District Technology Plan

2018-2021 Instructional Technology Plan

Framework and Guidance


District LEA Information


Mary Kate Hoffman, Pavilion Central School Superintendent


Strategic Technology Plan


Mission-The Pavilion Central School District firmly believes that our school exists to provide a challenging educational environment which will prepare every individual child for a productive life in a global society.

 

Vision-As a small, rural district, we understand that integration of technology is essential in preparing our students to be successful, adaptive learners in a digital world. Learning technologies are changing how, what, and why our students learn.  We recognize the importance of these changes in the lives of our students in current academic success and as they follow their path toward college, becoming productive members of the workforce, and successful citizens. 


As our students’ access to learning materials change so must our approach to teaching and learning.   As teachers and leaders in this transformation, it is our responsibility to provide the tools, skills, and connections our students need to explore and learn beyond our walls. Learning technologies will be integrated into teaching and learning to increase student achievement. Through the use of technology, our students will learn how to manage information, critically think problems, and collaborate and communicate with diverse groups of people.  


These opportunities will allow our students the ability to participate in diverse, positive, and authentic learning experiences in which they can collaborate, communicate, create and critically think.  This technology literacy will lead to college, career and successful Global Citizens in the 21st century.  


This will provide opportunities for our students to participate in diverse, positive, and authentic learning experiences in which they can collaborate, communicate, create, and critically think.  This technological literacy will lead to success in college, career, and citizenship in the 21st century.   


Pavilion Central Schools Technology Goals


Providing Professional Development in Content and Pedagogy-To improve teachers ability to integrate technology into the curriculum and instruction aligned to the NYS P-12 Learning Standards


Using Data to Inform District, Building, and Classroom Instruction- To increase the use of technology to support Data Driven Instruction/School Based Inquiry


Planning and Goal Setting-Developing and Sustaining Coherent Approaches for Continuous Improvement of teaching and Learning-To use technology to support planning and goal setting and To create and maintain safe, secure, supportive and inclusive digital learning environments for all students


District Planning Process


Our IT coordinator and ISL for technology have worked together along with many teachers, support staff, and administration within the district to better understand the needs of teachers and students as we continue to improve technology integration within our district. Conference day surveys, technology support surveys, teacher driven training, teacher communication, and research based ideas about technology growth are driving our professional development decisions.  


Professional Development


Teachers have been provided professional development and will continue to be provided in these areas: 


1-1 training

Small group training

Technology support groups

Department and grade level trainings

Online video tutorials

Coaching

Co-teaching


In addition

Teachers receive daily to weekly updates with new technology ideas targeted for their students via emails and meetings


On demand problem solving support of technology to maintain constant usability within their classrooms


Planning support to meet the needs of all students


These flexible opportunities allow teachers to grow from a variety of levels and find the best fit practices for the students and subject areas.  Collaboration is encouraged to share best practices among grade levels, departments, and others.


Smart Schools Investment Plan (SSIP)Alignment 

District Professional Development Plan subset


Goal 1-

Train staff on a research-based process of prioritizing and unpacking the NYS Standards for ELA and Math as a critical step for ensuring a guaranteed and viable curriculum

Planning and Goal Setting-Developing and Sustaining Coherent Approaches for Continuous Improvement of teaching and Learning- To use technology to support planning and goal setting and Project Based teaching/learning


Providing Professional Development in Content and Pedagogy-To improve teachers ability to integrate technology into the curriculum and instruction aligned to the NYS P-12 Learning Standards.


Using Data to Inform District, Building, and Classroom Instruction-To increase the use of technology to support Data Driven Instruction/School Based Inquiry


Goal 2-

Establish and support professional development programs focused on improving student learning that are explicitly connected to the development of a supportive school culture for all learners.


Optimizing Student Learning Environment-To create and maintain safe, secure, supportive and inclusive digital learning environments for all students


Using Data to Inform District, Building, and Classroom Instruction-To increase the use of technology to support Data Driven Instruction/School Based Inquiry


Goal 3-

Develop and implement a district-wide research based RTI process to provide continuous improvement in student achievement.


Planning and Goal Setting-Developing and Sustaining Coherent Approaches for Continuous Improvement of teaching and Learning-To use technology to support planning and goal setting 


Providing Professional Development in Content and Pedagogy-To improve teachers ability to integrate technology into the curriculum and instruction aligned to the NYS P-12 Learning Standards


Using Data to Inform District, Building, and Classroom Instruction-To increase the use of technology to support Data Driven Instruction/School Based Inquiry



Goal 4-

Establish and support professional development programs focused on the diverse learning of English Language Learner Students


Optimizing Student Learning Environment-To create and maintain safe, secure, supportive and inclusive digital learning environments for all students


Providing Professional Development in Content and Pedagogy-To improve teachers ability to integrate technology into the curriculum and instruction aligned to the NYS P-12 Learning Standards


Using Data to Inform District, Building, and Classroom Instruction-To increase the use of technology to support Data Driven Instruction/School Based Inquiry


Measuring Technology Goals

A variety of tools will be used to measure the effectiveness of our technology goals.  These measurements may look different based on grade level but may include any or all of the following: Formative data, local, state, and/or national LEA benchmarks, metrics for instructional software, other technology evaluation programs. 


Section III-

Target Population-All Students


Timeline-Years 1-3


Stakeholders-Teachers, Technology Department, Technology Integration Specialist 


Goal 1-

To improve teachers ability to integrate technology into the curriculum and instruction aligned to the NYS P-12 Learning Standards


NYS Aligned Goal-Develop a strategic vision and goals to support student achievement and engagement through the seamless integration of technology into teaching and learning;


Year 1 Foundational Level-

Professional development will be provided to all teachers, staff and administration so that a strong foundation of basic computer skills, technology confidence, and understanding of basic programs and devices including, but not limited to chromebooks, tablets, laptops, and desktops are created.  Foundation skills may include understanding Google Suite Apps, organizing materials in Google Drive, adding links and information into Google Classroom.


These essential foundations are needed to build capacity among our teachers.  With this capacity we will be able to provide a variety of technology integration into all areas  to support our students’ technology success.  Faculty, Staff, Administration, and students will begin to develop a common language and have a deeper understanding for seamless technology integration into daily academics.


Digital Citizenship-Update Technology Use Policy and sharing this information with all staff and students to ensure understanding of expectations within our school community.


Create an online code of conduct so that netiquette is taught and security is understood by all parties.


All students and teachers must be taught the basic responsibilities of online learning.  Expectations must be created and shared with all parties to ensure online security for all.  In order for all students to have access to needed digital materials digital responsibility must become part of our school culture. This will ensure that needed digital materials are not blocked because of student age or online behavior impeding others access.    


Years 2-3-Move Toward Project Based Learning-

Teachers will begin to implement units into their curriculum where students are interacting with digital content.  Teachers will provided students with an academic goal in which they will be required to show digital competence by collaboratively designing a plan, managing the plan, accessing reliable digital content, collaborating with peers and teachers, and producing an end product.


Soft Skills-In order to ensure success for our students in their future college and/or career endeavors we must ensure they have the “soft skills” needed to succeed.  These skills are created within the school environment when students engage in authentic learning found in a project based environment. Soft skills for student success in the classroom and beyond are creating an environment that allows for collaboration, individual creativity, and are relevant to the student.


Goal 2-

To increase the use of technology to support Data Driven Instruction/School Based Inquiry


NYS Aligned Goal-Provide technology-enhanced, culturally- and linguistically-responsive learning environments to support improved teaching and learning


Step 1-Learning to look deeper at data Year 1

At a foundational level, it is important for teachers to become accustomed to looking at current and relevant data to understand student need and direction for curriculum.


Teachers will be providing students access to a variety of digital learning.  These resources will be used to collect data on where students are in the learning process. This data will support teachers to provide intervention, support, or enrichment to meet student needs.


Step 2-Curriculum planning and writing Year 1-2-

In order to meet the needs of our students, teachers must be provided time to look at individual data and compare to peers and students beyond district.  After looking at individual data, collaboration must happen to determine a course of action for each child based on results.  


The use of programs designed to measure standards and students' progress, along with other classroom data collected, will help provide further information to teachers on a child’s progress leading to a muli-data focused decision. 


Teachers will need to be provided with training on using programs to collect relevant data


Teachers will need to be provided with training to understand how to look at data effectively


Teachers will need to be provided with support to discuss data effectively with peers


Teachers will need to be provided support to make appropriate decisions about groups/students


Teachers will need to be provided time to have these discussions multiple times per month.


Step 3-Priority Standards-Assessment Year 1-3

In connection with the District PD identifying high yield standards and mapping them within the curriculum is a priority.   Teachers identifying online assessments and creating assessments  will help identify students' level of understanding of each of the priority standards.  Creating assessments using technology will allow for quick checks of understanding and provide immediacy in identifying students current needs.  With understanding these needs teachers will be able to better provide the intervention, support, or enrichment with each standard that students need.


Step 4-CBT Year 1-3

With state online testing for the Common Core and Regents being part of all of our students' lives it is essential we prepare our teachers and students.  


Our students must be prepared to use a variety of online tools and resources.  They must be able to find information and determine the reliability of the information.  They must be able to respond to questions in a variety of formats such as multiple choice, short answer, and extended response. They will need to use a variety of online tools such as rulers, calculators, compasses, and equation writers.  


These tools are not only for CBT but for life.  These resources are becoming a part of all careers and students must become fluid and adaptable in their use.  


Teachers providing students with a variety of online resources, formats, and experiences will support their students success with online assessment and preparedness for college and career.


Step 5-Data to inquiry Year 2-3

As teachers become more proficient at understanding data and using it to drive instruction, the increase of school based inquiry will follow.  With teachers having a better understanding of using data to drive instruction, they will become more confident in providing School Based Inquiry to students.  


This model is open ended and must be supported through goals, standards, and assessment.  Students must be supported in managing the project, collaborating, and creating meaning.  Along the way teachers must be able to assess students from a variety of ways to ensure the students are on the path to success.  They must also be able to use the data to assess need and focus for each student.


Step 6-Cross Curricular Collaboration School Based Inquiry

As teachers become more adept at creating a classroom based inquiry model the next step is to create a school based inquiry. This approach is for multiple subject areas to come together and create 1 project that will allow students opportunities to use all academic areas to complete a project.  


This will allow students to be creative in planning, make connections personally to the project, critically think about how to meet the needs of all academic areas and communicate with others.  Curriculum goals will be met through a student centered enquiry model.  This will require much collaboration and assessment by the coordinating teachers


Goal 3

To use technology to support planning and goal setting for our students future college/career ready needs


NYS Aligned Goal-Increase equitable access to high-quality digital resources and standards-based, technology-rich learning experiences; 


Step 1 Community Partnerships-To begin to partner with area STEM businesses to continue identifying needs in our area and how we can help our students meet the needs of the marketplace.


Step 2 Digital Portfolios-To begin creating digital portfolios for our students to showcase their digital work.  This will be work created throughout the years to highlight student talents and success.  It will also demonstrate to students growth they are making with the use of technology.


A secondary goal will be for students to identify areas of interest in projects as well as strengths they bring to projects.  These skills can be used to identify possible career paths.


Step 3 Learning Spaces-Year 3-

To begin creating open environments for learning.  This will allow students creative learning spaces throughout the school.  Libraries can become the focal point of collaboration and research.  Students can sit in a variety of locations to work on collaborative projects and research ideas.


Step 4 STEaM Job Shadowing Year 2-

To set up job shadowing opportunities so that students can begin identifying careers of interest.


Career Research-

To create a place for students to be able to discover connections to jobs that may have previously been unknown.


Step 6 Coding Program Year 2-3-

To increase opportunities for our students to learn coding needed for various career opportunities in our area.


Section IV-NYSED Initiatives Alignment


Pavilion Central School District believes that our students will be positively and significantly impacted by increasing technology integration in the classroom.  By supporting our teachers with continuous professional development in data driven instruction, focusing on standards, and using technology our teachers will be able to provide rigorous instruction to our students while still meeting the diverse needs of our students.


When teachers gain confidence by looking at multiple points of data to drive individualized instruction they are able to meet students at a variety of academic levels thereby raising the rigor for all.


Direct training and remaining current on technology trends empowers teachers and builds capacity within the district.  We have made great efforts to provide training, support and continuous ideas to our teachers through training opportunities with our area GVEP, EduTech, Teacher Center, and district technology support team.  This type of immediate support is creating a very unique and powerful teaching system.  Teachers are constantly looking to improve their instruction and engage their students with relevant and high interest materials.


Teachers are learning a variety of online tools and district supported data collection programs.   These trainings and follow up support are allowing teachers to create rigorous academic lessons and engage students in achieving success.



Our district provides a range of instructional technology to differentiate and support our students with disabilities.  

Read and Write Google-this program makes online text readable for our students.  It also provided our students with writing support, dictionary access, image descriptions, translations options, note taking and vocabulary support.

Bookshare-Our students use this option for reading support.  With this they are able to access books with audio capability.  This program also allows visually impaired students to enlarge text for readability ease.

Online screen sharing-this option allows the teacher screen to be viewed on a student’s device.  Students are then able to enlarge the text for easier viewing.

Magnified text-this option is used on computers to add students in enlarging print so it is easier to see.

Voice typing-this allows our students the ability to have their ideas written by the computer.  This helps our students with writing issues to increase writing output.

Virtual Classrooms-This allows teachers to modify and differentiate instruction to individual students within their virtual world.


Class lesson plans, materials, and assignments are available to students and families for anytime/anywhere access


Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or written instruction or content.

Google Read and write

Book share

Virtual Classroom

Instructional videos


Text to speech and/or speech to text software is utilized to provide increased support for comprehension of written or verbal language.

Google read and write

Google voice typing

Chromebooks with microphones


Assistive Technology

Screen sharing software

Screen magnification


Technology is used to increase options for students to demonstrate knowledge and skill

Video recordings

Online journaling

Online sketching

Online notetaking with image and captions


Learning games and other interactive software are used to supplement instruction.

Math fact fluency

iReady

Test prep

Online assessment options

Online videos