to explore complex systems and issues.
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. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety
of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of
other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from
a variety of sources and media.
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and
resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
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c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and
technology.
b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations. Students:
a.
b.
c.
d.
understand and use technology systems.
select and use applications effectively and productively.
troubleshoot systems and applications.
transfer current knowledge to learning of new technologies.
National Educational Technology Standards for Students, Second Edition, © 2007, ISTE® (International Society for
Technology in Education), www.iste.org. All rights reserved. Used with permission.
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