Vestal Central School District
Instructional Technology Plan
2015‐2018
Board of Education
Vestal Central School District
201 Main Street, Vestal, NY 13850
Approved by NYS 11/2/15
Reviewed and Accepted by
the Board of Education,
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Michon Stuart, President
Jerry Etingoff, Vice President
Richard Bray
Linda Daino
David Hanson
John Hroncich
Mario Nunes
Sylvia Place
Tony Turnbull
Superintendent of Schools
Mark LaRoach
Assistant Superintendent for Instruction
Dr. Laura Lamash
Assistant Superintendent for Finance, Operations and Personnel
Jeffrey Ahearn
Coordinators of Instruction
Dodie Ainslie, Patrick Clarke III
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Mission Statement
The Vestal Central School District believes each student is unique and can learn. The District's
mission is to provide instruction, programs, strategies and challenges in a caring, positive
learning environment. Each student will become a critical thinker, a lifelong learner, and a
responsible, contributing citizen in a changing global society. The Board of Education, staff,
parents, students and community share a commitment to this mission.
District Goals
Challenge all Vestal students to meet ever‐increasing standards of excellence in preparation for
participation in the global society.
Support students’ efforts to learn and grow by assuring all a positive educational environment.
Foster community pride in the Vestal schools by communicating openly and effectively about our students
and the school program.
Invest fiscal resources responsibly and effectively to accomplish the District’s mission.
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Instructional Technology
Leadership Team
2012‐Present
Jeffrey Ahearn (Assistant Superintendent for Finance, Operations and Personnel) Dodie Ainslie (Coordinator of Instruction) Tom Guillon (BOCES MITS Manager) Laura Lamash, EdD (Assistant Superintendent for Instruction) Travis Robinson (Technology Specialist)Instructional Technology
Technology Liaisons
2013‐Present
Dodie Ainslie (Coordinator of Instruction) Sarah Evans (District Literacy Specialist) Paula Finch (Vestal Hills) Cathy Jeremko (Middle School) Keli Jones (African Road) Laura Lamash, EdD (Assistant Superintendent for Instruction) Trish Lilley (Clayton Ave) Kelly O’Brien (Middle School) Joan Pokorak (District Math Specialist) Dave Porigow (High School) Molly Russell (Glenwood) Christin Williams (Tioga Hills) Additional Liaisons added 2014‐2015 Tracey Cornwell (VMS, Library Media Specialist) Karen Doolittle (High School) Patty Giovannone (Vestal Hills) John Howell (Tioga Hills) Hilary Loyd (District ENL) Jessica Mirtallo (Glenwood) Valery Siegrist (High School) Scott Smith (Middle School) Karen Vill (Elem Library Media Specialist)Technology Plan Review Committee
2015‐2018
Dodie Ainslie (Coordinator of Instruction) Tracey Cornwell (Middle School, Library Media Specialist) Tom Guillon (BOCES MITS Manager) Keli Jones (African Road, Grade 2 teacher) Laura Lamash, EdD (Assistant Superintendent for Instruction) Ann Loose (Middle School Principal) Hilary Loyd (District ENL teacher) Therese Mastro (Vestal Hills Principal) Dave Porigow (High School teacher) Travis Robinson (Technology Specialist) Anne Tristan (Director of Special Education) Christin Williams (Tioga Hills, Grade 4 teacher)Page 5
Vestal Central School District’s Instructional Technology Plan 2015 – 2018
Table of Contents
A. LEA Information
6
Our District
6
Introduction/ History
6‐7
B. Instructional Technology Vision and Goals
8
Vision
8
Goals
8
Planning Process
9‐10
C. Technology and Infrastructure Inventory
10
D. Software and IT Support
10
E. Curriculum and Instruction
11‐13
F. Professional Development
13‐15
G. Technology Investment Plan
15
H. Status of Technology Initiatives and Community Connectivity
15‐16
I. Instructional Technology Plan Implementation
16
Timeline and major milestones for implementation of plan
16‐18
Action Plan to integrate technology into curriculum and instruction to improve student learning
19‐22
J. Monitoring and Evaluation
23‐24
Addendum A: Current Inventory
25‐26
Addendum B: Nine Elements of Digital Citizenship (Mike Ribble)
27
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Vestal Central School District’s Instructional Technology Plan 2015 – 2018
A. LEA Information
Our District
The Vestal Central School District is located in upstate New York serving roughly 3,350 students in grades K‐12 at seven schools. The seven buildings are comprised of five elementary schools (African Road, Clayton Ave, Glenwood, Tioga Hills and Vestal Hills), one middle school and a high school. There are 300 professional staff and 150 support staff that service our students.Introduction/ History
On March 14, 1995, the Vestal Central School Board of Education adopted the District’s first Information Technology Plan. That plan provided the foundation for introducing technology into the classroom. It also articulated a vision for instructional technology, provided an assessment of the current level of technology, and addressed a variety of technology issues including software, networking, building infrastructure, training, and funding. In 1996 the Information Technology Plan Advisory Committee developed an amendment to the 1995 Plan. This amendment was approved by the Board of Education in June 1996. The following recommendations, included in the amendment, were accomplished during the first four years. Formation of a Software Subcommittee and modification of software acquisition procedures. Reaffirmation of technology staffing configurations. Stronger emphasis on providing continuous technology staff development opportunities. Development of a capital project proposal to address infrastructure needs within each building. Revision of the funding schedule In January 2006 a new instructional committee was formed. The purpose of the committee was to develop a new technology plan to address current and future needs of staff and students. In March 2006 the committee surveyed the professional staff to assess current levels of technology expertise and use, as well as current integration of technology into the curriculum. The information in the survey was used as a basis for an initial purchase agreement of $300,000 to acquire technology equipment for the 06‐07 school year. The committee communicated these survey results through staff meetings, the district webpage, and Board of Education meetings. The committee also provided input to Bearsch Compeau Knudson Architects for the $55 million 3‐year capital project.Page 7
During the spring of 2008, the Vestal School District purchased the IT Management Service through BT BOCES to oversee Network management and ongoing technical support. In the fall of 2011 the committee, in conjunction with the BOCES MITS Service, met to look into the future and establish a new three year plan to support building level technology committees and shift from acquiring equipment to integrating technology into instructional practice. During the 2013‐2014 school‐year, under the leadership of Dr. Laura Lamash, Assistant Superintendent for Instruction, and in collaboration with Dodie Ainslie, Coordinator of Instruction, a dynamic model for technology integration was set into place with the design of the Technology Liaison model. This model formalizes a feedback process that allows the Technology Planning Team to pilot and trial hardware and software in the classrooms and receive pertinent feedback from instructional faculty to frame future technology decisions and purchases. A dynamic model of feedback recognizes that technology is developing at an increasingly more rapid pace; informed decisions require knowledgeable feedback from trained educators. To this end, the Technology Liaisons are a team of representative teachers from all buildings who meet monthly to receive training and updates on current applications, review current research and practices in technology integration, pilot and review hardware and software, and support and mentor colleagues on technology integration. Importantly, the Technology Liaisons are able to speak knowledgeably about the classroom implications of new hardware and software, providing critical information to guide software and hardware deployment and strategic planning. In addition, the position of Technology Integration Specialist was created to oversee a model of technology integration as a tool for advancing instructional practices aligned to the Regents Reform Agenda (2010). The 2013‐2014 school year marked the first deployment of tablet technology for the Vestal School District. Classroom sets of iPad tablets were distributed to all Technology Liaisons. Significantly, all K‐2 classrooms were outfitted with iPad learning centers. K‐2 teachers received training on the instructional use of iPads, provided in part by the elementary Technology Liaisons. In addition, K‐2 teachers received a teacher specific iPad for their instructional use. This was followed by the deployment of Chromebooks for grades 3‐8 during the 2014‐2015 school year. These initiatives mark the district’s transition to using multiple devices as the portal to online creation, collaboration and communication tools. This requires a software and hardware management system that functions remotely. The first step in this process was identifying online tools to best facilitate work flow. Managing devices continues to be a focus to assure the best deployment of applications that staff and students need.
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B. Instructional Technology Vision and Goals
Vision
Vestal’s vision for instructional technology starts with an understanding of quality pedagogy. Technology should build on good teaching and learning, strengthen existing curricula, and enhance lessons to engage students in authentic learning opportunities. We also believe that embedded in all technology use comes a responsibility to our global world to be a contributing, positive digital citizen. This vision supports our district’s mission that each student will become a critical thinker, a lifelong learner and a responsible contributing citizen in a changing global society.Goals
Policy and Procedures: To maintain current and responsive policies and procedures to support authentic and responsible technology use and integration. Planning: To develop a dynamic model of feedback among all stakeholders that provides the necessary information to make informed and relevant decisions related to technology acquisitions, deployment, and support. Professional Development: To provide teacher centered opportunities to explore and plan the integration of technology as a tool to advance achievement through promoting student engagement, a media rich learning environment, multiple literacies, and project‐based learning. Technology Integration: To support multiple approaches to the responsible and dynamic use of technology throughout the instructional program and school community.Page 9
Planning Process
Developing the Instructional Technology Plan is an ongoing process and involves getting feedback from stakeholders throughout the year. Feedback takes the form of informal verbal communication, as well as formal surveys. Our Technology Liaisons are a crucial part of this process since they are using the technology to impact learning on a daily basis and they receive feedback directly from the staff and students in their building. This feedback is brought to monthly meetings throughout the school year and to our summer Technology Liaison Summer Institute. Emerging technology that we research and determine to be worth exploring involves a pilot the first year. A group of teachers will receive professional development, then implement the new technology (whether it be hardware or software). Throughout the pilot feedback is given and recommendations are made prior to full rollout of new technology. The following meetings were involved in developing this current plan: Stakeholder Group Outcomes Instructional Technology Leadership Team Met June 10, June 25, July 21 to discuss plan. We meet twice a month throughout school year to implement. ‐Review current technology needs and allocate resources where needed ‐Plan future pilots based on instructional and curriculum needs ‐Draft plan and receive feedback to revise as needed throughout the 3 year plan District Leadership Team (Assistant Superintendent forInstruction, Coordinators of Instruction) ‐Review instructional needs and plan needed professional development for support and professional staff. ‐Review ‘Curriculum and Instruction’ and ‘Professional Development’ sections to assure needs are met. Leadership Council (District administration, Building Principals, Building Assistant Principals, Special Education Director) ‐Review replacement schedules and building needs for technology ‐Determine building professional development needs for technology integration ‐Review Plan and determine whether district technology initiatives are addressing student and staff needs. Technology Liaisons (Administration and Teachers) Monthly meetings: May 6 and June 3, 2015 (continuing through 2015‐2016 school year, first Wednesday of every month) Summer Institute: July 29 and 30, 2015 ‐Plan rollout of technology pilots and initiatives ‐Provide feedback on district technology initiatives ‐Plan and implement professional development at the building level ‐Revise ‘Professional Development’ section as needed Technology Plan Review Committee (administrators and teachers) ‐Final writing and revision of plan prior to submission Board of Education
Technology Focus Presentation 1‐2 times a year ‐Review Technology Plan and implementation process‐Demonstrate student learning through technology spotlights
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Stakeholder Group Outcomes District Planning Group (Building representatives for all buildings, administrators, board members, parents, students) ‐Review Technology Plan and district technology initiatives ‐Receive feedback Parent groups (PTOs and PTAs) During 2014‐2015 school year we presented Digital Citizenship presentations to Elementary and Middle School parent groups. ‐Initiate discussions about the digital world and how we as a district can help parents and students to use technology to be productive citizens of the world. Vestal District Council Annual Technology Review (parent group representatives) Review Technology Plan and initiatives
C. Technology and Infrastructure Inventory
As technology becomes less about specific devices and more about Internet access and the purposeful integration of applications, the infrastructure also needs to include a solid wireless network. We embed into our planning a reevaluation of our wireless network every 2 years, and check access throughout our 7 buildings yearly. We also currently support multiple devices including Chromebooks, iPads, laptops, Macbooks, mac and PC desktops. The purpose of learning dictates the technology, not the devices or operating systems. See Addendum A for current inventory.
D. Software and IT Support
Software needs have shifted in the past several years. Many applications are available through apps or extensions on devices. Once the workflow is determined through the use of a Learning Management System, as well as other tools like Google Apps for Education, then the access to needed software applications becomes easier for both students and staff. As new learning needs arise, staff can request software applications be either added to our Chrome webstore, loaded on our iPad image, or made available through other loading capabilities. Updates of existing software are either automatically pushed down, or explored and purchased to keep applications that are used frequently current and up to date. Technology issues are submitted by staff through Service Now ticket system. Technicians are employed through BT BOCES and are included in our MITS (Managed IT Service). These technicians are responsible for the daily technology support for all our staff. Home/school communication is very important, and is encouraged through our Learning Management System (Schoology), Student Management System (eSchool home access), Website updates, and Emergency Broadcast System.
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E. Curriculum and Instruction
Digital connectivity and technology devices don’t, of themselves, improve teaching and learning. It is how these devices are used to enhance teaching and learning that has the greatest impact. Solid pedagogy is key for teachers to develop lessons that allow students to engage in the curriculum. We use both TPACK (Technology Pedagogical Content Knowledge) and SAMR (Substitution‐ Augmentation‐Modification‐Redefinition) models to understand the connections between technology, pedagogy, and content (curriculum). Throughout the last year we have started to embed UDL (Universal Design for Learning) principles into our lesson planning. Teachers are starting to purposefully incorporate multiple means of representation, engagement and action/expression into their lesson plans. These principles allow all students to be successful. Technology adds more options to enhance and support these principles. During the 2015 Technology Liaison Summer Institute we explored maker education, discussing constructivism and constructionism. Maker education is not just a space, but a teaching and learning pedagogy. We experienced student centered learning stations where technology is just another material. We determined that technology can, and should improve teaching and learning by doing the following: Teaching Increase access to quality, and current resources (for students as well as keeping teachers up to date on discipline content) Enhance collaboration and communication between staff, colleagues, students and parents (both locally and globally) Provide immediate data to inform instruction and address specific, independent student needs. Provide tools that allow quality and efficient creation of units, projects, lesson plans and rubrics Learning Provide multiple multimedia ‘means of representation’ (visual aids, audio and video resources, image galleries, ways to model thinking, interactive lessons, diverse presentation options) Provide multiple ‘means of engagement and action/expression’ by giving students choice Provide authentic problems and projects that motivate students and improve quality of work Enhance publication possibilities through digital publishing and sharing of projects Increase collaboration opportunities for teamwork, perseverance and the practice of social skills (both digitally 24/7 and face to face)
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Increase opportunities for interdisciplinary learning Provide faster feedback for students through digital data analysis Increase capacity to differentiate instruction to meet all students’ learning needs
Special Education Students:
Since we believe that all our children should be engaged in learning, we support our students with special needs by allowing them to access curriculum content in multiple ways using UDL Principles and specialized technology as needed. Some of these ways include, but are not limited to, specialized software such as: Learning Ally, Bookshare and text to speech applications to read specific novels and passages to our students with reading decoding, and reading comprehension delays Talking calculators for use with students who are visually impaired Access to a computer with word processing software and predictive word software FM systems to aide students with central auditory processing delays Speech to text applications to aid in writing and note taking Picture Exchange Communication System applications to assist with communication In addition there is access to specialized materials through books on tape, large print and braille books for students who require these types of instructional materials. When students need additional assistance the RTI, and or the CSE, determine the needs of the student in order to align appropriate technology. A trial of an assistive technology device or software would be given and data taken to see if the chosen device or software supported the student in accessing the curriculum. If the device or software was appropriate the CSE would meet to review and adjust the IEP to include the specific device or software. We are in the process of formalizing this Assistive Technology Process to include these components: 1. Process is initiated by teacher, or other service provider, who completes a ‘Vestal Assistive Technology Consideration Guide’. This identifies the tasks, accommodations, current assistive technology and additional technology to be initiated. 2. ‘Vestal Assistive Technology Trial Use Guide’ is completed at the building level. The guide includes who will be responsible for acquiring the technology and training both teachers and students in the use of the technology. 3. After the trial a summary is completed identifying the student use and whether it successfully met the criteria. From this a recommendation is written for the Committee on Special Education as to the continued need for the assistive technology. 4. If necessary after the trial use an Assistive Technology Evaluation may be ordered by the CSE committee to be completed by BOCES or other provider.Page 13
Digital Citizenship: We also feel that Digital Citizenship is key for students and staff to understand, model and embed throughout curriculum and instruction. For this reason we have a comprehensive plan that includes education of all stakeholders: administrators, staff, teachers, paraprofessionals, parents and students. Continued work in this area is noted in our action plan (Section I of this plan). See Addendum B: Nine Elements of Digital Citizenship (Ribble)
F. Professional Development
In order to meet teachers and staff where they are on the SAMR model we offer a variety of professional development opportunities. Professional development needs are assessed in an ongoing process of feedback and design. During our Technology Liaison meetings and summer institutes we discuss how to best meet teachers where they are and encourage them to try new ways to engage students in learning. The Liaisons use the SAMR continuum to identify where staff are so they can assist them to the next level.Professional Development Offerings planned currently for the next 3 years are as follows (subject to change as needs
arise and evolve):
Topic Audience Method of Delivery
Apps for Everyone: Ways to provide multiple means of
representation, action and expression (UDL) K‐12 teachers Hands‐on, both iOS and Chrome platforms,Half day workshop Designing K‐2 Learning Centers K‐2 classroom teachers Hands‐on, both iOS and Android platforms,
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Topic Audience Method of Delivery
3D fabrication and printing 6‐12 Art teachers‐ then expanding to K‐12 teachers
Hands‐on, 2 half days Students as digital creators, not just consumers
(programming, robotics, digital storytelling) K‐12 teachers Hands‐on afterschool or half day workshops as specific need dictates Logo Programming for geometric understanding Grade 3 and 4 first year
Expanded to K‐2 and 5 Half day hands‐on workshop for teachersSupport with first student lessons in computer labs
Becoming a Positive Digital Citizen 6‐12 teachers Hands‐on, developing lessons, full day workshop It’s Complicated: Current research on digital norms, moral and ethical behaviors online K‐12 Counselors, Administration, Teachers Video presentation of research, discussion Raising Positive Digital Citizens Parents Parent presentations and follow‐ups, night
presentations Generation Like (Digital Currency and how it affects your
Digital Footprint) Teachers, Paraprofessionals, staff Video presentation (Frontline) and implications/recommendations Overview of Microsoft 2013 Clerical Staff Hands‐on, 2 hour summer workshop Using Math Apps as Interventions (IXL, Splash Math,
Xtramath) K‐5 teachers Hands‐on, Afterschool sessions throughout year Roll throughs in K‐5 buildings
Chromebooks and Google Apps 6‐12 teachers Hands‐on afterschool sessions throughout year
Google Classroom 3‐12 teachers Hands‐on afterschool sessions throughout year
Creating and Collaborating with Google Apps for
Education 3‐12 teachers Hands‐on afterschool sessions throughout year, and half day workshops with follow‐ up
Chrome apps to enhance learning in content areas 3‐12 teachers Hands‐on afterschool sessions throughout year
Schoology K‐12 teachers Hands‐on half day workshop
Schoology: Adding Resources k‐12 teachers Hands‐on afterschool sessions throughout year
Schoology: Assignments and Assessments K‐12 teachers Hands‐on afterschool sessions throughout year
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Topic Audience Method of Delivery
UDL and SMART Notebook K‐12 teachers Hands‐on afterschool sessions throughout year
Formative and Summative Assessment using technology
applications K‐12 teachersService Providers Hands‐on half day workshops, with follow‐up in buildings Technology Liaison Summer Institute
Technology Liaison Monthly meetings
(topics dependent on technology initiatives and needs)
Technology Liaisons,
Administrators Hands‐on, 2 hour meetings afterschool monthly 2 full days during summer
G. Technology Investment Plan
Currently our five planned instructional technology investments are: Professional Development to support technology Integration Increase shared Chromebook sets (3‐12) Increase shared Tablet sets (K‐2) Upgrade desktops and laptops Replace and upgrade equipment for classroom projection (SMARTBoards, Projectors and/or LED TVs) Funding Sources: Model Schools (Professional Development) Network Support Service/Instructional Technology Service Software and Hardware Funding E‐Rate Reimbursement
H. Status of Technology Initiatives and Community Connectivity
Several years ago we experienced a reduction in staffing that affected technology integration support. To address this need we developed the Technology Liaisons, which provided building‐based support for technology integration. They also are crucial for the feedback and status of technology infusion within the buildings.
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To support our technology initiatives we have developed and built a powerful infrastructure, both for the hardware (wireless network and server capacity) and for online workflow (LMS, Google Apps for Education, Classlink, Office 365). We also understand the need to provide our staff with devices that they will use in their classrooms. By having their own they become familiar with the devices and possibilities for that device to increase learning in their classrooms. Teachers have the choice of the following devices: Teachers K‐2 (iPad and/or laptop) Teachers 3‐8 (Chromebook and/or laptop) Teachers 9‐12 (laptop) Art/Music teachers K‐12 (Macbook) Specifically these software programs and devices allow for students and staff to have increased access to the technology and also provides a home school connection.
I. Instructional Technology Plan Implementation
Timeline and major milestones for implementation of plan:
Hardware: 2015‐2016 School Year: Continue supporting Chromebook shared sets, adding more sets to HS, MS and Elementary buildings Repurpose older laptops by installing Neverware to transform them into Chromebooks (deploy in small pockets to pilot functionality) Evaluate Google Play for Education tablets as solution to management issues with iPads Continue replacement schedule to assure desktop labs in buildings and laptops are upgraded as necessary Upgrade teacher laptops (August 2015) Upgrade Maclabs and teacher macbooks Create consistent models for grade level classroom hardware 2016‐2017 School Year: Evaluate replacement schedule Evaluate use of Neverware Create replacement schedule for Chromebooks Determine possible transition to Google Play for Education tablets Evaluate possible BYOD program 2017‐2018 School Year: On‐going process of replacement of hardwarePage 17
On‐going evaluation of emerging technology and learning needs of our students Implement BYOD Program (based on evaluation of) Online Workflow: 2015‐2016 School Year: Full Google Apps for Education rollout grades 3‐12 Embed the use of Google Apps for Education throughout instructional and professional development sessions Full Schoology support K‐12 Classlink support for access to school network documents Support Office 365 for staff that prefers to use it 2016‐2017 School Year: Evaluate use and ease of online workflow such as using Google Apps for Education and Schoology 2017‐2018 School Year: On‐going evaluation of online workflow needs for both students and staff Software/Applications: 2015‐2016 School Year: Evaluate software applications and determine updates and upgrade as needed Rollout Microsoft 2013 (August 2015) Upgrade SMART Notebook 14 and provide professional development as needed Replace outdated SMART Sync with LANschool for lab monitoring and management Transition from Airwatch to Casper for Apple device management Start developing vetting process for applications and student data privacy Rollout Splash Math (K‐2) and IXL Math (3‐5) 2016‐2017 School Year: On‐going evaluation and upgrade/replacement of software needs for student learning 2017‐2018 School Year: On‐going evaluation and upgrade/replacement of software needs for student learning
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Peripherals: 2015‐2016 School Year: Replace LCD projectors as needed Provide LED TV to classrooms that want to shift from SMARTBoards to LED technology Upgrade K‐5 SMARTBoards as needed Review network printer needs throughout district 2016‐2017 School Year: On‐going evaluation and upgrade of peripherals based on student and staff needs 2017‐2018 School Year: On‐going evaluation and upgrade of peripherals based on student and staff needs Infrastructure: 2015‐2016 School Year: Evaluate and upgrade as needed wireless network (completed every 2‐3 years) Continue replacement schedule of servers and switches as needed 2016‐2017 School Year: On‐going evaluation and upgrade of infrastructure needs 2017‐2018 School Year: On‐going evaluation and upgrade of infrastructure needs
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Action Plan to integrate technology into curriculum and instruction to improve student learning:
Action Person Responsible Desired Outcomes Date of Completion Policy and Procedures: To maintain current and responsive policies and procedures to support authentic and responsible technology
use and integration
Evaluate and update district policies
for use of instructional technology Board of EducationBoard of Education Policy Committee Assistant Superintendent of Instruction Coordinator of Instruction Update Responsible Use Agreement Update policies ‐7315 Student Use of Computerized Information Resources ‐8270 Instructional Technology ‐8271 Internet Safety‐Internet Content Filtering Policy Explore need for ‘Bring your own device policy’ Review policies and evaluate need for revisions Summer 2014 2015‐2016 Biannual evaluation of technology policies 2016‐2018 Develop a K‐12 digital device guidelines for supervision and classroom use of student devices Assistant Superintendent of Instruction Coordinator of Instruction Director of Special Education Building Administrators Guidelines for personal device use within the district’s 7 buildings Communication of completed guidelines Fall 2015 2015‐2016 Finalize Assistive Technology process and protocol Assistant Superintendent of Instruction Director of Special Education Complete process Educate staff on process and support them as they implement Fall 2015 2015‐2016
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Action Person Responsible Desired Outcomes Date of Completion Planning: To develop a dynamic model of feedback among all stakeholders that provides the necessary information to make informed and relevant decisions related to technology acquisitions, deployment, and support. Survey professional staff and support staff to determine professional development needs Assistant Superintendent of Instruction Coordinator of Instruction Professional development needs determined that will drive Early Release Days, afterschool and summer sessions Fall 2015 Meet with stakeholders to receive feedback (administrators, teachers, staff and paraprofessionals) Assistant Superintendent of Instruction Coordinator of Instruction Director of Special Education Building Administrators List of professional development needs for each group. August 2015 Paraprofessionals Monthly Leadership Meetings Professional Development Team Meetings Professional Development: To provide teacher centered opportunities to explore and plan the integration of technology as a tool to advance achievement through promoting student engagement, a media rich learning environment, multiple literacies, and project‐ based learning. Review and align professional development initiatives with staff and student needs Assistant Superintendent of Instruction Coordinator of Instruction Technology Liaisons Create staff development offerings based on identified needs, data analysis, as well as emerging technology Model technology use with professional development August, January and April
Technology Integration: To support multiple approaches to the responsible and dynamic use of technology throughout the
instructional program and school community. Integrate technology into instructional practice Assistant Superintendent of Instruction Coordinator of Instruction Technology Liaisons Offer professional development in all forms to model and facilitate technology integration Supervise the integration of technology On‐going On‐going
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Action Person Responsible Desired Outcomes Date of Completion
Continue exploration of makered, using technology to enhance choice and opportunity within a constructivist classroom Assistant Superintendent of Instruction Coordinator of Instruction Technology Liaisons ‐Technology Liaisons explore makered ‐Technology Liaisons integrate makered opportunities into their classrooms and/or support opportunities in their building. ‐Celebrate successes and determine further professional development Summer 2015 2015‐2016 Summer 2016 Begin integration of programming in K‐5 math instruction Assistant Superintendent of Instruction Coordinator of Instruction AIS Math Teachers
Design and implement teacher professional development: ‐Logo Programming for geometric understanding (angles)‐ Gr 4 ‐Logo Programming for geometric understanding (area and perimeter)‐ Gr 3 Design lessons using Logo Programming for grades 3 and 4. Evaluate integration and design K‐2 and grade 5 professional development and lessons to provide an alignment. January 2016 (grade 4) May 2016 (grade 3) Summer 2017 Use technology within the RTI process to determine the best interventions for students Assistant Superintendent of Instruction Building Principals Building RTI Teams Targeted interventions for students identified and implemented Monthly meetings
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Action Person Responsible Desired Outcomes Date of Completion
Educate staff on Nine Elements of Digital Citizenship and how they can in turn model and educate their students in creating a positive digital footprint. Assistant Superintendent of Instruction Coordinator of Instruction Technology Liaisons Share Nine Elements of Digital Citizenship through district publications, including technology updates, employee newsletters, as well as student code of conduct and Responsible Use Agreement Write Responsible Use Agreement Offer professional development on emerging issues of digital citizenship and positive use of digital tools through social media. On‐going Summer 2014 Convocation 2015 Throughout year 2016‐ 2018 Incorporate Nine Elements of Digital Citizenship into K‐12 curriculum and other building wide initiatives. Coordinator of Instruction Technology Liaisons Building administrators Building Librarians Counselors Teachers ‐Implementation of K‐5 Common Sense Media lessons (librarians to facilitate) ‐Embed Digital Citizenship into existing lessons 9‐12 ‐Create Grade 7 Health unit addressing Digital Health (how technology connects and disconnects) ‐Create Digital Literacy Unit with Grade 6 Reading teachers ‐Make connections between digital citizenship and character education initiatives 2015‐2018 Summer 2015 Implementation 15‐16 Fall 2015 2015‐2016 2015‐2018
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J. Monitoring and Evaluation
At Vestal we believe in continuous on‐going monitoring and evaluation of our Technology Plan and Professional Development needed to support that plan. Below is a detailed action plan for that feedback.
Action Person Responsible Desired Outcomes Date of Completion
Evaluate and update the Technology Plan Assistant Superintendent of Instruction Coordinator of Instruction Technology Liaisons Review and revise existing document based on: Student achievement data Technology use and integration into curriculum, instruction, assessment and data analysis Staff Surveys January and June of each year 2015‐2018 Revisit technology vision to determine future needs and resources Assistant Superintendent of Instruction Coordinator of Instruction BOCES MITS Manager Technology Specialist Explore and implement emerging technology by: collaborating with regional initiatives through BOCES networking with other schools both locally and globally reading current literature personal exploration and sharing attending conferences o online as well as in person conducting pilots using emerging technology January and June of each year 2015‐2018 Evaluate and update district policies for use of instructional technology Board of Education Board of Education Policy Committee Assistant Superintendent of Instruction Coordinator of Instruction Update Responsible Use Agreement Update policies 8270, 8271 and 7315 Evaluate needs for additional technology policies to be drafted Summer 2014 2015‐2016 Biannual evaluation of technology policies
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Action Person Responsible Desired Outcomes Date of Completion
Receive on‐going feedback from the buildings to determine needs Coordinator of Instruction Building Principals Technology Liaisons ‐Feedback from monthly Technology Liaison meetings and Administrative Leadership meetings ‐Identify curriculum, instructional focus, professional development needed to address identified areas and update technology plan biannually Monthly Communicate the district’s commitment to and expectations for the use of technology to improve student achievement. Board of Education Administrative Team Faculty and Staff District Planning Group Building Planning Teams Students Communicate district goals by: District Webpage and Newsletter Schoology Staff groups Technology Updates Technology Liaison monthly meetings Professional Development Faculty meetings Parent workshops and information sessions BOE meetings Student lessons Throughout year Monthly Yearly
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Addendum A: Current Inventory
(April 2015) HS MS THE ARE VHE GLE CAE ADMIN CJR/B&G TRANS Total
SMARTBoards 62 38 24 18 22 22 19 1 2 0 211 IPADS 6 34 50 54 54 49 51 12 4 0 334 Desktop Computers 409 253 116 91 120 98 87 26 16 7 1225 Chromebooks 108 240 83 52 68 66 51 4 8 0 680 Laptops 216 193 51 50 52 34 38 46 3 3 734 Total Per Building 663 480 231 195 226 195 188 84 21 10 2293 Projectors 78 61 32 27 35 31 24 4 8 Repair 1 294
