Technology Plan

PINE BUSH CENTRAL SCHOOL DISTRICT TECHNOLOGY PLAN
7/1/2016- 6/30/2019
Pine Bush Central School District
156 Route 302
Pine Bush, New York 12566
(845) 744-2031

Contacts: Co-Directors of Technology Task Force

John Hicks~ Director of Technology
john.hicks@pinebushschools.org
Phone: (845) 744-2031 ext. 4040
Fax: (845) 744-3811

Lisa Hankinson~ Principal Circleville Middle School
lisa.hankinson@pinebushschools.org
Phone: (845) 744-2031 ext. 5601
Fax: (845) 361-3811

 
Table of Contents

Executive Summary

The following technology plan represents the collaborative efforts of various stakeholders in the Pine Bush Central School District and its surrounding communities. It is a living document, or work in progress, that will be consistently revisited, reevaluated and revamped to meet the needs of our students, staff, family and community members in relation to the emerging technologies as we strive for success in the 21st century.

This plan encompasses a three year time frame and will serve as the driving force to guide our decision-making with regard to ensuring that our District’s mission, vision, goals and objectives for the technological experiences our students and stakeholders experience are met with success.

To meet these ends, we have amassed a group of individuals who comprise our district-wide Technology Task Force and serve as the “instruments” of change necessary for creating 21st century learning environments in which technology remains vital:

  • Tim Mains, Superintendent
  • Michael Pacella, Assistant Superintendent for Business
  • Donna Geidel, Assistant Superintendent for Instruction
  • John Hicks- Director of Technology and Co-chair of Technology Task Force
  • Lee Hankinson- Middle School Principal and Co-chair of Technology Task Force
  • Ryan Reed- Executive Director for Human Resources and Data
  • Brian Miros – High School Assistant Principal
  • Eric Winter- Elementary Principal
  • Brian Breheny- Elementary Principal
  • Chris Mummery- High School Assistant Principal
  • Elizabeth Halsey-Sproul- Elementary  Principal
  • Casey Grey – Instructional Technologist
  • Darcy Kocsis- Instructional Technologist
  • Lisa Ruyack- Library Media Specialist
  • Sharon Demetriou- Computer Teaching Assistant
  • Cindy Russell- Assistive Technology Specialist
  • Judy Parsells- Parent Liaison
  • Judy Muller- Middle School Teacher
  • Amy McDonald – Middle School Teacher
  • Gwen DeFazio- Elementary Teacher
  • Aubrey Zamonsky- Elementary Teacher
  • Sarah Levato- Elementary Teacher
  • John Tobin – Math Coach

These individuals are working collaboratively to fortify our commitment to effectively integrate technology into classrooms that are no longer confined to four walls.

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Mission Statement

The Pine Bush Central School District is a learning community built on collaboration and partnerships, committed to excellence. Our mission is to prepare students for success in life.

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About the District

The Pine Bush Central School District is nestled at the base of the Shawangunk Mountains approximately 20 miles west of the Hudson River and 75 miles north of New York City. It encompasses seven townships located in portions of Ulster, Sullivan, and Orange counties.

 Established in 1938, the district is comprised of seven schools: Pine Bush High School (9-12), Crispell and Circleville Middle Schools (6-8), Circleville Elementary, E.J. Russell Elementary, Pakanasink Elementary and Pine Bush Elementary Schools (PreK-5). It has a student enrollment of approximately 5,229 and a current budget of $116.2 million. The district serves a diverse socio-economic population made up of 0.33% American Indian, 9.91% African American, 2.45% Asian, 16.48% Hispanic, 68.71% White, and 2.07% Multi-Racial. Of its student population, 40% are eligible for free or reduced lunch. Post-Secondary plans for graduates attending a four-year college are 37%, with 42% attending two-year colleges. Currently, the district employs approximately 800 employees of which 380 are teachers.

 We, the Pine Bush Central School District, pride ourselves as being an integral component of the community, bringing together our students, residents, local
businesses and public services while orchestrating exceptional educational experiences for our students.

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Vision Statement

Our school community establishes a learning environment that maximizes each student’s achievement and prepares students for their own success as contributing members of a global and changing society.

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District’s Goals

● GOAL 1: To adopt the five tenets of Educating the Whole Child.

 ● GOAL 2: To adopt and implement the Common Core Learning Standards in ELA and Mathematics.

 ● GOAL 3 To use data to drive standards-based instruction and improve student performance.

 ● GOAL 4: To review, evaluate and implement current models of supervision, evaluation, and professional development.

 ● GOAL 5: To increase the use of technology as an enhancement for instruction and student learning, as a management/informational tool, and as a means of expanding and strengthening communication throughout the district.

 ● GOAL 6: To ensure that our facilities meet the needs of all of our students.

 ● GOAL 7: To foster and maintain a district culture that supports mutual respect, promotes collegiality, respectful communication, and understanding among all diverse stakeholders which include: staff, students, parents, businesses, and community members.

 The International Society for Technology in Education (ISTE), The Partnership for 21st Century Skills and The State Educational Technology Directors Association (SETDA) in their report, Maximizing the Impact: The pivotal role of technology in a 21st century education system offer the following:
 “It’s time to focus on what students need to learn- and how to create a 21st century education system that delivers results. In a digital world, no organization can achieve results without incorporating technology into every aspect of its everyday practices. It’s time for schools to maximize the impact of technology as well.”

We recognize that the profile of the traditional student is constantly evolving due to technology and the boundaries it expands. We realize the importance of being cognizant of our students’ information, communication and technology-based learning experiences. We will remain restless in our pursuit to provide our students with the knowledge and skills to thrive in the 21st century, while providing technological experiences as a support to ensure their successes in all of their future endeavors.

We espouse the same philosophies as ISTE, Partnership for 21st Century Skills and SETDA and are responding to their call to action:
“We must synchronize our efforts to leverage technology to achieve results for every student and, ultimately, for the nation, states and communities as well.
This report is a call to action to integrate technology as a fundamental building block into education in three broad areas:

1. Use technology comprehensively to develop proficiency in 21st century skills.

2. Use technology comprehensively to support innovative teaching and learning.

3. Use technology comprehensively to create robust education support systems.”

The above mentioned goals and principles provide the foundation for our technology plan. Additionally, we integrate the guiding principles outlined in “Transforming American Education: Learning Powered by Technology”, or the National Educational Technology Plan released on March 5, 2010, which is summarized in the following:

This plan, “calls for revolutionary transformations rather than evolutionary tinkering.” It provides a rationale for a paradigm shift in our educational system to ensure a 21st century model of learning powered by technology. We look to these and other research-based documents to guide our forward thinking.

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Technology Vision Statement

 We, the Pine Bush Central School District, will engage our students in authentic learning experiences that showcase technology as the essential ingredient for mastering 21st century skills. We will form collaborative partnerships with students, faculty, staff, family, and community members to meet this end as we prepare students for success in the global workforce.

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Technology Goals (2016-2019)

 We will continue to be intentional in orchestrating a system in our technology plan that: implements curriculum and instruction that does not merely meet the standards but exceeds them, emphasizes proficiency in 21st century learning skills and integrates them across the content areas, provides authentic assessments, offers ongoing and sustainable professional development opportunities for our staff, collaborates with all stakeholders, and fosters a culture that nurtures each individual’s learning potential.

Goal 1

Integrate technology as an instructional support to engage all students, regardless of their socioeconomic status and diverse abilities, in constructivist learning experiences nurturing the whole child while emphasizing 21st century skills and learning, as well as the Common Core State Standards.

 Goal 2

Provide professional development opportunities for all staff members that encourage their understanding of prescribed and identified technological strategies to improve student instruction and achievement.

 Goal 3

Identify critical questions we need to answer about our students to improve their achievement through data-driven decision making.

 Goal 4

Ensure a collaborative home/school and community/school partnership that emphasizes continued improvement in parent, community and staff communications to actively involve all stakeholders in the education of our students.

Goal 5

 Analyze our current infrastructure and tool capacity to ensure optimal use of current inventory and plan for future needs.

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CURRICULUM AND INSTRUCTION

Curriculum Integration

With the support of all stakeholders and through the district-wide Technology Task Force, integrating technology into Pine Bush Central School District’s instructional programs will remain a priority.

The task force has conducted numerous staff needs-based surveys and has taken an inventory of the district’s present hardware and software resources, identified their strengths and weaknesses and brainstormed ways of better utilizing existing programs and equipment. Information gleaned from the analysis of surveys has revealed that key to the implementation of relevant technology integration into our curricula will be creating an ISTE, NETS, National and Common Core State Standards-based technology program. We must continue to formulate a curriculum map and scope and sequence integrating Information and Communication Technology Skills for grades Pre K-12. While this may prove to be a daunting task, we must continue to include sustained professional development for administrators, teachers, library media specialists and teaching assistants to familiarize them with the above mentioned technology standards. We must continue to offer training that demonstrates how to effectively integrate these standards and skills into teachers’ daily repertoires as a support to increase student achievement. Therefore, continued professional development for all related staff members on these standards will prove critical as we move forward with this phase of our technology strategic planning.

 Moreover, President Obama’s Educate to Innovate campaign seeks to improve student participation and achievement in science, engineering, mathematics and technology (STEM). This initiative brings together various partnerships including the federal government, industry, foundations, not-for profits, and leading companies across our nation to achieve the following goals:

 ● Increase STEM literacy so that all students can learn deeply and think critically in STEM subject areas
● Include the “A” for the Arts so that we are fostering “S.T.E.A.M.” initiatives throughout all grade levels
● Move American students from the middle of the pack internationally to the top in the next decade
● Expand STEAM education and career opportunities for underrepresented groups including girls and women.
 
Technology is critical to addressing each of these needs. (National Tech. Plan, pg. 3)
While we continue to move forward with our plan to create 21st century learning environments that integrate technology into our curricula as a support, we will continuously develop, adopt and evaluate new methodologies in the learning sciences to improve student achievement and provide support to encourage STEAM career choices for our students.

We will focus on the following goals to ensure the seamless integration of technology into our curricula:

Goal 1:  Integrate technology as an instructional support to engage all students, regardless of their socioeconomic status and diverse abilities, in constructivist learning experiences nurturing the whole child while emphasizing 21st century skills and learning, as well as the Common Core State Standards.

Goal 2: Provide professional development opportunities for all staff members that encourage their understanding of prescribed and identified technological strategies to improve student instruction and achievement.

Goal 3 Identify critical questions we need to answer about our students to improve their achievement through data-driven decision making.

Major Tasks and Activities

2016-2017

 We will continue to:

 ❖ Analyze the ISTE, NETS, P21, National Technology Plan, NYS Technology Plan and Common Core State Learning Standards with related resources and align with scope and sequence/curriculum maps for Pre K-5, 6-8, 9-12 students in Information and Communication Technology Skills (ICT);
 ❖ Work with grade level and department level committees to collaborate on the selection and acquisition of technology resources to enhance instructional objectives based on scope and sequence/curriculum maps;
❖ Explore and research STEAM initiatives nationwide for future integration such as DefinedSTEM: Inspiring our Future, which is a web-based application that offers relevant resources to promote STEM careers: http://www.stemdefinedlearning.com;
❖ Provide focused professional development workshops on above cited standards and skills through the use of the district technology integration specialists;
❖ Offer our high school engineering academy and assess the needs for further STEM related curriculum;
❖ Enhance our middle level STEAM academies for grade 7 students;
❖ Enhance middle school STEAM classes and continue middle school STEAM after-school clubs.

2017-2018

 We will continue to:

 ❖ Build upon the curriculum maps that are inclusive of STEAM integration and maintain collaboration with grade level and department level committees;
❖ Maintain focused professional development workshops based on cited standards and initiatives;
❖ Evaluate and revise curriculum maps;
❖ Assess the implementation of the high school and middle school STEAM initiatives.

2018-2019

We will continue to:
❖ Enhance the curriculum maps inclusive of STEAM integration and maintain collaboration with grade level and department level committees;
❖ Maintain focused professional development workshops based on cited standards and initiatives;
❖ Evaluate and revise curriculum maps;
❖ Continue to assess the high school and middle school STEAM initiatives.

Resources

❖ District technology budget;
❖ Technology Integration Specialists;
❖ Superintendent’s Conference Days;
❖ Release time for staff members to implement activities through the Technology Task Force and its related subcommittees and at the individual building levels;
 ❖ Faculty meetings;
❖ Building level Meetings;
❖ Model Schools Days;
❖ Mid-Hudson Teacher Center;
❖ BOCES;
❖ Grant opportunities.

Indicators of Success

 ❖ Assessments- alternative/authentic (digital portfolios), data analysis;
❖ Attendance at professional development opportunities;
❖ Surveys;
❖ Workshop evaluations;
❖ Supervision and Evaluation.

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  Student Achievement 

According to the Partnership for 21st Century Skills:  “As the United States continues to compete in a global economy that demands innovation, P21 and its members provide tools and resources to help the U.S. education system keep up by fusing the three Rs and four Cs (critical thinking and problem solving, communication, collaboration, and creativity and innovation). While leading districts and schools are already doing this, P21 advocates for local, state and federal policies that support this approach for every school.”
(http://www.21stcenturyskills.org/index.php)

This organization, in collaboration with ISTE and NETS, describes the skills, knowledge and expertise students must master for success in our global workforce. We look to these organizations to provide the necessary elements that include what our students should know and be able to do, supported by technology, in the 21st century.

We believe that we must ensure a marriage of our identified goals 2 and 3 as they pertain to the Framework for 21st Learning in regard to student skills/outcomes and support systems. We will align all standards, assessments, curriculum, instruction, professional development and learning environments in support of these goals. Goal 2 Provide professional development opportunities for all staff that encourage their understanding of prescribed and identified technological strategies to improve student instruction and achievement Goal 3 Identify critical questions we need to answer about our students to improve their achievement through data-driven decision making.

All students will have the opportunity to use technology to access and analyze information in ways that develop higher level thinking skills, increase their ability to use these resources to solve problems and support the confident use of technology skills they will need in the future. Additionally, teachers and administrators will be provided with the necessary tools and resources enabling them to identify the extent to which students meet higher standards of technology literacy.
 
Our quest to explore technology as an instructional tool for 21st century learners will continue with the emergence of new technologies and in an effort to continually differentiate instruction for our diverse students’ needs.
As we move forward in our data-driven decision making (D3M) initiatives to increase student achievement, our district has already begun to utilize many common software programs and will continue to research and expand accordingly. We have already introduced several exciting new instructional technology tools district-wide. Some of the most significant technology initiatives and the potential they have to impact student achievement are as follows:

  • Google Chrome Books: This technological tool has been purchased to be used to engage our students in literacy activities that mirror their real world experiences. The district began rolling out Chromebooks in the spring of 2013 to be used for guided reading groups and for activities fostering 21st century learning skills across all content areas. The district continues to make a significant investment in Chromebooks each year.
  • Tablets and Splashtop: The district began implementing Splashtop in 2014-2015 in the high school and has now expanded the implementation into middle and elementary schools. The combination of Splashtop and a tablet in a classroom has increased teacher mobility around the room and has improved student engagement.
  •  Learning A-Z, Mobimax, Lexia Core 5, Castle Learning, Rosetta Stone, Educational Databases, etc…: These programs were piloted in summer school and were integrated as supplementals for our ELA writing program. These are district subscriptions geared toward the elementary level. However, they are also currently being utilized in remedial and special education environments within our middle and high schools as well. Teachers were trained within each elementary building. Further Professional Development offerings will be made available yearly.
  • Math Resources: The Pine Bush CSD is presently using Math In Focus in combination with New York State Math Modules available on engageny. These resources are enhanced by District Math Coaches and District Technology Integration Specialists.
  • LCD Projectors and SMART™ Boards: The district has made a substantial financial investment in LCD projectors that are commonplace in each building. SMART™ Boards are more prevalent at the elementary level and have been purchased in previous years through the Larkin Grant.
  • Document Cameras: Pine Bush began purchasing Lumens Ladibug document cameras in the 2012-13 school year in support of the new Common Core curriculum.  The district plans to continue purchasing these document cameras in an effort to get this technology into as many classrooms as possible.
  • Mobile laptop carts: Computers are changing the nature of instruction and learning in our schools. The district expanded wireless coverage to all areas of all schools in May 2012 and again in November 2014. The district has also made a significant investment in mobile laptop carts each year since July 2012. Our mobile computer labs have increased access for students to receive whole group or individual instruction. The mobile computer labs are self-contained units that house all of the hardware that would typically occupy an entire computer lab space. The labs provide a remedy to space issues, allowing to claim what might be used as computer lab space as valuable classroom space. When used in the classroom setting, they model 21st century learning environments as students engage in collaborations in non-traditional environments.

Each of the above cited technology tools and resources encompass the integration of numerous authentic assessments for tracking student progress and increasing student achievement. In addition, teachers and other related support staff have utilized websites such as: NYlearns.org and smarttech.com to integrate existing innovative and engaging activities and assessments using some of the tools mentioned above. They have also created their own as well.

Additional resources that have the potential to enhance student achievement are described in section Supporting Resources

Major Tasks and Activities

2016-2017

We will continue to:
❖ Provide support to educators in the use of data to drive continuous improvement;
❖ Deliver an interconnected feedback system of relevant data for all stakeholders beginning at the secondary level through the use of SchoolTool;
❖ Use of Renaissance Learning STAR Assessments for Reading and Math in grades K-12;
❖ Use subscriptions to The Learning A- Z online programs and provide technical support for our staff members utilizing these programs;
 ❖ Encourage and support the use of Splashtop – interactive remote desktop tool;
❖ Purchase, train and evaluate the effectiveness of above mentioned technology tools to increase student achievement;
 ❖ Continue to offer Support Seminars at the building level, before and after school, as Technology Integration Specialists, administrators and other in-house experts share their knowledge through the professional learning communities established;
❖ Research additional resources and evaluate their potential for increasing student achievement;
❖ Maintain current inventory of technology tools cited, plan for future purchases as budget permits.

2017-2018

We will continue to:

❖ Provide support to educators in using data to drive improvement;
❖ Build upon an interconnected feedback system of relevant data for all stakeholders with concentration at the middle and high school levels;
❖ Analyze the use of online subscriptions and professional development will we be made available on an as needed basis;
❖ Further enhance the use of Engageny and other CCSS-based resources;
❖ Continue to purchase, train and evaluate effectiveness of above mentioned technology tools to increase student achievement;
❖ Continue to offer Support Seminars at the building level, before, during, and after school, as Technology Integration Specialists, administrators and other in-house experts share their craft knowledge through the professional learning communities established;
❖ Research additional resources and evaluate potential for increasing student achievement;
 ❖ Maintain current inventory of technology tools cited, plan for future purchases as budget permits.

2018-2019

We will continue to:

❖ Maintain support to educators in using data to drive continuous improvement;
❖ Maintain an interconnected feedback system of relevant data for all stakeholders at the middle and high school levels and explore expansion to the elementary level;
❖ Conduct longitudinal analyses of the academic growth of individual students and cohorts through STAR and evaluate its effectiveness;
❖ Learning A-Z subscriptions will continue and professional development will be made available on an as needed basis;
❖ Further enhance the use of Engageny and other CCSS-based resources;
❖ Purchase, train and evaluate effectiveness of above mentioned technology tools to increase student achievement;
❖ Offer Support Seminars at the building level, before and after school, as Technology Integration Specialists, administrators and other in-house experts share their craft knowledge through the professional learning communities established;
❖ Utilize loan programs for technology tools through RIC, Mid-Hudson Teacher Center and BOCES;
❖ Research additional resources and evaluate their potential for increasing student achievement;
❖ Maintain current inventory of technology tools cited, plan for future purchases as budget permits.

 Resources

❖ District budget
❖ Smart Schools Bond Act
❖ Technology Integration Specialists
❖ Subscriptions
❖ Superintendent’s Conference Days
❖ Release time for staff members to implement activities through the Technology Task Force and its related subcommittees and at the individual building levels
❖ Faculty meetings
❖ Model Schools Days
❖ Mid-Hudson Teacher Center
❖ BOCES
❖ Grant opportunities

Indicators of Success

❖ Create surveys based on the perceived needs and comfort levels of the district’s teachers and staff;
❖ Evaluations of any connections between student achievement and technology implementation;
❖ Data from Adequate Yearly Progress and Valued Added Growth through STAR’
❖ Data from state assessment results for math and ELA.

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Technology Delivery

 We will continue to deliver specialized or rigorous courses and curricula. We will achieve this through the use of technology, including distance learning technologies such as Google classroom, and Flipped Classroom, as well as other resources currently being used to enhance instruction and increase student achievement. We will continue to utilize the Internet and interactive video.

 

Additionally, we provide supplemental services through our STARS Academy, designed to provide at-risk and or disaffected students with a non-traditional school learning community to meet their academic, social and emotional needs while they work towards promotion and graduation. Participants engage in student-centered pedagogy infusing technology through the use of personal, networked laptops and Chromebooks to use in online learning environments. They also have opportunities for credit recovery through the use of Pearson’s Gradpoint Program. This software program is currently being used by students for credit recovery in elective and foreign language courses.

We are currently researching the infusion of additional Credit Recovery Programs, videoconferencing technologies and virtual learning communities through free Web resources to foster 21st Century learning skills to meet the following goals:

Goal 1

Integrate technology as an instructional support to engage all students, regardless of their socioeconomic status and diverse abilities, in constructivist learning experiences nurturing the whole child while emphasizing 21st century skills and learning, as well as the Common Core State Standards.

Goal 2

Provide professional development opportunities for all staff members that encourage their understanding of prescribed and identified technological strategies to improve student instruction and achievement.

Goal 3

Identify critical questions we need to answer about our students to improve their achievement through data-driven decision making.

 Goal 4

Ensure a collaborative home/school and community/school partnership that emphasizes continued improvement in parent, community and staff communications to actively involve all stakeholders in the education of our students.

Goal 5

Analyze our current infrastructure and tool capacity to ensure optimal use of current inventory and plan for future needs.

Major Tasks and Activities

2016-2017

We will continue to:

❖ Use web-based resources via the Internet;
❖ Research Credit Recovery Programs, distance learning and virtual communities;
❖ Research creating online communities for students, staff, parent and community members;
❖ Create professional development opportunities based on distance learning, virtual communities and utilizing free Web resources;
❖ Examine current infrastructure and expand as funding permits.

2017-2018

We will continue to:

❖ Expand the use of web-based resources via the Internet;
❖ Research Credit Recovery Programs, distance learning and virtual communities;
❖ Develop a plan to integrate virtual learning environments to our staff and students;
  ❖ Develop a plan to create online communities for students, staff, parent and community members;
❖ Provide related professional development opportunities based on distance learning, virtual communities and utilizing free Web 2.0 resources;
❖ Examine current infrastructure and expand as funding permits.

2018-2019

We will continue to:

❖ Expand, evaluate and assess above tasks and activities as needed to ensure student achievement and remain current with emergent technologies.

Resources

❖ District technology budget;
❖ Smart Schools Bond Act;
❖ Technology Integration Specialists;
❖ Release time for staff members to implement activities through the Technology Task Force and its related subcommittees and at the individual building levels;
❖ Faculty meetings;
❖ Building Level Meetings;
❖ Model Schools Days;
❖ Mid-Hudson Teacher Center;
❖ BOCES;
❖ Grant opportunities.
 

Indicators of success

❖ Authentic assessments completed by students;
❖ Create surveys based on the perceived needs and comfort levels of the district’s teachers and staff, as well as other stakeholders (building level subcommittees to implement);
❖ Evaluations of any connections between student achievement and technology implementation.

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Parental Communication and Community Relations

We believe that forging a collaborative partnership with our parents, families and community members is critical to student success. We will continue to encourage their active participation in our school community. In support of this, effective communication will remain vital to maintaining this relationship. We fully support the NYS Education Department’s Statewide Educational Technology Plan Goals which includes: All New Yorkers can obtain and understand information to assess teaching and learning.

New Yorkers would have easy access to information, be able to understand it, and be able to draw independent conclusions about it. All leaders, teachers, students, and parents will be able to access data-driven information that forms their decisions. The successes and continuing needs of education statewide will be documented through such portals as the P-16 data system. (Attachment B- NYS ED Draft Technology Plan, May 2009)

At our district level, we include our goal that specifically addresses the overall vision and goals at the state level and what we will continue to offer to demonstrate improvement in this area as described in the following:

Goal 4 – Ensure a collaborative home/school and community/school partnership that emphasizes continued improvement in parent, community and staff communications to actively involve all stakeholders in the education of our students.

 Major Tasks and Activities

2016-2017

We will continue to:
❖ Update and enhance district web page;
❖ Provide online grading system through SchoolTool™ at the secondary level;
❖ Encourage email communications between staff and family members using Google;
❖ Provide quarterly district newsletter both in hard copy and in electronic format;
❖ Research, explore, develop and plan to utilize free Web 2.0 resources including blogs, wikis, tweets, RSS feeds, podcasts and Apps;
❖ Design, disseminate, and analyze parents’ needs assessment surveys;
❖ Maintain use of notification system as a cost-effective communicative tool to deliver timely information to our school communities;
❖ Utilize our various Parent Teacher Organizations and Associations to actively recruit its members to serve on building and district level committees;
❖ Encourage and recruit community and parent representatives to serve on our Technology Task Force;
❖ Offer parent workshops to encourage their active participation in their child’s technology-based learning experiences;
❖ Offer technology-based workshops to our community members in an after-school or evening setting.

2017-2018

We will continue to:

❖ Update and enhance district web page;
❖ Maintain online grading system through SchoolTool™ at the secondary level;
❖ Continue email communications between staff and family members through Google;
❖ Provide quarterly district newsletter both in hard copy and online;
❖ Implement our plan to integrate free Web resources including blogs, wikis, RSS feeds, tweets, apps and podcasts;
❖ Design, disseminate, and analyze related stakeholders’ needs assessment surveys;
❖ Maintain use of School Messenger notification system as a cost-effective communicative tool to deliver timely information to our school communities;
 ❖ Sustain membership from our various Parent Teacher Organizations and Associations to actively serve on building and district level committees;
❖ Sustain membership from community and parents to serve on our Technology Task Force;
❖ Provide parent workshops based on their needs to encourage their active participation in their child’s technology-based learning experiences;
❖ Provide technology-based workshops to our community members and senior citizens in an after-school or evening setting.

2018-2019

We will continue to:

❖ Update and enhance district web page;
❖ Provide online grading system through SchoolTool™ at the secondary level;
❖ Encourage email communications between staff and family members through Google;
❖ Provide quarterly district newsletter both in hard copy and online;
❖ Integrate free Web resources including blogs, wikis, RSS feeds, tweets, apps and podcasts;
❖ Design, disseminate, and analyze community needs assessment surveys;
❖ Maintain use of notification system as a cost-effective communicative tool to deliver timely information to our school communities;
❖ Continue to utilize our various Parent Teacher Organizations and Associations to actively recruit its members to serve on building and district level committees;
❖ Sustain community and parent representatives to serve on our Technology Task Force;
❖ Expand parent workshops based on their needs to encourage their active participation in their child’s technology-based learning experiences;
 ❖ Expand technology-based workshops to our community members in an after-school or evening setting.

Resources

❖ District technology budget;
❖ School Messenger;
❖ Smart Schools Bond Act;
❖ Technology Integration Specialists;
❖ Release time for staff members to implement activities through the Technology Task Force and its related subcommittees and at the individual building levels;
❖ Superintendent’s Conference Days;
❖ Faculty meeting;
❖ Building level committees;
❖ Model Schools Days;
❖ Mid-Hudson Teacher Center;
❖ BOCES;
❖ Grant opportunities;

Indicators of Success

❖ Increased parental attendance at various related school/district sponsored workshops and activities;
❖ Analysis of surveys;
❖ Possibility of tracking website activity/hits;
❖ Teacher/parent email volume.

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Collaboration with Adult Literacy Providers

Quality Continuing Education Programs in the Pine Bush Central School District include varied instruction for students ranging from pre-school children to adults. Typical courses include: Academic, Driver’s Education, Music, Foreign Language, Arts, Dance, Business, and Athletic Instruction. These are fully self-funded programs with all expenses and staff financed through tuition.

In addition, our high school provides several themed enrichment learning academies during our summer months that include: Leadership and Law, Literacy and Education, Science, Medical, Performing Arts, and Aviation. Each of these academies are inclusive of collaborations with state, county and local law enforcement agencies, U.S. Military Academy, Air National Guard, SUNY New Paltz, SUNY Cortland, Wurtsboro Airport and numerous other community-based businesses. These academies are funded solely through the result of these collaborations and partnerships. Technology tools and resources are imbedded in each component from inception to implementation.

Moreover, our high school also offers full year learning academies that include: Pine Bush Helping with Horsepower and Engineering, Excelsior: Engineering, Education, Law and Government, Medical and Business Communications Academies.

Our District Plan promotes forging partnerships and the alignment of initiatives within the broader community. An important part of building a district plan is developing and extending working relationships within the community. We wish to continue to foster and explore future collaborations with our goal to support literacy programs and services for those adults most in need by formulating a plan to infuse technology as we:
● increase outreach to adults
● increase programs and services for adults.

Goal 4 – Ensure a collaborative home/school and community/school partnership that emphasizes continued improvement in parent, community and staff communications to actively involve all stakeholders in the education of our students.

Major Tasks and Activities

2016-2017

We will continue to:
❖ Design, disseminate, and analyze community needs assessment surveys;
❖ Propose a collaborative working relationship with local adult service providers in our area;
❖ Design/create continuing education opportunities and expand technology-based workshops for our community members in an after-school or evening setting;
❖ Develop an action plan to provide programs and services;
❖ Identify service providers as partners to develop programs and services;
❖ Research best practices for adults in other communities, as well as Pine Bush;
❖ Identify strategies that support the development of appropriate literacy outreach services for geographically, socially or culturally isolated groups;
❖ Explore and advocate for funding to build and enhance comprehensive, system-wide community school literacy services;
❖ Explore possible funding alternatives and community partnerships to support outreach services.

2017-2018

We will continue to:
❖ Implement our action plan;
❖ Design, disseminate, and analyze community needs assessment surveys;
❖ Foster working relationships with local adult service providers;
❖ Maintain continuing education opportunities;
❖ Work with service providers on consideration of a free community-based adult volunteer tutoring program;
❖ Continue to identify programs and services needed in Pine Bush for adults;
❖ Implement strategies and funding alternatives from year 1.

2018-2019

We will continue to:
❖ Design, disseminate, and analyze community needs assessment surveys;
❖ Continue to foster and re-evaluate collaborative partnerships with local adult service providers;
❖ Continue to provide continuing education opportunities;
❖ Explore and advocate for funding to build and enhance comprehensive, system-wide community school literacy services;
❖ Advocate for improved and sustainable literacy programs and services.

Future collaborations may include forging and expanding partnerships with:
• Orange-Ulster BOCES – Adult Education – www.ouboces.org
• Literacy Partners of Orange County, NY, Inc. – www.literacyorangeny.org
• Literacy Volunteers of Eastern Orange County, Inc. – www.rlhwebsites.net/lveoc/
• Literacy Volunteers of Sullivan County – www.literacysullivan.org
• Ulster Literacy Association
• SUNY Orange, New Paltz and Cortland
• U.S. Military Academy
• State, county and local law enforcement agencies
• Wurtsboro County Airport

Resources

❖ Research grant funding;
❖ Tuition;
❖ Volunteers.

Indicators of success

❖ Increased number of adults in programs; programs and services available to meet needs; strong partnerships developed.

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Internet Safety

In order to be in compliance with E-Rate regulations, CIPA, and specifically, NCLB Law- Subpart 4. Limitation on Availability of Certain Funds for Schools SEC. 2441 as well as INTERNET SAFETY and NYS Education Law – Section 814, we must provide students in grades K-12 with “…instruction designed to promote the proper and safe use of the Internet.” (NYSED)
New York State’s Dignity for All Students Act took effect on July 1, 2012. The district does not tolerate the discrimination, intimidation, taunting, harassment and/or bullying of students. This includes any discrimination, intimidation, taunting, harassment and/or bullying done through the use of technology.
The following pages represent our plan on Internet safety designed to educate, engage and empower staff, students, and parents about the safe and appropriate use of technology. All stakeholders will be introduced to these concepts and will be provided with ongoing reinforcement. Our overall goal is to provide the Pine Bush Central School District with a comprehensive Internet safety educational program utilizing i-Safe™.
The i-Safe™ curriculum we plan to use specifically addresses the following goals cited: Goal 1 Integrate technology as an instructional support to engage all students, regardless of their socioeconomic status and diverse abilities, in constructivist learning experiences nurturing the whole child while emphasizing 21st century skills and learning, as well as the Common Core State Standards Goal 2 Provide professional development opportunities for all staff members that encourage their understanding of prescribed and identified technological strategies to improve student instruction and achievement Goal 4 Ensure a collaborative home/school and community/school partnership that emphasizes continued improvement in parent, community and staff communications to actively involve all stakeholders in the education of our students.

Major Tasks and Activities

2016-2017

We will continue to:
❖ Maintain DASA coordinators at all buildings;
❖ Provide professional development for all staff members on i-SAFE™ curriculum;
❖ Integrate i-SAFE™ curriculum in grades K-12 with related curriculum mapping;
❖ Integrate “October is National Cyber Security Awareness Month” and “June is Internet Safety Month” celebrations district-wide;
❖ Offer related parent workshops;
❖ Offer related student workshops;
❖ Invite guest speakers;
❖ Create PTA/PTO collaborations/workshops;
❖ Provide Internet resources in electronic form and in hard copy;
❖ Design Parent and Student contracts/AUP’s;
❖ Foster a collaborative partnership with local law enforcement agencies;
❖ Design, disseminate and analyze staff, parent and student surveys.

2017-2018

We will continue to:
❖ Maintain DASA coordinators at all buildings;
❖ Continue to provide professional development for all staff members on i-SAFE™ curriculum;
❖ Continue to integrate i-SAFE™ curriculum in grades K-12 with related curriculum mapping;
❖ Maintain “October is National Cyber Security Awareness Month” and “June is Internet Safety Month” celebrations district-wide;
❖ Continue to offer related parent workshops;
❖ Continue to offer related student workshops;
❖ Expand guest speakers;
❖ Implement PTA/PTO collaborations/workshops;
❖ Update Internet resources in electronic form and in hard copy;
❖ Continue to evaluate Parent and Student contracts/AUP’s based on emerging technologies;
❖ Continue to foster a collaborative partnership with local law enforcement agencies;
❖ Analyze needs of all stakeholders through related surveys.

 2018-2019

We will continue to:
❖ Maintain DASA coordinators at all buildings;
❖ Continue to provide professional development for all staff members on i-SAFE™ curriculum;
❖ Continue to integrate i-SAFE™ curriculum in grades K-12 with related curriculum mapping;
❖ Maintain “October is National Cyber Security Awareness Month” and “June is Internet Safety Month” celebrations district-wide;
❖ Continue to offer related parent workshops;
❖ Continue to offer related student workshops;
❖ Expand guest speakers;
❖ Continue to implement PTA/PTO collaborations/workshops;
❖ Continue to update Internet resources in electronic form and in hard copy;
❖ Continue to evaluate Parent and Student contracts/AUP’s based on emerging technologies;
❖ Continue to foster a collaborative partnership with local law enforcement agencies;
❖ Analyze needs of all stakeholders through related surveys
Resources;
❖ District technology budget;
❖ Technology Integration Specialists;
❖ Smart Schools Bond Act;
❖ i-SAFE™ subscription;
❖ Superintendent’s Conference Days;
❖ Release time for staff members to implement activities through the Technology Task Force and its related subcommittees and at the individual building levels;
❖ Faculty meetings;
❖ Model Schools Days;
❖ Mid-Hudson Teacher Center;
❖ BOCES;
❖ Center for Missing and Exploited Children;
❖ Local Law Enforcement Agencies.

Indicators of Success

❖ Increased parental attendance at various related school/district sponsored workshops and activities;
❖ i-SAFE™ pre and post assessments;
❖ Analysis of surveys;
❖ VADIRS ,Disciplinary Referrals and DASA complaints- decline in each building in Internet safety or telecommunications related incidents.

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Professional Development

SEDTA recommends that the following key components of effective professional development for teachers be included:
o Leadership–effective schools and district leaders who guide continuous instructional improvement;
o Knowledge–a deep understanding of the subject-matter content;
o Resources–access to resources and tools necessary to implement learning strategies appropriate to the goals of teaching and learning;
o Collaboration–participation in professional learning communities;
o Evaluation–use of data to improve instructional approaches, improve student achievement, and evaluate teacher effectiveness; and
o Sustainability–ongoing and sustainable professional development for improving teaching practices.
Goal 2 Provide professional development opportunities for all staff members that encourage their understanding of prescribed and identified technological strategies to improve student instruction and achievement Goal 3 Identify critical questions we need to answer about our students to improve their achievement through data-driven decision making.

Major Tasks and Activities

2016-2017

We will continue to:

❖ Collaborate with our Professional Development Task Force to support Goal 2;
❖ Collaborate as a professional learning community to improve student learning and achievement;
❖ Develop workshops using the district’s Technology Integration Specialists that immerse administrators, teachers, library media specialists, teaching assistants and related services in 21st century learning that infuses technology and identifies best practices;
❖ Introduce and implement ISTE and NETS standards for administrators, teachers and students;
❖ Create technology professional development calendar;
❖ Create and maintain technology rubrics for teachers and students;
❖ Design walk-through checklist of research-based, technology-rich best practices;
❖ Explore possibility of specific technology component to APPR;
❖ Create a bank of workshops, mini lessons, and documentation for technology related instructional support and accountability;
❖ Continue to provide staff development in the use of Google products;
❖ Continue to provide training through the Mid-Hudson Teacher Center, Model Schools- BOCES and SUNY New Paltz;
❖ Provide technology support seminars in before or after school settings;
❖ Design professional development opportunities that encourage STEM initiatives;
❖ Offer professional development during Superintendent’s Conference Days, faculty meetings, study groups, and Technology Support Seminars;
❖ Research grant opportunities.

2017-2018

We will continue to:
❖ Expand above to include emerging technologies as needed;
❖ Continue to develop walk-through checklist of research-based, technology-rich best practices;
❖ Design professional development opportunities that encourage cross curriculum initiatives;
❖ Evaluate success of professional development through surveys for staff and students, attendance, and observations of classroom integration
❖ Research grant opportunities.

2018-2019

We will continue to:
❖ Expand above to include emerging technologies as needed;
❖ Evaluate success of professional development through surveys for staff and students, attendance, observations of classroom integration and plan for expansions as necessary.

Resources

❖ District budget;
❖ Technology Integration Specialists;
❖ Superintendent’s Conference Days;
❖ Release time for staff members to implement activities through the Technology Task Force and its related subcommittees and at the individual building levels;
❖ Faculty Meeting Time;
❖ Model Schools Days;
❖ Mid-Hudson Teacher Center;
❖ BOCES.

Indicators of Success

❖ Professional Development Task Force feedback;
❖ Surveys;
❖ Attendance;
❖ District Supervision and Evaluation Policies;
❖ Authentic Assessments/Projects.

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Supporting Resources

The district uses all resources at its disposal to support the learning environment. The district makes a significant investment in a variety of resources that support the curriculum, assess student learning, provide learning reinforcement opportunities, provide learning enrichment opportunities, facilitate communication between district employees and parents, communicate with parents about student progress and attendance and engage students in learning. These resources support the following goals:

Goal 1

Integrate technology as an instructional support to engage all students, regardless of their socioeconomic status and diverse abilities, in constructivist learning experiences nurturing the whole child while emphasizing 21st century skills and learning, as well as the Common Core State Standards.

Goal 2

Provide professional development opportunities for all staff members that encourages their understanding of prescribed and identified technological strategies to improve student instruction and achievement.

Goal 4

Ensure a collaborative home/school and community/school partnership that emphasizes continued improvement in parent, community and staff communications to actively involve all stakeholders in the education of our students.

The resources we utilize are evaluated each year to determine whether the subscription should be renewed based on its effectiveness, whether the need still exists or whether a better resource has become available. The list of resources that are available to students, staff and parents continues to grow as needs are identified and additional resources become available.
 

Resources

 ❖ Accelerated Reader and Star Reading (elementary and middle schools);
❖ BrainPop including BrainPop Jr., BrainPop ESL and BrainPop Espanol (all schools);
❖ Capstone PebbleGo-Animals, PebbleGo-Biographies, PebbleGo-Earth and Space, PebbleGo-Social Studies and PebbleGo-Dinosaurs (elementary schools);
❖ Castle Learning (secondary schools);
❖ Chrome Web Apps and Extensions;
❖ Co:Writer (district wide);
❖ District Web site – https://www.pinebushschools.org (all schools);
❖ EBSCO Middle Online Package with Novelist K-8 and Science Reference Center (middle schools);
❖ EBSCO Primary Online Package with Novelist K-8 (elementary schools);
❖ EBSCO Ultra Online, Magill Literature and Novelist (high school);
❖ edHelper (secondary schools and one elementary school);
❖ Examgen for Science and Math (high school);
❖ FactCite Lincoln Library 8 Database Bundle (all schools);
❖ Gale National Geographic Kids (elementary schools);
❖ Gale Student Resources in Context and Lit Finder (high school);
❖ Gradpoint (STARS Academy);
❖ GMail Email (all schools);
❖ Google Classroom;
❖ Google Core Apps;
❖ Infobase Learning – Bloom’s Literary Reference (high school);
❖ Lexia;
❖ MobyMax;
❖ School Messenger Notification system;
❖ Proquest Culture Grams and Research Library Prep with Proquest Career & Tech (high school);
❖ Reading A-Z, Writing A-Z, Science A-Z and RAZ Kids (all schools);
❖ SchoolTool Gradebook (secondary schools);
❖ SIRS Researcher/Government Reporter Package (high school);
❖ Splashtop;
❖ STAR Reading and Math (all schools);
❖ TeacherWeb Teacher web sites (all schools);
❖ TeachingBooks (all schools);
❖ Tumbleweed Press – TumbleBook Cloud (middle schools);
❖ Tumbleweed Press – Tumble Premium (elementary schools);
 ❖ Turnitin Plagiarism Prevention (high school);
❖ Think Central (Math in Focus);
❖ United Streaming (all schools);
❖ World Book Online Encyclopedia Children’s Exdition Package (all schools).

Partnerships

❖ Orange-Ulster BOCES;
❖ Mid-Hudson Regional Information Center;
❖ Mid-Hudson Teacher Center;
❖ SUNY New Paltz;
❖ SUNY Sullivan.

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Technology Inventory and Related Services

Due to the current economy and budget constraints, we are consistently challenged with seeking cost-effective ways to best utilize the technology we currently have to support instruction and learning.

Goal 5

Analyze our current infrastructure and tool capacity to ensure optimal use of current inventory and plan for future needs.

The district completed a capital project in 2014-2015 which upgraded the district’s wired and wireless infrastructures. The district plans to utilize Smart Schools Bond Act money to further improve the infrastructure and to upgrade/expand the district’s high tech security. The district contracted with an engineering firm in the Fall of 2015 to conduct a technology and security assessment. The final report from this assessment identified improvements and enhancements for both infrastructure and high tech security.

The district’s share of the Smart Schools Bond Act money is $5,050,017. The district has decided to spend this money over a five year period. The priorities for phase one of the Smart Schools project have been identified (based on the technology and security assessment with input from the stakeholder groups). The district held a public hearing for phase one on May 24, 2016 and the Board of Education approved the Investment Plan. The Investment Plan was submitted to New York State. Phase one of the Smart Schools Project includes work on telecommunications closets, video surveillance, lockdown/lockout notification system and improvements to the emergency radios.
 
Our plan for the next three years related to Goal 5 consists of the following:

Major Tasks and Activities

2016-2017, 2017-2018, 2018-2019

❖ Continued ongoing replacement strategies for servers (virtualization), workstations, laptops, Chromebooks and tablets;
❖ Monitor wireless density and use in all schools;
❖ Continue to evaluate and analyze the district’s infrastructure;
❖ Continue to evaluate and analyze the district’s high tech security;
❖ Continue to plan and implement Smart Schools Bond Act projects;
❖ Continue to investigate and purchase a variety of additional software at all grade levels;
❖ Continue to investigate and apply for grants;
❖ Continue to conduct site surveys;
❖ Investigate options for financed purchases, etc.;
❖ Investigate alternatives such as refurbished computers, virtualization, etc.;
❖ Investigate energy saving equipment, Going Green Initiatives
Inventory – The following is a description of the current inventory of computer and communications hardware.

Elementary Schools

● Each elementary school classroom has a cluster of five laptop computers and a networked laser printer.
● Each school has a minimum of two (2) mobile labs consisting of 30 wireless notebook computers.
● Each elementary school library media center is automated with two circulation computers, one office computer, a minimum of three student use computers and a networked laser printer.
 ● All special education classrooms have a minimum of desktop or laptop computer.
● All of the computers are running Windows 7 and are connected to the district network and the Internet via Ethernet (CAT6) cabling or wireless (laptops).
● Chromebooks.

Middle Schools

● Each middle school classroom has one desktop computer, a cart of 30 Chromebooks and a networked laser printer.
● Each school has a lab consisting of 30 desktop computers with a networked laser printer.
● Each school has a minimum of two (2) mobile labs consisting of 30 wireless notebook computers.
● Each middle school library media center is automated with two circulation computers, one office computer, a minimum of three student use computers and a networked laser printer.
● All special education classrooms have a minimum of one desktop or laptop computer.
● All of the computers are running Windows 7 and are connected to the district network and the Internet via Ethernet (CAT6) cabling or wireless (laptops).
● Chromebooks.

High School

● Each classroom has a minimum one desktop computer and a networked laser printer.
● The high school has departmental labs. Each lab has a networked laser printer. The following is the breakdown:
o Business Department: Two labs of 30 laptop computers
o Science Department: One mobile lab of 30 laptops and one mobile lap of 30 Chromebooks
o Art Department: Two labs of 30 workstation computers
o Technology Department: One lab of 30 workstation computers
o Foreign Language Dept: One lab of 30 desktop computers 
o Library: Three labs of desktop computers. Each lab has a minimum of 30 desktop computers.
● The high school library media center is automated with one circulation computer, two office computers, six student use computers and a networked laser printer.
● The high school has six (6) mobile labs consisting of 30 wireless notebook computers and 30 mobile laps consisting of 30 Chromebooks.
● All special education classrooms have a minimum of one desktop or laptop computer.
● All of the computers are running Windows 7 and are connected to the district network and the Internet via Ethernet (CAT6) cabling or wireless (laptops).

Administrators/Secretaries

● Every administrator and secretary in the district has a desktop running Windows 7 in their office which is connected to the Internet and the local area network in their respective building.

Servers (all servers are located in Pine Bush High School)

● IBM AS/400 – this server runs the district’s old student management system (CrossPointe) which includes student scheduling, attendance, discipline and grading.
● SchoolTool servers – there are five (5) SchoolTool virtual servers that support the district’s current student management system. One server contains the SQL database, three provide web access to the system and one provides reporting services.
● WinCap Server – this Windows-based virtual server runs the district’s financial software (WinCap) which includes purchasing, accounts payable, personnel, payroll and central warehouse. This server is maintained by WinCap.
● System Center Configuration Manager Server (SCCM)
● DNS/DHCP Server – this virtual Windows-based server handles the DHCP and DNS for the district’s network.
● Building Servers – there are four virtual Windows Server 2012 servers that are used to store end user data. One of these servers is used for high school staff and students, one is for middle school staff and students (for both middle schools), one is for elementary school staff and students (for all four elementary schools) and one is for administration (district office).
● SQL server – this virtual Windows-based server is used to house Rosetta Stone software which is used by our Foreign Language Department.
 ● HDVR servers – there are three Windows-based HDVR servers that manage and record footage from the district’s 170 IP security cameras.
● C-Cure 9000 server – this Windows-based server manages the district’s card access system for exterior doors.
● HVAC Server – this Windows-based virtual server is used to manage HVAC resources throughout the district. This server is maintained by TBS.

Communications (all servers are located in Pine Bush High School unless noted)

● Mitel PBX – The Mitel 2000 PBX is the core of the district’s phone system. Two of the district’s three PRI digital trunk lines and 20 POTS (analog) lines are connected to this as is the district’s virtual Mitel Mail voicemail system and the district virtual E-911 server. The virtual E-911 server ensures that the 911 call center receives the proper name and address of the building that is making the 911 call as well as the originating extension and area of the building (fire zone).
● VOIP Server – The district has three Mitel 3300 VOIP (voice over IP) servers. One is located in Pine Bush High School (services Pine Bush High School, Pine Bush Elementary School, District Office and the Warehouse), one is located in Crispell Middle School (services Crispell Middle School and EJ Russell Elementary School) and one is located in Circleville Middle School (services Circleville Middle School, Circleville Elementary School and Pakanasink Elementary School).
● The district has a mixture of IP and analog phones, with the majority being IP. All district classrooms have a phone that is available for teacher use.
Infrastructure.
● All district computers are connected to the district’s network and the Internet.
 ● All desktop computers, networked printers, Wireless Access Points (WAPs), IP security cameras and IP telephones are connected via CAT6 (Ethernet) cabling running at 1 Gb/s.
● All wiring closets are connected to the core closet in each building via fiber optic cables running at 10Gb/s.
● The district owns the fiber optic cable that connects Pine Bush Elementary School and the District Office to Pine Bush High School.
● The district owns the fiber optic cable that connects Pakanasink Elementary School to Circleville Middle School. The core switch in Circleville Middle School (Cisco 4500X) acts as the core switch for both schools.
● The core switch in Crispell Middle School is a Cisco 4500X and the core switches in Circleville, EJ Russell and Pine Bush elementary schools are Cisco 3850s.
● All data switches in the district’s wiring closets are Cisco 2960Xs.
● The district has two (2) Cisco wireless controllers which control all 400+ Cisco access points throughout the district. Each school has wireless access throughout the school.
● The district has a Cisco ACS server that is used to manage guest wireless access on the district network. The guest access requires that a key (password) is entered and it only allows Internet access.
● This district has a virtual Cisco Prime server that is used to manage the wireless and wired networks.
● The district contracts with Orange-Ulster BOCES who in turns contracts with Lightower to connect our facilities together and to connect us to Orange-Ulster BOCES and the Internet. The connection speed between our buildings over Lightower’s fiber optic cable is 1 Gb/s. The main connection for the district is in Pine Bush High School, with additional connections in Circleville Elementary School, Circleville Middle School, Crispell Middle School and EJ Russell Elementary School.

Internet

● The district contracts with Orange-Ulster BOCES for Internet access. The district currently contracts for 500MB of bandwidth for Internet access. Our usage is monitored and can be increased as needs dictate.
● The district uses a Lightspeed Next-Gen Internet filtering appliance (Rocket). All computers that are connected to the district’s network (wired or wireless – including guest wireless access) go through the Internet filter.
● The district operates a Cisco ASA 5525-X firewall. This firewall protects the district from any intrusion attempts from the Internet and other districts on the Orange County ring.

Backup Procedures

● The district backs up the AS/400 (iSeries), WinCap server, SchoolTool servers, building servers and the SQL server every night. A rotation of tapes is used to back up the AS/400. The tapes are taken daily to a district building which is seven miles from where the backups are preformed and the servers are located. The virtual servers are located at the high school and are backed up nightly to disk using Veeam backup software. The entire virtual environment is replicated to a disaster recovery virtual environment in Circleville Middle School.
● Educational Technology Department Staffing
● The staffing for the Educational Technology department is:
o Director of Technology
o Network Specialist (2)
o Technical Support Assistant
o Data Entry Control Clerk (2)
o Technology Integration Specialist (2)
o Support in schools (1 staff member in each school)
Computer Teaching Assistants (3)
Technical Assistants (4)
o Copy Center Paraprofessionals (2)
Technical Support
● Faculty and staff are asked to fill out a work order when they need technical support or have a problem. In certain situations (emergencies), they can call the educational technology office directly (i.e. support is needed on something that the computer support person in their school is not able to fix).
● There is one computer teaching assistant or technical assistant in each school. This person is able to respond quickly to all work orders (or phone calls for support) in their building. If they are unable to solve the problem, they enter a work order into SchoolDude (software that the district uses to track computer assets and work orders) and the work order will be routed to the technology office to be handled by one of the technicians.
● The educational technology office handles all work orders from the computer teaching assistants or technical assistants in addition to maintaining the district’s servers and network infrastructure.
● The educational technology office uses the BOCES help desk, BOCES technicians, vendors and consultants when they encounter problems that they are unable to solve. These resources may also be used when installing new equipment and/or software.

Administrative Software

● SchoolTool – Student management system used to track all Pine Bush students (including Pine Bush students who are placed out of district and Pine Bush students who are attending non-public schools). This software maintains each student’s demographics, enrollment, attendance, schedules, discipline and grades. There is a component to the software that secondary teachers use to enter period by period attendance and grades. Parents of secondary students have access to their child’s schedule, attendance and grades via the parent portal.
● WinCap School Information Manager – Financial management software that tracks all budget codes, purchasing, accounts payable, personnel, payroll and warehouse inventory and ordering. Staff members have access to their attendance and payroll information via a web portal.
● IEP Direct – Special education software that manages all special education students’ IEPs, placements and program services.
● RTI Direct – Manages Response to Intervention Services.
● GMail – Email software used by the district.
● Destiny – Library automation software used to manage all library media center collections and circulations.
● Nutrikids – Food service software used to track free and reduced lunch eligibilities of district students. This software also handles all Point of Sale transactions in each school’s cafeteria.
 
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Increase Access

We fully support SETDA’s recommendations to guide us in formulating strategies to increase access to technology for all students, regardless of their socioeconomic status and diverse abilities. We reference their Student Bill of Rights:
1. Each student has the right to feel safe in and proud of a school.

2. Each student deserves an engaging educational experience that provides opportunities for learning and for the future, including the acquisition of 21st century skills required for the global workforce.

3. Each student deserves to have highly qualified and effective teachers that have the necessary support in terms of resources, professional development, planning time, and leadership.

4. Each student deserves an individualized learning experience addressing his or her abilities, strengths, and weaknesses.

5. Each student has a right to the tools, technology, and resources needed for developing into lifelong learners and creators of knowledge.

Moreover, to ensure that all teachers have access SETDA recommends:
“…all teachers to have access to ongoing and sustainable professional development–including virtual learning opportunities to further their development, such as online communities and education portals.
Online learning communities, education portals, and coaching and mentoring are some of the proven methods for providing sustainable professional development for our teachers.”

We have outlined how we will meet these ends as described in all other required elements included in this plan. One specific example is our subgroup of students needing assistive technology. Assistive technology will be integrated into the classroom using Universal Design principles and assistive technology devices, when appropriate or required for students with disabilities as determined in an IEP or 504 accommodation plan.

Another example is our subgroup of students who are English Language Learners (ELL). ELL teachers use a variety of resources including Rosetta Stone, Lexia and Lexia Strategies to help ensure ELL students have equitable access to resources. Additional software is being evaluated for this population of students.

Assistive Technology Software currently being used is as follows:

Kidspiration, Inspiration, Co:Writer, Co:Writer Universal, Snap & Read, Read & Write for Google, PixWriter, Clicker, Dragon Naturally Speaking, Lexia, Earobics, Zoom Text, Typing Tutorials, Ultra Key Typing, One Hand Typing, JAWS, Duxbury and Kurzweil 1000.

Portable Word Processors:

A combination of Alphsmarts Neos, Chromebooks, iPads and Android tablets are being used.

Mobile Writing Labs and other devices:

One lab with 10 Portable word Processors, 1 – 30 unit Alpha Smart Lab, Chromebooks, Augmentive Communication Devices, Adapted keyboards, Digital Voice Recorders, Auditory Trainers, Spell check devices, Talking Dictionaries, Talking Calculators, Talking Spell Check devices, Large Display Scientific Calculators, CCTV’s, Mini CCTV, Video Magnifier- ClearNote

We will continue to provide maximized use of our current inventory of technology resources, tools and support categorized on pages 40-50 with plans to expand as funding increases to ensure equity for all of our students and staff members.

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Budget and Timetable

Prior to 2002-2003, the district financed the purchase of computers over a period of three years through BOCES. This allowed the district to purchase a large number of computers at one time, but it tied up the district’s funds for three years. Consequently, the district was only able to purchase a small number of computers during years two and three of the finance period. This created a great deal of inequity around the district because the age and capabilities of the computers in each grade level’s classrooms were very diverse.

Beginning in 2002-2003, the district instituted a five year instructional technology plan. The plan was designed so that computers were purchased for two grades levels (K-8) each year along with computers for special education classrooms across the district and high school classrooms and labs. This plan ensured that there was equity across the district because the computers in each grade level’s classrooms were identical. An additional benefit was that the district was able to standardize the software used in each grade level throughout our schools. Further, the plan provided for the replacement of all instructional computers every five years. The funding to accomplish the five year plan came from the state aided hardware funds and money that was budgeted in the BOCES code. Prior to the 2002-2003, the money budgeted in the BOCES code had been used to make the yearly payments on the financed purchase of computers.

The five year plan originally placed a cluster of five computers with an inkjet printer in every K-8 classroom. Over the years, the district has been able to upgrade to laser printers in the classroom, switch to flat panel monitors and make a large investment in wireless laptops.

The following is the purchase schedule for the five year instructional technology plan:

  • 2002-2003 Grades 4 and 7, high school foreign language lab;
  • 2003-2004 Grades 5 and 8, high school art lab;
  •  2004-2005 Grades 3 and 6, high school library labs;
  • 2005-2006 Grades 1 and 2, high school business labs;
  • 2006-2007 Kindergarten, libraries, middle school labs, high school science and technology labs;
  • 2007-2008 Grades 4 and 7, high school foreign language lab;
  • 2008-2009 Grades 5 and 8, high school art lab;
  • 2009-2010 Grade 6, STARS Academy, creation of elementary mobile labs, high school library labs;
  • 2010-2011 Frozen for one year due to significant cuts in NY state aid;
  • 2011-2012 Frozen for one year due to continued significant budget cuts;
  • 2012-2013 Laptop carts for all schools;
  • 2013-2014 Replaced Laptops on carts and moved existing laptops to classrooms to replace old classroom computers and began implementing Chromebooks in the middle schools;
  • 2014-2015 Replaced old desktop computers in elementary classrooms with laptops, purchased enough Chromebooks for each middle school regular ed classroom to have a cart of 30 and began purchasing Chromebooks for 5th, 9th and 10th grade classrooms;
  • 2015-2016 Replaced old desktop computers in elementary classrooms with laptops, purchased Chromebooks for 4th, 5th, 9th and 10th grade classrooms
    2016-2017 Replace remaining desktop computers in elementary classrooms with laptops, purchase Chromebooks for 2nd, 3rd, 10th and 11th grade classrooms;
  • 2017-2018 Replace older laptops with new laptops and purchase Chromebooks for 11th and 12th grade classrooms, purchase touch screen Chromebooks for primary grades and begin purchasing replacement Chromebooks for the oldest Chromebooks in the middle schools
    2018-2019 Replace older laptops with new laptops and purchase Chromebooks for classrooms that do not have Chromebooks. Continue purchasing replacement Chromebooks for the oldest Chromebooks throughout the district.

 

Technology Budget

2016-2017

2017-2018

2018-2019

Telephone

Includes all phone lines (including trunk lines, digital circuits and fax lines),maintenance agreements on phone system.

$135,000 $135,000 $135,000

Copier Agreements and Maintenance

$100,000 $100,000 $100,000

Contractual Expenses

Includes maintenance agreements on network equipment and software, consultant fees, training for technology dept. staff

$308,250 $308,250 $308,250

Materials and Supplies

Includes all forms, materials and supplies used by the department and projector bulbs, speakers, headphones, etc. for district

$51,500 $51,500 $51,500

BOCES Services – Orange-Ulster BOCES

Includes co-ser fees, library automation, professional reference library, online subscriptions and audio-visual equipment repairs

$123,000 $123,000 $123,000

Equipment

Non-Instructional computers and peripherals

$175,000 $175,000 $175,000

NY State Aided Computer Hardware

Instructional computers and peripherals

$96,410 $96,410 $96,410

NY State Aided Computer Software

Instructional computer software

$90,974 $90,974 $90,974

BOCES Services – Orange-Ulster BOCES

Includes co-ser fees, Internet access for district, wide area network connections for district, Internet filtering for district, network printers/copiers purchased through BOCES and instructional technology purchased through BOCES

$450,000 $450,000 $450,000

Salaries

Includes Director of Technology, two Network Specialists, Technical Support Assistant, Data Entry Control Clerk, .5 FTE Data Analyst, seven computer teaching assistants and two copy center paraprofessionals

$717,999 $739,539 $761,725

Total Technology Budget

$2,248,133 $2,269,673 $2,291,859

 The district takes full advantage of all additional funding sources that it is eligible for and any partnerships that it has been able to foster. These additional funding sources and partnerships have assisted the district in purchasing computer hardware and software and in the delivery of professional development. Some of the additional funding sources that the district has used include E-Rate and Title I grants. The district has begun planning for the use of Smart School Bond Act money to improve both the district’s infrastructure and high tech security. Some of the organizations that the district has formed partnerships with include the Mid-Hudson Teacher’s Center and SUNY New Paltz. The district continues to look for additional funding sources and partnerships.

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Monitoring and Evaluation

In an effort to track the progress and successful implementation of the activities cited for our goals, our Co-chairs of the Pine Bush Technology Task Force will be charged with preparing a summary report at the end of each school year to be analyzed by our Technology Task Force and presented to our Board of Education. This report will be a collaborative effort of the Technology Task Force as we continually reevaluate this working document as needed throughout the school year in an effort to adapt to our district’s changing circumstances.

Some of the specific evaluation components are as follows:
● Through the use of surveys, interviews, informal meetings of staff, students, family and community members, our team will continually assess our plan and demonstrate forward thinking in our decision making based on data analysis.
● As the Technology Task Force revisits each goal to ensure that it is met, our Task Force will conduct a yearly survey of parent and community members’ experiences with communications related to our District as described in our yearly targeted activities and initiatives.
● We will also create a database of our indicators of success to track the growth of technology usage by our stakeholders over time.
● The Technology Task Force administrative representatives at each building level will be charged with collecting and analyzing incidents/occurrences of inappropriate behavior and or unsafe practices related to technology.

Our Technology Task Force will continue to collaborate with all stakeholders as we analyze implementation of ISTE and NETS Standards for administrators, teachers and students to ensure that our curricula are aligned and that we are moving toward fulfillment of creating 21st century learning environments for all students, regardless of their socioeconomic status or diverse abilities, so that each can experience success.
 

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 Policies

The district has a student acceptable use policy (AUP) that was originally adopted by the Board of Education on September 22, 1998. This policy outlines the acceptable use of the district’s computer system (DCS) which consists of software, hardware, computer networks and electronic communications systems (email and Internet). Included with the policy are the regulations which specifically identify the acceptable and unacceptable uses of technology (including the Internet) and were last updated in February, 2010. The district also has a staff AUP and regulations that were adopted November 2010.

The district has taken the Children’s Internet Protection Act (CIPA) very seriously. The district has filtered Internet access to all students and staff since Internet access was first introduced to the classrooms. All computers that are connected to the district’s network (wired or wireless – including guest wireless access) go through the Internet filter. Over the years, the Internet filtering technology has been upgraded numerous times. Mostly recently the filtering solution was upgraded in January 2013. The district is currently using Lightspeed’s Next-Gen Internet filtering appliance. One of the primary reasons for the upgrade in January was to move to a filtering solution that was able to handle increased bandwidth.

The district has full control over configuring the filter for district use. The filter works by categorizing websites. The district starts by filtering all web based email, chat rooms, pornographic (including child pornography), sexually explicit, R-rated, obscene, offensive and social networking websites. District staff is permitted to make requests to both block and open websites. These sites are reviewed by the technology department and changes are made to the filter as necessary.

Over the years, this district has had numerous presentations for students, staff and parents on Internet safety. The district has used staff and law enforcement for these presentations. The district purchased Internet Safety curriculum from i-SAFE during the 2010-2011 school year. This curriculum includes professional development to all administrators, teachers, library media specialists and teaching assistants.

The Pine Bush Central School District will provide access to technology for all students. The district will do all in its power to ensure that the technology (including the Internet) will be used in a safe manner that is in compliance with the Children’s Internet Protection Act.
 
The district also has adopted and revised policies in recent years in support of legislation like the Parents’ Bill of Rights for Data Privacy and Security. These policies include the following:
● Confidentiality of Computerized Information (policy 3320)
● Information Security Breach and Notification (policy 5672)
● Student Records: Access and Challenge (policy 7240)
● Student Data Breaches (policy 7243)
● Children’s Internet Protection Act: Internet Content Filtering/Safety Policy (policy 8271)
 

Policy  7322 Adopted / September 22, 1998

Students

SUBJECT: STUDENT USE OF COMPUTERIZED INFORMATION RESOURCES
The Board of Education will provide access to various computerized information resources through the district’s computer system (“DCS” hereafter) consisting of software, hardware, computer networks and electronic communications systems. This may include access to electronic mail, so-called “on-line services” and the “Internet.” It may include the opportunity for some students to have independent access to the DCS from their home or other remote locations. All use of the DCS, including independent use off school premises, shall be subject to this policy and accompanying regulations. Further, all such use must be in support of education and/or research and consistent with the goals and purposes of the School District.
One purpose of this policy is to provide notice to students and parents/legal guardians that, unlike most traditional instructional or library media materials, the DCS will allow student access to external computer networks not controlled by the School District where it is impossible for the District to screen or review all of the available materials. Some of the available materials may be deemed unsuitable by parents/legal guardians for student use or access. This policy is intended to establish general guidelines for acceptable student use. However, despite the existence of such District policy and accompanying guidelines and regulations, it will not be possible to completely prevent access to computerized information that is inappropriate for students. Furthermore, students may have the ability to access such information from their home or other locations off school premises. Parents/legal guardians of students must be willing to set and convey standards for appropriate and acceptable use to their children when using the DCS or any other electronic media or communications. The District respects the right of each family to decide whether or not to apply for independent computer access.
Generally, the same standards of acceptable student conduct which apply to any school activity shall apply to use of the DCS. This policy does not attempt to articulate all required and/or acceptable uses of the DCS; nor is it the intention of this policy to define all inappropriate usage. Administrative regulations will further define general guidelines of appropriate student conduct and use as well as proscribed behavior.
District students shall also adhere to the laws, policies and rules governing computers including, but not limited to, copyright laws, rights of software publishers, license agreements, and student rights of privacy created by federal and state law.
Students who engage in unacceptable use may lose access to the DCS and may be subject to further discipline under the District’s school conduct and discipline policy and the Student Discipline Code of Conduct. The District reserves the right to pursue legal action against a student who willfully, maliciously or unlawfully damages or destroys property of the District. Further, the District may bring suit in civil court against the parents/legal guardians of any student who willfully, maliciously or unlawfully damages or destroys District property pursuant to General Obligations Law Section 3-112.
Student data files and other electronic storage areas will be treated like school lockers. This means that such areas shall be considered to be School District property subject to control and inspection. The computer coordinator may access all such files and communications to insure system integrity and that users are complying with the requirements of this policy and accompanying regulations. Students should NOT expect that information stored on the DCS will be private.
Students acknowledge that in the course of using the DCS, there may occur interruption(s) in service beyond the control of the district, which may result in the loss of data, information, or files. The district disclaims any and all responsibility for loss of data, information, or files caused by such service interruptions.
The Superintendent or his/her designee is authorized to establish regulations as necessary to implement the terms of this policy.

Regulations 7322R Adopted / September 22, 1998
Students
 

Policy Adopted / September 22, 1998 – Regulations updated February 2010

 SUBJECT: STUDENT USE OF COMPUTERIZED INFORMATION RESOURCES /
ACCEPTABLE USE OF TECHNOLOGY
Students will have the right of using technology to complete assigned work and projects; perform research and other uses as assigned by their teacher. The following list includes, but is not limited to, what is considered to be acceptable use of technology in the Pine Bush Central School District. The technology should be treated like all other school property and the use of it should not be abused. The same policies which apply to acceptable student behavior pertain to the use of technology. The student is responsible for adhering to this code and may be required to sign a statement to that effect.

1) LOGGING INTO THE SCHOOL NETWORK:

a. Students will use only their assigned “Login Name” to log into the school network.
b. Students will not share their Login Name and Password with others. If a student believes that another student has their Login Name and Password, they should immediately notify their teacher or the system administrator.
c. If a student shares a Login Name and Password, they may be held responsible for unacceptable use of the district’s computer resources.
d. Attempts to log into the system as another student or as a teacher or system administrator may result in immediate cancellation of user privileges.

2) STUDENT FILES:

a. Student will only save their work to their network storage area (drive G:) or to a floppy diskette (drive A:).
b. Students will not access, vandalize or remove files owned by other users. Students will only remove their own files from the network or any school computer.
c. All data must be scanned for viruses prior to being used on a school computer.
d. Files stored by the student in their directory are NOT confidential. The system administrator or other authorized school official may, at any time, review the subject, content and appropriateness of the file, and report any violation of the rules to the building principal or his/her designee. If warranted, such files may be removed.

3) STUDENT MENUS AND ACCESS RIGHTS:

a. Students will not stray from, or change the menu assigned by their teacher and/or system administrator.
b. Students will only use the programs assigned by their teacher.
c. Students will have only those access and system rights assigned by the system administrator.
d. Students will not attempt to change their rights or attempt to gain access to unauthorized resources or entities.

4) COMPUTER SOFTWARE:

a. Students will not upload or install any programs (including, but not limited to games) to the school network (including student’s H: drive) or any school computer.
b. Executable programs are not permitted to be run from floppy diskettes, CDs, DVDs or flash/USB drives.
c. Students must respect all copyright issues regarding software and attributions of authoring. The unauthorized copying or transfer of copyrighted materials may result in the suspension or cancellation of a student’s account.
d. Students are not to post, send, transmit, publish, download, upload, copy, print, or otherwise disseminate information that contains defamatory, abusive, obscene, profane, pornographic, material not age-appropriate and/or otherwise offensive materials through the school network or any school computer. This includes any form of cyber bullying.
e. Students are not to post, send, transmit, publish, download, upload, copy, print, or otherwise disseminate information containing any advertisement or solicitations of other persons to use goods and services that are not for school-related purposes. Students shall not use their account to conduct business or activities which are prohibited by law. The district shall not be responsible for any financial obligation that may arise from a student’s unauthorized abuse of the school computers/network.

5) NETWORK SECURITY AND INTEGRITY:

a. The school uses Security and Anti-Virus software on the network and school computers.
b. Students are not permitted to disable any Security or Anti-Virus software.
c. Students are not permitted to drop to a Command Prompt from a menu, Windows or any other program.
d. Students will not change any Windows’ setups (including, but not limited to Windows XP/7 or later Desktop and Icons), control panels, system files, or any other software configurations.
e. Students will not use computer programs to decode passwords or access control information.
f. Students will not engage in any activity that might be harmful to the school computers, school network or to any information stored thereon, such as creating or propagating viruses, disrupting services, or damaging files. Students will not knowingly introduce a virus into a district computer, network or the Internet.
g. Students will not waste computing resources (including but not limited to intentionally placing a program in an endless loop, printing inappropriate or excessive copies of documents or pictures, sending messages to other users, and spamming.).

6) VANDALISM:

a. Computers and related technology equipment are owned by the school district and should be used and treated appropriately.
b. Students shall not destroy, modify, copy, damage or abuse computer hardware and software in any way.
c. Computers and related technology equipment must stay in the classroom or lab.

7) THE INTERNET:

a. Students will use the Internet for education and research related to the curriculum, career planning or college search activities.
b. Students will accept the responsibility for all material received and make sure that none of the material received via the Internet is copyrighted.
c. Internet access is provided with the understanding that the school district cannot control the content available on the Internet. The school district makes no guarantees as to the accuracy of the information obtained from the Internet.
d. The district filters all Internet access from school computers and any computer connected to the school network. This includes all computers used by students and/or staff. However, no filtering technology can guarantee that staff and students will be prevented from accessing all inappropriate sites. The Internet filter is configured to block all obscene pictures and language, including pornography and child pornography.
e. The district does not provide email for students and the Internet filter is configured to block all web based email and chat rooms.
f. Students will not use the Internet to post, send, transmit, publish, download, upload, copy, print, or otherwise disseminate information that contains defamatory, abusive, obscene, profane, pornographic, material not age-appropriate and/or otherwise offensive materials.

8) VIOLATION OF ACCEPTABLE USE:

Students who are suspected of using school computers in a manner that would violate this policy or any other district policy, rule and/or regulation, or would violate any state or Federal law or regulation, will be notified of the alleged violation and provided with an opportunity to respond. Parental notification will also be given. If students are found guilty of such violation, students may have their account suspended or canceled for any length of time, up to and including a permanent cancellation. Where appropriate, students may be referred to law enforcement officials when such activities are suspected to be illegal. Students may also be subject to school disciplinary action consistent with the student code of conduct and state and federal law.
 

Policy 6470 – Personnel

SUBJECT: STAFF USE OF COMPUTERIZED INFORMATION RESOURCES

The Board of Education will provide staff with access to various computerized information resources through the District’s computer system (DCS hereafter) consisting of software, hardware, computer networks and electronic communications systems. This may include access to electronic mail, so-called “on-line services” and the Internet. It may also include the opportunity for some staff to have independent access to the DCS from their home or other remote locations. All use of the DCS, including independent use off school premises, shall be subject to this policy and accompanying regulations.
The Board encourages staff to make use of the DCS to explore educational topics, conduct research and contact others in the educational world. The Board anticipates that staff access to various computerized information resources will both expedite and enhance the performance of tasks associated with their positions and assignments. Toward that end, the Board directs the Superintendent or his/her designee(s) to provide staff with training in the proper and effective use of the DCS.
Staff use of the DCS is conditioned upon written agreement by the staff member that use of the DCS will conform to the requirements of this policy and any regulations adopted to insure acceptable use of the DCS. All such agreements shall be kept on file in the District Office.
Generally, the same standards of acceptable staff conduct which apply to any aspect of job performance shall apply to use of the DCS. Employees are expected to communicate in a professional manner consistent with applicable District policies and regulations governing the behavior of school staff. Electronic mail and telecommunications are not to be utilized to share confidential information about students and other employees.
This policy does not attempt to articulate all required and/or acceptable uses of the DCS; nor is it the intention of this policy to define all inappropriate usage. Administrative regulations will further define general guidelines of appropriate staff conduct and use as well as proscribed behavior.
District staff shall also adhere to the laws, policies and rules governing computers including, but not limited to, copyright laws, rights of software publishers, license agreements, and rights of privacy created by federal and state law.
Staff members who engage in unacceptable use may lose access to the DCS and may be subject to further discipline under the law and in accordance with applicable collective bargaining agreements. Legal action may be initiated against a staff member who willfully, maliciously or unlawfully damages or destroys property of the district.
 

Privacy Rights

Staff data files and electronic storage areas shall remain District property, subject to District control and inspection. The computer coordinator may access all such files and communications to insure system integrity and that users are complying with requirements of this policy and accompanying regulations. Staff should NOT expect that information stored on the DCS will be private.

Implementation

Administrative regulations will be developed to implement the terms of this policy, addressing general parameters of acceptable staff conduct as well as prohibited activities so as to provide appropriate guidelines for employee use of the DCS.

Adopted by B.O.E. – 11/23/2010
 

Policy 6470R 2010- Personnel

SUBJECT: STAFF USE OF COMPUTERIZED INFORMATION RESOURCES /
ACCEPTABLE USE OF TECHNOLOGY

Staff will have the right of using technology to perform duties associated with their positions and assignments. The following list includes, but is not limited to, what is considered to be acceptable use of technology in the Pine Bush Central School District. The technology should be treated like all other school property and the use of it should not be abused. The same policies which apply to acceptable staff behavior pertain to the use of technology. The staff is responsible for adhering to this code and may be required to sign a statement to that effect.

1) LOGGING INTO THE SCHOOL NETWORK:

a. Staff will use only their assigned “Login Name” to log into the school network.
b. Staff will maintain the privacy of their own password.
c. Staff will not use another person’s login name and password.
d. Staff will be responsible for all activities on their assigned account.

2) STAFF FILES:

a. Staff will only access files and data which are their own, which are publically available or to which they have been given access.
b. Staff will not access another person’s files or data without permission.
c. All data must be scanned for viruses prior to being used on a school computer.
d. Files stored by staff on the school network or computer are NOT confidential. The system administrator or other authorized school official may, at any time, review the subject, content and appropriateness of the file, and report any violation of the rules to school officials. If warranted, such files may be removed.

3) COMPUTER SOFTWARE AND RESOUCRES:

f. Staff will use computer software and resources for authorized purposes, following established procedures.
g. Staff will use only legal versions of copyrighted software which have been purchased by the district.
h. Staff will not use computers for personal communication and game playing.
i. Staff will not post, send, transmit, publish, download, upload, copy, print, or otherwise disseminate information that contains defamatory, abusive, obscene, profane, pornographic, material not age-appropriate and/or otherwise offensive materials through the school network or any school computer.
j. Staff will not post, send, transmit, publish, download, upload, copy, print, or otherwise disseminate information containing any advertisement or solicitations of other persons to use goods and services that are not for school-related purposes. Staff shall not use their account to conduct business or activities which are prohibited by law. The district shall not be responsible for any financial obligation that may arise from a staff member’s unauthorized abuse of the school computers/network.

4) NETWORK SECURITY AND INTEGRITY:
 

a. Staff will not attempt to circumvent or subvert system security measures.
SUBJECT: STAFF USE OF COMPUTERIZED INFORMATION RESOURCES /
ACCEPTABLE USE OF TECHNOLOGY (Cont’d.)
b. Staff will not use computer programs to decode passwords or access control information.
c. Staff will not engage in any activity that might be harmful to the school computers, school network or to any information stored thereon, such as creating or propagating viruses, disrupting services, or damaging files. Staff will not knowingly introduce a virus into a district computer, network or the Internet.
d. Staff will not change screensavers, wallpapers, monitor calibration or any computer settings.
e. Staff will not waste computing resources (including but not limited to intentionally placing a program in an endless loop, printing inappropriate or excessive copies of documents or pictures, sending messages to other users, and spamming).

5) VANDALISM:

a. Computers and related technology equipment are owned by the school district and should be used and treated appropriately.
b. Staff will not destroy, modify, copy, damage or abuse computer hardware and software in any way.
c. Computers and related technology equipment must stay in the classroom or lab.

6) THE INTERNET:

a. Staff will use the Internet for education and research.
b. Staff will accept the responsibility for all material received and make sure that none of the material received via the Internet is copyrighted.
c. Internet access is provided with the understanding that the school district cannot control the content available on the Internet. The school district makes no guarantees as to the accuracy of the information obtained from the Internet.
d. The district filters all Internet access from school computers and any computer connected to the school network. This includes all computers used by students and/or staff. However, no filtering technology can guarantee that staff and students will be prevented from accessing all inappropriate sites. The Internet filter is configured to block obscene pictures and language, including pornography and child pornography.
e. The district provides email accounts for staff. Staff should use their district email account for all school related communications. The district Internet filter is configured to block all web based email and chat rooms.
f. Staff will not use the Internet to post, send, transmit, publish, download, upload, copy, print, or otherwise disseminate information that contains defamatory, abusive, obscene, profane, pornographic, material not age-appropriate and/or otherwise offensive materials.
g. Staff will not copy files, data or programs from the Internet without permission.

7) VIOLATION OF ACCEPTABLE USE:

Staff who are suspected of using school computers in a manner that would violate this policy or any other district policy, rule and/or regulation, or would violate any state or Federal law or regulation, will be notified of the alleged violation and provided with an opportunity to respond. If a staff member is found guilty of such violation, they may have their account suspended or canceled for any length of time, up to and including a permanent cancellation. Where appropriate, staff may be referred to law enforcement officials when such activities are suspected to be illegal.

Related Policy Adopted by B.O.E. – 11/23/2010

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References

Attachment B- NYS Ed Draft Technology Plan:

http://www.regents.nysed.gov/meetings/2009Meetings/May2009/0509brd2.htm

DefinedSTEM: https://www.definedstem.com/

Educate to Innovate Campaign (2010) available: Educate to Innovate

International Society for Technology in Education: http://www.iste.org

Lemke, Cheryl and Coughlin, Ed (Sept. 2009). The Change Agents: Technology is Empowering 21st century students in four key ways. Educational Leadership.
Volume 67 No. 1. Page 54.

Maximizing the Impact: The pivotal role of technology in a 21st century education system (2009) available: http://www.p21.org/storage/documents/p21setdaistepaper.pdf

National Education Technology Standards for Administrators, Teachers and Students
http://www.iste.org/

New York State Learning Standards. available: http://usny.nysed.gov/teachers/learning.html

Partnership for 21st Century Skills. (2009) Tuscon, Az: available: http://www.p21.org

Pausch, Randy. (2008). The Last Lecture. New York. Hyperion. p.130

Stansbury, Meris. (Nov. 2008) Ten ways to boost learning with technology. eSchoolNews. available:
http://www.eschoolnews.com/

State Education Technology Directors Association: http://www.setda.org

Transforming American Education: Learning Powered by Technology- National Technology Plan. (2010) Washington, D.C. available: https://www.ed.gov/sites/default/files/netp2010.pdf.

 

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Pine Bush Central School District
State Route 302, Pine Bush, NY 12566
Phone: (845) 744-2031
Fax: (845) 744-6189
Tim O. Mains
Superintendent of Schools
This website is maintained by Public Information Specialist Linda Smith. It is the goal of the Pine Bush Central School District that this website is accessible to all users. View our accessibility statement. The district is not responsible for facts or opinions contained on any linked site. Some links and features on this site require the Adobe Acrobat Reader to view. Visit the Adobe website to download the free Acrobat Reader. This website was produced by the Capital Region BOCES Communications Service, Albany, NY. Copyright © 2019. All rights reserved.