Mission+Statement


 * TECHNOLOGY PLAN MISSION STATEMENT **

// To create an environment that integrates technology as a natural part of the educational experience, and provides all learners with the skills to access knowledge that will build a foundation for their future. // We will accomplish this vision by creating a dynamic technological environment that allows the community of learners equal access to interact and collaborate successfully. We believe that the use of technology as a part of the curriculum should focus on supporting higher‐level learning, problem solving, and critical thinking skills.

Five long‐term goals for integrating technology into the district have been identified. These goals will guide the technology planning process and the implementation of the plan during the three‐year duration of this plan. These goals are:

• Integrate technology into the curriculum aligned with New York State Frameworks and Academic Content and Performance Standards.

• Provide ongoing staff development for the implementation and use of technology.

• Provide ongoing communication with and between the Board, Cabinet, other administration, teachers, students, parents, and the community.

• Establish District standards for hardware, software, and communications.

• Identify the resources necessary to implement the technology plan.

The primary mission for _ School District’s Technology Plan is to ensure high quality learning technologies are available in every classroom and are widely used in each of our schools to support the engagement of students, teachers, administrators, parents, and the community in helping all students to achieve high standards. Toward this end, this technology plan will focus on two overriding goals:
 * Vision Statement **

1. Educational technology applications will deepen student engagement and improve student achievement by enabling them to access and analyze information, solve problems, collaborate with others, and communicate their thoughts and ideas. Effective use of learning technologies will allow students to become self-directed, self-motivated, and lifelong learners.

2.  Teachers will increasingly be facilitators of student learning through proficient use of learning technologies. All teachers will receive flexible, multidimensional, and ongoing professional development in integrating technology into curricula and instruction. Teachers will incorporate high quality information resources in their teaching strategies to address multiple learning styles, to motivate and engage students, and to support student exploration and growth. 






 * TECHNOLOGY PLAN VISION **

In the 21st century, understanding and using technology will be an integral part of virtually every aspect of daily life. It is the school system's responsibility to prepare students for this future. The classroom is the primary place where this preparation will occur; therefore, every classroom must be equipped with diverse technologies to support teaching and learning. Every teacher must be knowledgeable and skilled in the use of these technologies in daily instruction. When integrated into instruction, technology will support new strategies for teaching and learning by:



The use of technology in instruction changes the structure of the classroom. No longer will the teacher rely solely on the traditional lecture/seat work method of instruction. In a technology-rich, learner-centered classroom, the teacher serves as a facilitator of instruction, mentor, and coach. Technology will provide a record of the student's academic history and ways to manage learning progress and activities. Teachers have the data and information needed to individualize instruction and assessment as well as make other important instructional management decisions. Through technology, teachers and students will access a wealth of materials, services, and networks throughout the state, nation, and world. Technology does not replace the teacher, but rather supports and enhances the educational process.



What does engaged learning look like? Successful, engaged learners are responsible for their own learning. These students are self-regulated and able to define their own learning goals and evaluate their own achievement. They are also energized by their learning; their joy of learning leads to a lifelong passion for solving problems, understanding, and taking the next step in their thinking. These learners are strategic in that they know how to learn and are able to transfer knowledge to solve problems creatively. Engaged learning also involves being collaborative--that is, valuing and having the skills to work with others.
 * //1. Vision of Engaged Learning //**

In order to have engaged learning, tasks need to be challenging, authentic, and multidisciplinary. Such tasks are typically complex and involve sustained amounts of time. They are authentic in that they correspond to the tasks in the home and workplaces of today and tomorrow. Collaboration around authentic tasks often takes place with peers and mentors within school as well as with family members and others in the real world outside of school. These tasks often require integrated instruction that incorporates problem-based learning and curriculum by project.
 * 2. Indicator: //Tasks for Engaged Learning// **

Assessment of engaged learning involves presenting students with an authentic task, project, or investigation, and then observing, interviewing, and examining their presentations and artifacts to assess what they actually know and can do. This assessment. often called performance-based assessment, is generative in that it involves students in generating their own performance criteria and playing a key role in the overall design, evaluation, and reporting of their assessment. The best performance-based assessment has a seamless connection to curriculum and instruction so that it is ongoing. Assessment should represent all meaningful aspects of performance and should have equitable standards that apply to all students.
 * 3. Indicator: //Assessment of Engaged Learning// **

The most powerful models of instruction are interactive. Instruction actively engages the learner, and is generative. Instruction encourages the learner to construct and produce knowledge in meaningful ways. Students teach others interactively and interact generatively with their teacher and peers. This allows for co-construction of knowledge, which promotes engaged learning that is problem-, project-, and goal-based. Some common strategies included in engaged learning models of instruction are individual and group summarizing, means of exploring multiple perspectives, techniques for building upon prior knowledge, brainstorming, Socratic dialogue, problem-solving processes, and team teaching.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">4. Indicator: //Instructional Models & Strategies for Engaged Learning// **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">For engaged learning to happen, the classroom must be conceived of as a knowledge-building learning community. Such communities not only develop shared understandings collaboratively but also create empathetic learning environments that value diversity and multiple perspectives. These communities search for strategies to build on the strengths of all of its members. Truly collaborative classrooms, schools, and communities encourage students to ask hard questions, define problems, lead conversations, set goals, have work-related conversations with family members and other adults in and out of school, and engage in entrepreneurial activities.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">5. Indicator: //Learning Context of Engaged Learning// **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Collaborative work that is learning-centered often involves small groups or teams of two or more students within a classroom or across classroom boundaries. Heterogeneous groups (including different sexes, cultures, abilities, ages, and socioeconomic backgrounds) offer a wealth of background knowledge and perspectives to different tasks. Flexible grouping, which allows teachers to reconfigure small groups according to the purposes of instruction and incorporates frequent heterogeneous groups, is one of the most equitable means of grouping and ensuring increased learning opportunities.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">6. Indicator: //Grouping for Engaged Learning// **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">The role of the teacher in the classroom has shifted from the primary role of information giver to that of facilitator, guide, and learner. As a facilitator, the teacher provides the rich environments and learning experiences needed for collaborative study. The teacher also is required to act as a guide--a role that incorporates mediation, modeling, and coaching. Often the teacher also is a co-learner and co-investigator with the students.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">7. Indicator: //Teacher Roles for Engaged Learning// **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">One important student role is that of explorer. Interaction with the physical world and with other people allows students to discover concepts and apply skills. Students are then encouraged to reflect upon their discoveries, which is essential for the student as a cognitive apprentice. Apprenticeship takes place when students observe and apply the thinking processes used by practitioners. Students also become teachers themselves by integrating what they've learned. Hence, they become producers of knowledge, capable of making significant contributions to the world's knowledge.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">8. Indicator: //Student Roles for Engaged Learning// **

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">**PLAN DURATION** This Technology Use Plan will be in effect for a period of 3 years, from July 1, 2010 through June 30, 2012. The plan outlines Goals, Benchmarks and timelines based on the three <span style="color: black; font-family: 'Cambria Math','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial;">‐ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">year period of the plan. The effectiveness of the plan will be monitored and evaluated as stated in each objective. The plan addresses all 30 criteria required for State approval.

National School District considers involvement of district support staff, administrators, community, teachers, parents and students as essential partners for the success of all educational programs. The district strongly believes that students’ accomplishments rely on the collaboration between home and school community. The district technology planning team involves all stakeholders. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">
 * <span style="font-family: 'Arial','sans-serif';">STAKEHOLDERS **

**<span style="color: black; font-size: 14pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">CURRICULUM COMPONENT ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">One of the primary reasons for developing a Technology Use Plan is to find ways to effectively integrate technology into the curriculum. Simply adding technology to a learning environment does not, in and of itself, ensure that it will be integrated effectively. We believe that technology should promote higher <span style="color: black; font-family: Calibri; font-size: 12pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Arial; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: Arial; msohansifontfamily: Calibri;">‐ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">level learning, problem solving and critical thinking skills. National School District has identified Language Arts (reading, writing, listening and speaking), English language development for English learners and Mathematics as curricular focus areas over the past few years. As a parallel development, National School District instituted the use of the //<span style="font-family: 'Arial','sans-serif';">Edusoft // Assessment Management System as an online repository of classroom and district assessment.

We will continue to raise the level of technology integration in the student learning experience for all students. Teachers must become more comfortable using technology to support student learning in the classroom. We want to see a measurable impact of technology on student achievement. Students should become better readers, writers and mathematicians because of their interaction with classroom technology.

Teachers should be using technology tools to assist them in making good instructional decisions for their students. The evaluation that we did as part of our technology planning effort has assisted us in identifying several areas of focus that will serve as the cornerstone of the Technology Plan for the District. This plan will address how the District’s technology effort will continue to support the curricular needs of students over the next three years – encompassing the 2008 <span style="color: black; font-family: Calibri; font-size: 12pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Arial; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: Arial; msohansifontfamily: Calibri;">‐ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">2009 school year through the 2010 <span style="color: black; font-family: Calibri; font-size: 12pt; line-height: 115%; mso-ascii-font-family: Calibri; mso-bidi-font-family: Arial; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: Arial; msohansifontfamily: Calibri;">‐ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">2011 school year.

Planning for high performance learning begins by focusing on student learning. New York State curriculum standards need to be aligned with student technology standards. Once this alignment has taken place, the District will be better prepared to plan for staff development and infrastructure management. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Curriculum goals are divided into three areas **
 * Integrate technology tools/equipment to support student learning and to aid teachers in the delivery of the core curriculum
 * Use assessment data to guide student learning activities and lesson plan development for all classrooms Identify appropriate software and courseware
 * To support the instructional program of the entire district continue to increase student achievement in all core content areas including Language Arts, Mathematics, Science, Social Studies and Visual and Performing Arts.



<span style="color: black; font-family: Calibri; font-size: 110%; msoasciifontfamily: Calibri; msobidifontfamily: Calibri; msohansifontfamily: Calibri;">The following chart represents how often classroom assignments require students to use technology tools:
 * Description of the district's current use of hardware and software to support teaching and learning**

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;"> The following chart represents how often classroom assignments involve using technology (computers, video, Internet, and hand‐held devices):
 * < **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Technology Tool **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> ||< **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Daily **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">  ||< **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">2 ****<span style="color: black; font-family: Calibri; font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Arial; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: Arial; msohansifontfamily: Calibri;">‐ ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">4 days a week **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">  ||< **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Between once a week and monthly **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">  ||< **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Less than monthly **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">  ||< **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Available, but I never use it **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">  ||< **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Not available **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">  ||
 * < <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Computers and Peripheral (scanner, printer, etc.) ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">64% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">7% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">8% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">10% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">9% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">2% ||
 * < <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Video based presentation devices (VCR/DVD, laser disc player, LCD projector, etc.) ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">1% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">1% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">3% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">20% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">44% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">31% ||
 * < <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Video based creation tools (video camera, digital camera, etc.) ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">1% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">2% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">14% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">45% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">37% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">1% ||
 * < <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Internet ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">14% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">11% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">19% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">21% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">28% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">7% ||
 * < <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">E <span style="color: black; font-family: Calibri; font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Arial; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: Arial; msohansifontfamily: Calibri;">‐ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">mail ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">3% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">1% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">3% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">6% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">56% ||< <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">31% ||

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Technology Tool **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;"> || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Daily **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">  || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">2 ****<span style="color: black; font-family: Calibri; font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Arial; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: Arial; msohansifontfamily: Calibri;">‐ ****<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">4 days a week **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">  || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Between once a week and monthly **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">  || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Less than monthly **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">  || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Available, but I never use it **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">  || **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Not available **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">  ||
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Word Processing || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">8% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">12% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">30% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">26% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">24% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">8% ||
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Reinforcement and Practice || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">57% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">13% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">10% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">7% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">13% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">57% ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Research, using the Internet, and/or CD <span style="color: black; font-family: Calibri; font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Arial; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: Arial; msohansifontfamily: Calibri;">‐ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">ROMs || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">3% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">8% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">26% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">27% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">36% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">3% ||
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Creating reports or projects || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">1% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">3% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">23% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">35% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">38% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">1% ||
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Demonstration or simulations || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">2% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">1% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">10% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">20% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">67% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">2% ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">Correspondence with experts, authors, students from other schools, etc., via e <span style="color: black; font-family: Calibri; font-size: 12pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Arial; mso-hansi-font-family: Calibri; msoasciifontfamily: Calibri; msobidifontfamily: Arial; msohansifontfamily: Calibri;">‐ <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt;">mail or Internet || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">1% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">1% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">6% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">18% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">72% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">1% ||
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Solving problems or analyzing data || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">23% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">6% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">5% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">11% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">55% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">23% ||
 * <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Graphically presenting information || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">6% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">1% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">8% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">14% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">71% || <span style="color: black; display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">6% ||

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Planning for high performance learning begins by focusing on student learning. New York State curriculum standards must be aligned with student technology standards. Once this alignment has taken place, the district will be better prepared to plan for staff development and infrastructure management.



<span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Integrate technology tools/equipment to support student learning and to aid teachers in the delivery of the core curriculum **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Use assessment data to guide student learning activities and lesson plan development for all classrooms **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> <span style="color: black; font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Identify appropriate software and courseware to support the instructional program of the entire district **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';"> <span style="font-family: Symbol; font-size: 10pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msofareastfontfamily: Symbol; msolist: Ignore;">· **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">Continue to increase student achievement in Language Arts and Mathematics as a primary focus, and as the plan progresses, in other curricular areas such as Science, Social Studies and the Arts as well. ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> State and local accountability requires that all students meet NCLB performance targets in Language Arts and Mathematics content standards. To this end, the District has adopted high quality standards‐based instructional materials and pacing guides to assist teachers to meet these benchmarks.

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">


 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Technology Integration Considerations **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">

Part of the district curriculum will be to discuss the appropriate and ethical use of information technology. Students will be taught how to distinguish from lawful and unlawful uses of copyrighted works, including but not limited to, distinguishing from lawful and unlawful downloading and peer-to-peer file sharing.
 * <span style="font-family: 'Arial','sans-serif';">Appropriate and ethical use of technology in the classroom **

Part of the district curriculum will include lessons on Internet safety for students. Students will be taught how to recognize unsafe situations on the internet including recognizing and avoiding on-line predators.
 * <span style="font-family: 'Arial','sans-serif';">Internet safety and protecting online privacy **

Students that do not have access to computers at home do not have equal access. National School District needs to provide access during non-school hours for students.
 * <span style="font-family: 'Arial','sans-serif';">Utilization of technology to ensure appropriate equitable access by all students **


 * <span style="font-family: 'Arial','sans-serif';">Utilization of technology to make student record keeping and assessment more efficient and supportive of teacher’s efforts to meet individual student academic needs **


 * <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Utilization of technology to make teachers and administrators more accessible to parents **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">

The National Educational Technology Standards (NETS) is an ongoing initiative of the International Society for Technology in Education (ISTE) []. Their standards will be the basis of skills students are required to learn at each grade level and are taught within the context of English <span style="font-family: Calibri; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">‐ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Language Arts, mathematics, science, history, and the arts.
 * Monitoring and Evaluation Goals for acquisition of technology and information literacy skills**

The effectiveness of the plan and program success will be monitored and evaluated as stated in each objective. All stakeholders will be informed of activities student achievement and staff progress, through ongoing meetings, personal contacts, e <span style="font-family: Calibri; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Arial; msobidifontfamily: Arial;">‐ <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">mail, web sites, letters, school bulletins, and voice mail. In this way, appropriate modifications can be made in a timely manner. Specific goals, objectives benchmarks and the process that will be used to monitor strategies are described in each component. Instruments of evaluation and the person responsible are listed after each goal. The Superintendent and Principals will monitor the implementation of the technology plan together with the Technology Planning Committee in all areas. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 6pt; mso-fareast-font-family: 'Times New Roman';"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-weight: bold; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Integrate technology tools/equipment to support student learning and to aid teachers in the delivery of the core curriculum
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">Benchmark/Action Steps **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt; mso-bidi-font-weight: bold; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;"> <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 6pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US;">


 * **<span style="color: black; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Benchmark/Action Step **<span style="color: black; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> || **<span style="color: black; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Person(s) Responsible **<span style="color: black; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> || **<span style="color: black; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Annual Dates **<span style="color: black; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> ||
 * **<span style="color: black; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Integrate technology tools/equipment to support student learning and to aid teachers in the delivery of the core curriculum **<span style="color: black; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">

<span style="color: black; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">• Research standards‐based lessons that use technology to enhance instruction. The International Society of Technology Education (ISTE) provides examples for technology integration at each grade level.

• Provide teachers with curriculum design models for creating their own technology‐integrated lessons that are aligned with District standards.

• Provide standards‐based lesson plans or units of instruction, integrating technology that can be used in each of the core content areas, at each grade.

• Develop an online repository for teachers to publish their best practices. || <span style="color: black; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Director of Technology and Student Achievement, Technology Committee, Principals, Teachers || <span style="color: black; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">October February June ||
 * **<span style="color: black; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Use assessment data to guide student learning activities and lesson plan **<span style="color: black; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;"> || <span style="color: black; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">Director of || <span style="color: black; font-size: 10pt; mso-ascii-font-family: Calibri; mso-bidi-font-family: Calibri; mso-hansi-font-family: Calibri;">October ||

National School District: Technology Plan []
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">References: **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman';">

Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1994). //Designing Learning and Technology for Educational Reform//. Oak Brook, IL: North Central Regional Educational Laboratory