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Marlboro Central School District
Technology Plan
2010 – 2013
Acknowledgements
BOARD OF EDUCATION
Stephen Adamshick President
MaryAnne Lostaglio Vice President
Dean Tamburri Trustee
Sal PaPorto Trustee
Lawrence Cavazza Trustee
Stephen Jennison Trustee
Dennis Flynn Trustee
Administration
Ray Castellani Superintendent of Schools
Theresa Reynolds Assistant Superintendent of Curriculum and Instruction
Dr. Neysa Sensenig Assistant Superintendent for Business
Michael Bakatsias Assistant Superintendent for Technology & Personnel
Steve Walker Director of Pupil Personnel Services
Jonnah O’Donnell Director of Athletics
Fred Callo Director of Food Service Operations
Rosanne Messina High School Principal
Bruce Cortolano High School Assistant Principal
Debra Clinton Middle School Principal
Darren Corsetti Middle School Asst. Principal
Marie Toombs Marlboro Intermediate School Principal
David Saulpaugh Marlboro Intermediate School Asst. Principal
Scott Brown Marlboro Elementary School Principal
Patricia Walsh Milton Elementary School Principal
Steve Walker Middle Hope Elementary School Principal
BUILDINGS
Marlboro District Office, 50 Cross Road, Marlboro, NY 12542
Marlboro Central High School, 50 Cross Road, Marlboro, NY 12542
Marlboro Middle School, 1375 Route 9W, Marlboro, NY 12542
Marlboro Intermediate School, 1380 Route 9W, Marlboro, NY 12542
Marlboro Elementary School, 1380 Route 9W, Marlboro, NY 12542
Middle Hope Elementary School, 62 Overlook Drive, Newburgh, NY 12550
Milton Elementary School, 21 Milton Tpke, Milton, NY 12547
District Technology Curriculum Committee
Stephen Jennison, Trustee
Mary Anne Lostaglio, Trustee
Michael Bakatsias, Committee Chairman
Cathy Alfonso, District Computer Aide, Milton Elementary School
Christina Smeal, District Computer Aide, Middle Hope Elementary
Gail Minard, Kindergarten, Marlboro Elementary School
Kassia Messina, Computer Education, Marlboro Middle School
Lisa DeMarco, 2nd Grade, Milton Elementary School
Marcelle Gasparro, Special Education, Marlboro Intermediate School
Matt Canino, Special Education, Marlboro Intermediate School
Marie Baker, Media Specialist, Marlboro High School
Nancy Porcelli, 6th Grade Math, Marlboro Middle School
Rick Wheeler, Technology Services
Robert DeMarco, Science Education, Marlboro High School
Robin Amer, Media Specialist, Marlboro Intermediate School
Robin Hecht, 4th Grade, Marlboro Intermediate School
Sara Santora, Social Studies, Marlboro High School
Stacy Lia, District Computer Aide, Marlboro Elementary School
Steve Wertz, Music Education, Marlboro Intermediate School
District Mission Statement
It is the mission of the Marlboro Central School District to provide an educational environment that will prepare our students to become responsible, productive citizens and life-long learners.
Belief Statement
We believe that all students can become responsible citizens and life-long learners. This will be accomplished by:
§ Fostering a spirit of honesty, integrity, and cooperation.
§ Ensuring that all graduates are competent communicators.
§ Establishing high academic standards through a well-balanced and integrated curriculum.
§ Encouraging students to develop a work ethic by setting and pursuing goals and learning to self-assess.
We also believe that all students can become productive citizens. This can be accomplished by:
§ Fostering an understanding and respect for cultural diversity and civic responsibility.
§ Providing an environment that promotes personal wellness, safety, and compassion.
Mission Statement of the Technology Curriculum Committee
The Marlboro Central School District Technology Committee seeks a technology rich educational environment that prepares students to be lifelong learners who will skillfully use information technology. Learners will be able to interact successfully through the use of technology to achieve personal, educational, and workplace goals.
The Marlboro Central School District Technology Committee believes that the achievement of these goals must be a collaborative effort involving students, staff, parents, and community. We see technology as a key tool in meeting the individual learning needs of our student population.
The Marlboro Central School District Technology Committee’s focus is to improve learning for all students and to enhance its administrative services continually by integrating technology into teaching, learning, and management operations. This is achieved by:
· Linking district curriculum development to the NYS Learning Standards and assessments.
· Engage in activities and learning opportunities that support district and building goals.
· Defining student performance standards with respect to technology and learning.
· Assessing and reporting student progress toward achieving those standards.
· Acquiring, maintaining, and updating our technology infrastructure, equipment, and network resources.
· Providing ongoing professional development and technical support.
· Expanding parent and community involvement.
· Reviewing and updating the plan to improve district programs and services.
Introduction
The Marlboro Central School District spans two counties, Orange and Ulster in New York State. A suburban community along the historic Hudson River, Marlboro Central Schools encompasses four townships, Milton, Marlboro, Plattekill and Middle Hope with an average population of 15,000 residents. The community remains largely agricultural. There are 2500 students within the 6 building school district and 185 highly qualified teachers. The student demographic profile is 85% white, 8% Hispanic/Latino, 6% Black/African American, and 1% Asian. The free and reduced lunch ratio is 19% with a breakdown of 13%free lunch and 6% reduced. With an annual budget of 58 million, the school district meets the state annual yearly progress goals set by the state education department. The district continues to provide educational opportunities that foster academic and social growth of its students. Through this plan, the district continues its efforts to provide students with an education that integrates technology throughout the learning process and provides essential technology skills expected of a 21st century workforce and knowledge economy.
Vision Statement
The Marlboro Central School District prepares all students for a successful and productive life of learning. We will continue to adjust our learning environment and programs to ensure that our graduates are prepared to meet the ever-changing challenges of the 21st century.
Our district vision includes the following four strategic planning domains:
· Student Achievement
o Excellence in Teaching
o District Data Protocol
o Curriculum & Instruction
o Professional Development
· Community Relations
· Health & Safety
· Fiscal Management
These domains are the focus by which all decisions and goals are developed and implemented. They support our commitment to improving student performance. Success of our goals will be measured by the following Performance Indicators:
↑ Increase mastery at all levels
↑ Increase students with disabilities performance
↑ Increase performance of underachieving populations
Implications for Technology Planning
The domains of the vision statement are supported by specific objectives. In this next section these specific items are presented and items in bold type indicate areas which have strong technological implications.
STUDENT ACHIEVEMENT – DISTRICT VISION
Excellence in Teaching
· Teacher that can design and implement well-paced, innovative, engaging, and differentiated lessons.
· Teacher that is professional, passionate, dedicated, and inspires other teachers.
· Teacher that can integrate technology throughout the learning process.
· Teacher that understands data and can effectively utilize it to improve student achievement.
· Teacher that has high expectations for student success and differentiates to ensure higher student achievement.
· Teacher that has excellent communication skills.
District Data Protocol
· Data Analysis is ongoing and drives district goals, curriculum development, program development, instructional practices and budgetary considerations.
· All professional teaching staff utilizes data when developing and implementing curriculum and instructional practices.
· Data presented in a clear and concise manner and made readily accessible to all stake holders.
· Data that indicates high student achievement is communicated publicly and successes are celebrated.
· Ongoing training is provided for professional staff in the understanding and utilization of data to improve student achievement
Curriculum & Instruction
· Curriculum is mapped out and aligns with NYS standards, district/building goals, and is a “living document”; reviewed based on assessment data
· Curriculum is aligned vertically & horizontally and the scope and sequence for each subject area and grade level is well defined
· Curriculum includes best practices, instructional strategies that are differentiated, and is abreast of current educational research
· Curriculum is readily accessible to all stake holders.
· Professional development is provided to review, implement and update curriculum
Professional Development
· Staff Development is system driven and focused on the district goals and vision
· Staff Development is data driven, focused on raising student achievement
· Staff development is created collaboratively between faculty, staff, and administration
COMMUNITY RELATIONS – DISTRICT VISION
· Highlight and promote/ communicate student success & academic program.
· Promote attendance & active participation in school/ community events.
· All decisions will be weighed against the need of the children & the financial impact of the taxpayer.
· Develop opportunities for community engagement.
HEALTH & SAFETY – DISTRICT VISION
· Ongoing commitment to a safe & secure learning environment for students & staff. (Building/ district safety plans/roles).
· Maintain buildings/ grounds that are clean & well maintained.
· Maintain an academic environment that supports the social/ emotional development of all students.
FISCAL MANAGEMENT – DISTRICT VISION
· Fiscal management practices to sustain academic success.
· Budget practices are fiscally responsible & include short/long term forecasting, that consist of multi-year financial projections, enrollment projections, & maximize state expense driven aid.
· Budget process & documents are presented in a clear & concise manner & made readily accessible to all stakeholders.
· Revenue opportunities are continuously explored & pursued.
I. CURRICULUM AND INSTRUCTION
A. Goals and strategies, aligned with challenging State standards, for using telecommunications and technology to improve teaching and learning
The District goals have been adopted by the various educational divisions within the Marlboro Central School District. The goals and supporting objectives listed below support the District goal of “Excellence in Teaching.”
Excellence in Teaching
· Promote lesson design that is rigorous, relevant & support critical thinking skills.
· Promote the use of instructional strategies that include an understanding & use of differentiating, technology & hands on experience.
● Acquire new teachers who exhibit technology proficiency and a strong understanding of technology
related learning. (21st Century Skills)
· Support instruction through new distance learning technologies such as Web 2.0 tools, Moodle, Wikis,
and various video equipment to support virtual field trips and connections to the world of work and research.
· Achievement Data is provided in clear & consistent format.
· Teachers should understand achievement data by group/dept/content area.
· Training is provided on how to use data to drive instructional strategies and decisions.
B. Strategies that are based in research and that integrate technology into curricula and instruction for purposes of improving student academic achievement and a timeline for this integration
Technology Integration is the incorporation of technology resources and technology-based practices into the daily routines, work, management, and instruction in schools. Integrating technology is the “what comes next” after making technology available and accessible. It is a continuous effort to improve school practices as new and improved technologies become available.
The expectations must be clear and communicated to staff, both instructional and non-instructional, to achieve higher levels of technology integration. Marlboro Central School has provided a framework for communicating expectations.
The basis of the framework comes from both national and state technology standards. The national technology standards used to assist in technology integration come from the International Society of Technology Education or ISTE. This agency has developed technology benchmarks and foundation standards for students, teachers, and administrators. The six categories are:
1. Basic and operational skill
2. Social, ethical, and human issues
3. Technology productivity tools
4. Technology communications tools
5. Technology research tools
6. Technology problem solving and decision-making tools.
The New York State Learning Standards also incorporate technology standards throughout the content areas. This further helps refine the skill levels and expectation for teachers, students and administrators.
The primary source charged with documenting and making recommendations for technology is the Marlboro Central School District’s Technology Curriculum Committee. The committee has worked extensively in analyzing the technology standards, both national and state. The Committee created the Marlboro Central School District Technology Curriculum Matrix, which serves several purposes listed below;
· Create a framework to communicate both the ISTE and NYS technology standards.
· Recommend classroom practices to support learning that meets both sets of standards.
· Provide benchmarks for students and teachers with regard to abilities and competencies.
· Provide a basis for discussion of various groups of teachers, students, parents, administrators, and outside agencies over the integration of technology in schools.
District Technology Curriculum Matrix
http://marlboroschools.schoolwires.com/477010097132814/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=49570
The District Technology Curriculum Matrix is a result of cooperation, participation, and the constant need for educators to improve pedagogy and to improve student achievement in all our schools. All teachers should know that having technology present in the classrooms is not enough, but we must integrate these tools into the curriculum and into teaching to improve student success. Once again thank you to all members for your participation.
This document is a tool to communicate good technology integrated practices in our classrooms. It was designed to identify specific activities within the K–2, 3–5, 6-8, and 9-12 curriculums. The document mostly addresses activities in Math, Science, English Language Arts, and Social Studies. In time my hope is that it will grow to identify good technology practices in the arts and special subjects as well. The importance of this document is that it aligns good technology integrated practices with both the New York State Standards and the National Technology Foundation Standards. The National Technology Foundation Standards located at www.iste.org is a federally funded agency set forth to formulate and guide educational institutions in improving education to prepare young learners for a world that is connected and integrated throughout with technology. It is critical to understand thematically that learning is connected and events that take place within our country and abroad affect us wherever we are.
C. Strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance learning technologies