Bloomfield Central

School District
2010 – 2013
Technology Plan
September 2009

Revised 9/28/09 1
 Table of Contents
Executive Summary……………………………………………………….……….Page 3

Introduction………………………………………………………………………..Page 4

Vision Statement………………………………………………...………………….Page 6

Current State……………………………………………………………………….Page 8

Desired State……………………………………………………………………...Page 15

Goals……………………………………………………………………………...Page 17

Action Plans………………………………………………………………………Page 18

Curriculum………………………………………………………………...Page 18

Professional Development…………………………………………………Page 22

Infrastructure……………………………………………………………...Page 25

Monitoring/Evaluation Plan……………………………………………………..Page 27

Financial Considerations…………………………………………………………Page 28

Appendix………………………………………………………………………….Page 29

Revised 9/28/09 2
 Executive Summary

This plan is designed to:

• fully integrate technology through the development and execution of specific

goals and action plans;

• provide comprehensive professional development;

• provide essential, contemporary technological equipment for all students and

staff;

• link goals with realistic budget allocations; and

• provide for ongoing evaluation of the district programs toward its technology
goals.

The plan is organized around three central areas:

• Curriculum

• Professional Development

• Infrastructure

All of these areas will be addressed through a report on:

• current state

• desired state

• goals within each area

• specific action plans to reach these goals

Revised 9/28/09 3
 Introduction
Technology Committee Mission Statement:
The mission of the Bloomfield Central School District Technology Committee is
to advocate for the effective use of technology in our schools by providing
training, support, and resources so that the BCS community (students, staff,
businesses, and residents) can thrive in a rapidly changing technological
environment.

Bloomfield Central School District Board of Education Ends:

• Students are productive citizens prepared to succeed in their choice of career,

field of academic study and areas of interest.

• All programs will provide students the opportunity to meet or exceed New York
learning standards in all seven areas. Furthermore, all students will be reading,
writing, and computing proficiently at the conclusion of each grade.

• Students will learn to lead a balanced life.

• Students must lean to be independent, self-reliant individuals who successfully

manage their own lives.

• Improve and maintain the entire infrastructure of the school district.

Technology Defined:

Technology is defined as electronic, digital, or virtual products and systems,

including hardware, software, large and small devices, wide-area and local-
area network infrastructure, and the services that support them.

Revised 9/28/09 4
Belief Statements:

We believe…
1. increased student achievement is the goal of our work

2. technology is a means to attain high student achievement for all students

3. curriculum and instruction drives infrastructure, and technology must be

adequately funded to support curricular needs

4. all students must have equitable opportunity for use of technology

5. all students and staff must be proficient users of appropriate technologies to

enhance life-long learning in order to be competitive in and productive for
society

6. technology is an integral tool in the teaching and learning process

7. technologies must continually be updated to stay current

8. technology is an effective means to greater efficiency and problem solving

9. technology is an effective means for collaboration and communication with

others

10. technology is an effective means to build knowledge through researching,

organizing, interpreting, and presenting information

11. technology is an effective means in students meeting the Board of Education

Ends

12. technology must be accessible to staff and students

13. technology must be used in an ethical manner

14. technology maintenance and use requires appropriate staffing

Revised 9/28/09 5
 Vision Statement
Bloomfield Central School District supports the continued infusion of multiple
technologies as a means of both optimizing learning opportunities for students and staff
and facilitating effective management of data. We are committed to identify, secure, and
incorporate technology that will:

• Encourage and facilitate dynamic student-directed learning through collaboration,

problem solving, and exploration inside and outside the classroom;

• Be available and equitable for all students and staff – accessible anywhere, at
anytime, for anyone;

• Reflect current and emerging educational and workforce paradigms;

• Expand communication throughout the district, the local community, and the
global community;

• Cultivate an ethical, discerning, lifelong approach to learning; and

• Maximize faculty and staff productivity.

We envision:

BCS student graduates will be…

• Technologically literate and equipped to pursue higher education or enter the

work force successfully

• Ethically and socially responsible

• Lifelong learners who are fully functional as global citizens

Revised 9/28/09 6
Training for staff will be…

• Ongoing and relevant, reflecting current and future technologies

• Easily accessible, accommodating varied schedules so that all teachers feel very
proficient with technology

• Required, with allowance for time and financial resources

Technology throughout the District will be…

• Integrated seamlessly into the fabric of academics, administrative processes, and

campus life

• Reliable, secure, supported, and built on a sound, transparent infrastructure

• Progressive, reflecting current and emerging strategies designed to optimize

learning

• Transparent, used as a tool that supports, enhances, and has a positive impact

The primary role of the Technology Committee will be…

• To promote long-range plans for funding and resources

• To provide and support an evolving technology plan

The most important criteria for measuring our success will be students who use
technology as a tool to succeed in school, as evidenced by student achievement.

Revised 9/28/09 7
 Current State
Curriculum:
• Kindergarten Through Grade Five

Care and Usage

Software Introduction

Research

Publishing

Communication

• Grades Six Through Twelve

Programming I and II

Internet Programming

Electronic Publishing

Business Organization/Micro Computer Applications

Design and Drawing for Production I and II

CAD I and CAD II

Design Technology (1.5yr IB Class) Uses AutoCAD, Inventor, Mastercam, CNC.

Architectural Drawing – Architectural Desktop and AutoCAD

Computer 6, 7, and 8 – Microsoft Office Suite

Technology 7 and 8 – Inventor & AutoCAD

Photography – Photoshop & Disublimation printer

Curriculum to Support Other Content Areas

Revised 9/28/09 8
Professional Development:
• During School Opportunities

“Intel – Teach to the Future”

Peer Teaching/Peer Coaching

• Summer, Conference Day, and After School Opportunities

Website Creation and Development

Smart Board Training and Development – Beginner and Advanced

Interactive White Board Student Response System

Angel Learning

Castle Learning/School Island

Photo Story 3

Kurzweil

Google Earth

Research Databases

Podcasting

Multimedia

Microsoft Movie Maker

Microsoft Excel

Evernote

Examview

Paperless Communication with Large Groups

Paperless Board of Education Meetings

Microsoft Office 2007

Software Program Training

Revised 9/28/09 9
Infrastructure:
• Elementary School Hardware

All classrooms equipped with a Smart Board and mounted projector

All classrooms equipped with a set of interactive response devices

All classrooms equipped with a cluster of at least five networked computers

All classrooms equipped with a LaserJet and DeskJet printer

One computer lab containing networked computers, two LaserJet printers (1 color, 1
black and white), and two DeskJet printers

One fine arts computer lab containing networked computers, a LaserJet printer, and a
classroom set of electronic piano keyboards

Three Wireless Laptop Labs

Library is equipped with thirteen networked computers, one LaserJet printer, and one
networked color DeskJet

All faculty have a laptop for instructional use

Two AV Rovers equipped with projectors, speakers, DVD/VCR players, and wireless
interactive wand

Laptop computers available for staff use

Digital cameras available for staff use

Projectors available for staff use

Video cameras/Flip cameras available for staff use

Scanners

Smart Board tablets

One conference room equipped with a mounted ceiling projector and one conference
room equipped with a Smart Board and mounted projector

Revised 9/28/09 10
• Elementary School Applications

Scholastic Keys for Office 2007

Keyboarding software - UltraKey

HyperStudio

Inspiration/Kidspiration

KidPix

ABC World

Graph Club

Timeliner

Mathasaurus 1 and 2

River Deep Programs (Bailey’s Book House, Carnival Countdown, Mighty Math Calculating Crew, Number
Heroes, Learn to Read, Math Zoo Zillions, Millie’s Math House, Oregon Trail, Reader Rabbit, Reading Builder
Adventure, Read Write and Type, Sammy’s Science House, Trudy’s Time and Place, Word Factory)

BrainPop/Brain Pop Jr.

Enchanted Learning

SuccessMaker

Learning A-Z (Reading A-Z and RAZ Kids)

Music Ace

Finale Notepad

MixCraft

Spelling Stumpers

Revised 9/28/09 11
• Middle/High School Hardware

All classrooms equipped with a Smart Board and mounted projector

All classrooms equipped with a set of interactive response devices

All classrooms equipped with at least one and up to five networked computers

Five computer labs as follows:

• One middle school computer lab

• One high school computer lab

• One technology (C.A.D.) computer lab – including One CNC machine

• One fine arts computer lab

Library is equipped with networked computers, one LaserJet printer, and one
networked color DeskJet

Five Wireless Laptop Labs

All faculty have a laptop for instructional use

Laptop computers available for staff use

Two AV Rovers each equipped with projectors, speakers, DVD/VCR players, and
wireless interactive wand

Digital cameras available for staff use

Projectors available for staff use

Video cameras/Flip cameras available for staff use

Scanners

Smart Board tablets

Wacom Tablets

90 MP3 Players

CNC Lathe

Revised 9/28/09 12

One conference room equipped with Smart Board and mounted projector

One Polycom unit for distance learning and video conferencing

One networked Color Laser Printer for staff use

• Middle/High School Applications

Technology integration into the classroom curriculum

Multimedia presentation software

Internet Explorer for research and interactive sites for building skills

TI Calculator software

Shortess-Rawson CAD

Adobe Photoshop

Career Cruising

Faronics Lab Monitoring in two computer labs

Kurzweil software

Keyboarding software – UltraKey

Geometer Sketchpad

Toon Boom in one computer lab

Virtual Business in one computer lab

Adobe Creative Suite 3 in one computer lab

Practica Musica in one computer lab

Flash programming in one computer lab

Revised 9/28/09 13
• District-Wide Hardware

All administrative offices are equipped with networked computers and printers

Networked Xerox Docucenter for staff use in each building

Wireless coverage in all buildings

• District-Wide Applications

Microsoft Office 2007

Internet Explorer

MovieMaker

GroupWise e-mail system

NutriKids Food Service Point of Sale (POS) system and vending machine

Clear Track Individualized Education Program Management System

Mandarin online library database management system

Portal through School World website to access library databases at one point of access

SchoolMaster student information system – Converting to Infinite Campus during

2009-2010 school year

Finance Manager accounting database management system

District website through School World to reflect up-to-date information

Connect-Ed Community Notification System

Rubicon Atlas Curriculum Mapping Software

Angel Learning Management System

AIMSWeb Response to Intervention

Weatherbug

All district computers have Internet access, access to printers, District Wide Area
Network connections, Microsoft Office productivity software, e-mail capabilities, and
access to SchoolMaster

Revised 9/28/09 14
 Desired State
Curriculum:
• Continually revise technology curriculum within all content areas to reflect current and
future student needs

• Link software purchases to specific curricular outcomes. The software needs to meet the
district instructional expectations and curriculum goals

• Continue to explore software options to support curriculum in all areas

• Explore linkages with institutions of higher education to provide students with opportunities
for online learning K-16

Professional Development:
• Continue to promote the integration of technology through:

Turn-key training

Individual and small group training based on differentiated needs

Peer Coaching

• Continue to promote and empower staff to learn about new technology and lead professional
development opportunities for colleagues

Infrastructure:
• Continue to upgrade and replace all classroom computers, computer lab computers, faculty
laptops, and portable laptop labs

• Monitor use of computer labs and portable laptop labs to determine future needs

• Upgrade and replace servers and switches according to replacement cycle

• Audio amplification system in all classrooms

• Document cameras in all classrooms

Revised 9/28/09 15
 • All classrooms equipped with a Promethean Board and projector

• All teachers have a laptop for educational use

• Portable labs available for student use at elementary and middle/high schools

• Put a wireless system in place for wireless network and Internet access throughout the district

Financial Considerations:
• Budget will reflect:

Curriculum writing needs

Professional development needs

Necessary replacement to maintain infrastructure

Additions to infrastructure to meet changing instructional needs

Revised 9/28/09 16
 Goals
Curriculum:
• All implemented K-12 curriculum will have identified student computer technology
opportunities

• Students will use a variety of technology to increase academic achievement

• Students will use global resources

• District will provide access to assistive technology on an as-needed basis

• All students and staff will maintain the integrity and ethical use of the district’s computer
system (DCS)/network

Professional Development:
• All staff will be competent users of available technology resources as a tool for management
and instruction

• All staff will be provided opportunities to receive training throughout the school year and
summer months. Training will occur before, during, and after school hours

• All staff will use and integrate available technologies to enhance the teaching and learning
process

Infrastructure:
• Students and staff will have universal access to available technologies to support and enhance
the learning process

Revised 9/28/09 17
 Action Plans

Curriculum Goals
Statement of Goal: All implemented K-12 curriculum will have identified student computer technology opportunities
Belief Statement Correlation: #1, #2, #3, #4, #5, #6, #8, #10, #11

Resources Required and Evaluation/Evidence of

Task/Objective Person(s) Responsible Timeline
Financial Considerations Completion
Develop a detailed scope and sequence
for when technology concepts and skills Technology Committee
should be taught and mastered K-12 Director of Technology Scope and sequence has
September 2011 NETS-S
based on the National Educational Director of Curriculum been developed
Technology Standards for Students and Assessment
(NETS-S)
Ongoing as
Director of Curriculum curriculum is NETS-S have been
Embed scope and sequence based on
and Assessment revisited embedded in current
NETS-S in current Bloomfield curriculum Curriculum documents
according to Bloomfield curriculum
documents
Curriculum Committee management documents
cycle
K-5 Computer
Technology Curriculum
NETS-S have been
Align the Bloomfield computer Technology Committee
6-12 Computer embedded in current
technology curriculum to the National
September 2010 Technology Curriculum Bloomfield computer
Educational Technology Standards for Director of Curriculum
technology curriculum
Students (NETS-S) and Assessment
National Educational documents
Technology Standards
for Students (NETS-S)
K-5 Computer
Technology Committee
Technology Curriculum Updated Bloomfield
Review and update the computer
Every Two Years computer technology
technology curriculum document Director of Curriculum
6-12 Computer curriculum document
and Assessment
Technology Curriculum

Revised 9/28/09 18
Statement of Goal: Students will use a variety of technology to increase academic achievement
Belief Statement Correlation: #1, #2, #3, #4, #5, #6, #8, #10, #11

Person(s) Resources Required and Evaluation/Evidence

Task/Objective Timeline
Responsible Financial Considerations of Completion
Students demonstrate
Director of proper keyboarding
Students will use proper keyboarding Technology techniques
Ongoing Keyboarding Software
techniques
Instructional Staff Student keyboarding
charts
Computer
Technology
Develop Computer Technology Skill Technology Skill
Committee
Assessment for students entering grade 3, September 2011 Not Applicable Assessment
exiting grade 5, and exiting grade 8 developed and
Instructional Staff
implemented
Students will use the Internet, age- Director of
Cost to repair, replace, Students are using all
appropriate software, computers, printers, Technology
Ongoing and purchase new available resources
interactive white boards, and other
technologies where appropriate
available technologies Instructional Staff
Director of
Technology
Develop a process for previewing and
reviewing new technologies (software, Technology
equipment, devices) to determine Committee September 2011 Not Applicable Process in place
appropriateness and how they might tie in
with curriculum Director of
Curriculum and
Assessment

Revised 9/28/09 19
Statement of Goal: Students will use global resources
Belief Statement Correlation: #1, #2, #3, #8, #9, #10, #11

Person(s) Resources Required and Evaluation/Evidence

Task/Objective Timeline
Responsible Financial Considerations of Completion
Library Media Electronic library
District will provide electronic library Specialists resources, video
Cost of new and
resources, video conferencing, and access Ongoing conferencing, and
continuing resources
to online courses Director of access to online
Technology courses are available
All libraries have
received Electronic
Library Media
Doorway Library
Specialists
All libraries meet “Leader” level of Full and ongoing access certificate from the
June 2010
Electronic Doorway Library to the system Board of Regents, the
Director of
NYS Education
Technology
Department, and the
NYS Library

Statement of Goal: District will provide access to assistive technology on an as-needed basis
Belief Statement Correlation: #2, #4, #12

Person(s) Resources Required and Evaluation/Evidence

Task/Objective Timeline
Responsible Financial Considerations of Completion
Director of
Compliance with
Technology
Fulfill requirements of Americans with As Needed on Individual ADA through
Ongoing
Disabilities Act (ADA) Student Basis Individualized
Director of Pupil
Education Plans (IEP)
Personnel

Revised 9/28/09 20
Statement of Goal: All students and staff will maintain the integrity and ethical use of the district’s computer system
(DCS)/network
Belief Statement Correlation: #12, #13

Resources Required and Evaluation/Evidence

Task/Objective Person(s) Responsible Timeline
Financial Considerations of Completion
New Hires/New
New Hires – District Office Students – Upon
Have all users of district computer entrance to the
New Students – District
system acknowledge in writing district
Registrar Not Applicable Signed AUP on file
receipt of district Acceptable Use
Policy (AUP) Students – Building Students – Upon
Administrator entrance to new
building
Maintain up-to-date lists of signed Senior Computer Services
Yearly Not Applicable Maintained lists
AUP Assistants
Students – Computer Lab
Refresh all users of the district Teaching Assistant and Review takes place
computer system on the AUP and Instructional Staff Yearly in
Not Applicable with students and
ethical use (copyright, Internet September
Staff – Director of staff
safety rules, etc…)
Technology
Reviewed with All workstations
Secure all desktops and Local Area secure
Senior Computer Services operating system
Network (LAN) with appropriate Not Applicable
Assistants upgrades/modified All users have
“Workstation and User Policies”
as needed appropriate access

Revised 9/28/09 21
Professional Development Goals
Statement of Goal: All staff will use and integrate available technologies to enhance the teaching and learning process
Belief Statement Correlation: #5, #6

Resources Required and Evaluation/Evidence

Task/Objective Person(s) Responsible Timeline
Financial Considerations of Completion
Provide staff access to appropriate Technologies are
Director of Technology Ongoing Cost of technologies
technologies available
Administrators With
Year-End and
Supervisory Roles
Include technology growth Annual Appraisal
Yearly in Administrative and staff
objectives in Year-End and Annual will include
Bloomfield Professional May/June time
Appraisals technology growth
Educator’s Association
objectives
(BPEA)
Share best practices with staff Director of Technology Staff receive
through modeling, articles, peer Ongoing Release Time information on best
coaching, presentations, e-mail Technology Trainers practices

Revised 9/28/09 22
Statement of Goal: All staff will be competent users of available technology resources as a tool for management and
instruction
Belief Statement Correlation: #5, #6

Resources Required and Evaluation/Evidence

Task/Objective Person(s) Responsible Timeline
Financial Considerations of Completion
Develop standards for professional staff
Technology
to be competent users of technology
Committee NETS-T
based on the National Educational Yearly Standards developed
Director of NETS-A
Technology Standards for Teachers and
Technology
Administrators (NETS-T, NETS-A)
Professional
Align the Personal Technology Inventory Technology standards have been
October 2010 Professional Standards
to the professional standards Committee embedded in
Inventory
National Educational
Administer updated staff
Director of Technology Standards Completed surveys
survey/inventory based on NETS-T and October 2010
Technology for Teachers and by all faculty
training needs to all faculty
Angel Learning
Director of
Determine training needs based on Technology Training offerings
teacher surveys/inventory, training Yearly Not Applicable offered each semester
evaluations, and feedback Technology and summer
Committee

Revised 9/28/09 23
Statement of Goal: All staff will be provided opportunities to receive training throughout the school year and summer months.
Training will occur before, during, and after school hours
Belief Statement Correlation: #5, #6, #7

Person(s) Resources Required and

Task/Objective Timeline Evaluation/Evidence of Completion
Responsible Financial Considerations
Continuous technology professional
Director of
District will provide professional Release time/stipend for development training taking place
Technology
development opportunities for Ongoing Technology Trainers for Staff participation in technology
technology training Technology in-classroom support professional development
Trainers
opportunities
Continue to seek out in-house
expertise for technology training, for Director of
After school training fee
both after school sessions and Technology In-house technology trainers
Ongoing and release time for in-
opportunities for professional identified
classroom support
development imbedded in actual Technology
classroom instruction (Peer Coaching) Committee
Release time for Staff participation in professional
In-house trainers provide training as In-house development opportunities
Ongoing Technology Trainers for
needed for specific technology skills Trainers
in-classroom support Evaluation Forms completed by staff
Business
Administrator Budget for technology
Budget for technology workshops and Staff attends technology
Yearly workshops and
conferences Director of conferences and workshops
conferences
Technology
Director of
Distribute information on technology Technology Staff attends technology
conferences and workshops to Ongoing As needed
Technology conferences and workshops
appropriate staff
Trainers
Technology
Seek out shared professional training
Committee Shared professional training
opportunities between school districts Ongoing As needed
Director of opportunities available for staff
and/or community
Technology
Provide staff members opportunities to Director of Ongoing
Time for reflection Training participation have
gather and reflect on new practices Technology along with
Compensation for opportunities to reflect on new
used in the classroom upon completion Technology training
trainers learning and practice
of training Trainers opportunities

Revised 9/28/09 24
Infrastructure Goals
Statement of Goal: Students and staff will have universal access to available technologies to support and enhance the
learning process
Belief Statement Correlation: #2, #4, #5, #6, #12, #14

Resources Required and Evaluation/Evidence

Task/Objective Person(s) Responsible
Director of Technology
Support and maintain the Wide
Area Network (WAN)
WFL BOCES
Superintendent
Continue to employ a full-time
Senior Computer Services Assistant Business Administrator
(SCSA) at each building
Director of Technology
Technology Committee
Timeline
Financial Considerations of Completion
WAN capabilities
utilized by
community
Monitor and chart
Ongoing
uptime/downtime Service request
annually submitted
to BOCES
Ongoing Two full-time positions Positions filled

Update technology Director of Technology

Yearly in February Not Applicable Plan completed
replacement/purchase plan
Senior Computer Services
Assistants
Computer
Update and increase as necessary
Director of Technology Budget for necessary workstations and
the number of working, up-to-date
Yearly workstations and other other equipment are
computer workstations and other
Business Administrator equipment working and
equipment
up-to-date
All faculty have
Replace all faculty laptops Budget for replacement laptop computers
Director of Technology Yearly
according to the replacement cycle hardware that are working and
up-to-date
Director of Technology Each building has at
Create guest areas on the wireless Implementation by Possible hardware
least one guest access
network for students and parents September 2011 necessary
Business Administrator area
Revised 9/28/09 25

Replace and increase as necessary
the number of portable labs
Support exploration and
convergence of changing
technologies for the 21st century
classroom
Expand bandwidth to meet
increasing and changing
technology needs
Explore the possibilities of wireless
devices for all students
Enhance fine arts labs in both
building
Equip all classrooms with audio
amplification devices
Begin using Infinite Campus
Student Information System
Director of Technology
Monitor usage of
Yearly Budget for portable labs
laptop carts
Business Administrator
Technology Committee New technology
Budget for hardware
Ongoing explored and used in
and/or software
Director of Technology instruction
Director of Technology
Budget for bandwidth
Ongoing as needed Expanded bandwidth
expansion
Business Administrator
Wireless devices for
Director of Technology
Budget for wireless all students and used
June 2013
devices to support
Business Administrator
instruction
Director of Technology
Budget for hardware and Fine arts music lab
September 2011
software created
Business Administrator
Director of Technology All classrooms have
Budget for amplification
September 2012 audio amplification
devices
Business Administrator devices
All staff will use
Infinite Campus for
Director of Technology September 2010 Budget for program student information,
grading, attendance,
and schedules
Revised 9/28/09 26
 Monitoring/Evaluation Plan
We believe monitoring and evaluation is critical in ensuring the progress of technology
within the district. Monitoring and evaluation of this technology plan will be the
responsibility of the Bloomfield Central School District Technology Committee. The
committee will review the plan annually. The District Technology Committee will evaluate
the use and implementation of this technology plan and the outlined goals using the
following Evaluation Cycle:

Collect and
Develop
Analyze
and Set
Data
Goals

Technology
Evaluation
Cycle

Implement Create
Action Action
Plans Plan

Evaluation for each of the component parts of the action plan have been developed and are
outlined in the last column of each action plan. The District Technology Committee will then
oversee the person(s) identified within the action plans carry out their responsibilities. The
committee will use the information identified within the Evaluation/Evidence of Completion
section of the action plans to collect and analyze data. Using this data, new goals can then be
set.

In addition to this, the technology plan will be evaluated using the following:
• Focus Groups

• Surveys

• Professional Development Evaluation Forms

• Classroom Observations

• Artifact Analysis

Revised 9/28/09 27
 Financial Considerations
Three Year Budget Summary:

The following budget summarizes key technology-related annual expenditures for the
life of this three-year plan. For comparison, we have shown current (school year
2009 – 2010) expenditures in their equivalent categories.

It is important to note that no budget can foresee all expenditures over a three-year
budget. This is particularly true for ongoing, systematic interventions such as
technology integration. This is a critical point. Much of what we need to budget –
such as software, training, and personnel – is an ongoing expenditure. As such, the
specific budget requirements for each year will often be developed only a year in
advance.

Expense Current 2010 – 2011 2011 - 2012 2012 - 2013

Senior Computer Services Assistants $95,000 $97,850 $101,200 $104,000
BOCES Administration $120,000 $122,500 $125,000 $127,500
BOCES Instructional $108,000 $110,500 $113,000 $115,500
Internet Access Charge $65,000 $67,000 $68,500 $70,000
State Aided Computer Hardware $17,710 $17,750 $17,750 $17,750
Computer Other $20,000 $20,000 $20,000 $20,000
District Network Supplies $20,000 $20,000 $20,000 $20,000
State Aided Computer Software $17,000 $17,500 $17,500 $17,500
Computer Hardware $250,000 $250,000 $50,000 $50,000
TOTAL $712,710 $723,100 $532,950 $542,250

A 3.99% multiplier has been added to meet the obligation of the contract for the following years.

A 3.0% multiplier has been added to meet vendor annual increases for the following years.

This technology initiative will require a variety of funding sources. While reallocation
within the annual district budget will fund much of the anticipated costs, additional
funding will be necessary. This funding may come from sources such as:
• Capital Improvement Projects

• Federal, State, and Foundation Grants

• Universal Service Fund

Revised 9/28/09 28
 Appendix

Appendix A – Committee Representation………………………………………..Page 30

Appendix B – Technology Committee Profile……………………………………Page 31

Appendix C – National Educational Technology Standards for Students……….Page 33

Appendix D - National Educational Technology Standards for Teachers……….Page 34

Appendix E – National Educational Technology Standards for Administrators...Page 36

Appendix F – Staff Use of Computerized Information Resources Policy………...Page 38

Appendix G – Student Use of Computerized Information Resources Policy…….Page 42

Appendix H – Community Use of Computerized Information Resources Policy..Page 46

Appendix I – Internet Safety Policy………………………………………………Page 51

Appendix J – K-5 Computer Technology Curriculum……………….………….Page 53

Revised 9/28/09 29
 Appendix A – Committee Representation
2009 – 2010 District Technology Committee Members:

Superintendent
Michael Midey

Director of Instructional Technology

Jennifer Check

Director of Curriculum and Assessment

Kathryn Taylor

Business Administrator
Susan Foley

Senior Computer Services Assistants/Building Technology Coordinators

Amy Repard
Stacey Rogers

Library Media Specialist

Michelle Langley

Teachers
Ann Alden
Melissa Arber
Emily Dowd
Jamie Goll
Mark Jacobs
Andy Reddout
Diane Thorpe
John Wright

Teaching Assistants
Deb Meek
Kate Myers

Community Representatives
David McClelland

Higher Education, Consultant

Lawrence Dugan

Revised 9/28/09 30
 Appendix B – Technology Committee Profile
BLOOMFIELD CENTRAL SCHOOL DISTRICT
COMPUTER TECHNOLOGY COMMITTEE

I. Rationale: see Mission Statement below

II. Purpose: see Mission Statement below

Mission Statement
Computer Technology Committee

The mission of the Bloomfield Central School District Computer/Technology Committee is to provide the
technological and instructional resources required to assure that our school community is able to thrive in a
rapidly changing technological environment.

III. Scope of Work:

A. Monitor curriculum activities relating to computer technology

B. Update, monitor and adjust technology plan annually
C. Make budgetary recommendations to Board of Education on computer technology related
purchases
D. Communicate with stakeholders and district committees
E. Create procedures and policies for use of computer/technology
F. Develop and facilitate staff development in collaboration with the District Staff Developer as it
relates to technology and make appropriate recommendations to District Professional
Development Team
G. Recommend computer technology courses to the Leadership Team (administration).
H. Review and revise K-12 computer curriculum as needed
I. Facilitate community involvement with district computer technology resources
J. Review computer technology staffing needs annually and make appropriate recommendations to
leadership team.

IV. Type of Committee: Standing

V. Meetings: Minimum: Three times a year (equivalent of three full days) or more as needed (September
through June)

VI. Reporting: Minutes are to be distributed to all Computer Technology committee members and posted
electronically on the District Network

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VII. Membership:

A. Representation: In order to represent all stakeholders equally, the

Computer Technology Committee will be comprised of
1 Director of Computer Technology or Computer Coordinator
2 Students 9-12 (acting as liaisons to the committee when needed)
2 Community/Parent Representatives
2 K-5 Teacher Representatives (preferably one primary and one intermediate)
2 Computer Teachers (one from each building)
2 6-12 Teacher Representatives (preferably one middle school and one high school)
1 K-12 Support Staff Representative
1 Library Media Specialist
2 Senior Computer Services Assistants

B. Selection process:
Teachers: by colleagues through a vote conducted by the computer teachers
Community and Parent: newsletter/volunteer w/BOE approval and/or PTSA
Students: selected by HS computer teacher
Support staff: by support staff

Committee members are to serve staggered two-year terms with the option of running for a
second term when his/her membership term expires.

C. Members' Responsibilities:
•Take part in committee discussions
•Research agenda items prior to meetings
•Serve on computer/technology subcommittees
•Be in attendance at all committee meetings
•Represent your constituents and any proposals they may have related to
computer technology
•Participate in all aspects of committee work

VIII. Chairperson

A. Selection: The Director of Computer Technology is standing chairperson of the

Computer/Technology Committee in compliance with his/her job description.
B. Responsibilities: The Computer/Technology Chairperson will
• notify members of meetings
• facilitate meetings
• see that minutes are taken and distributed
• create agenda with input from last meeting and membership
• be an ad hoc representative as needed

IX. Decision-Making: Decisions will be by simple majority.

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 Appendix C – National Educational Technology Standards for
Students (ISTE)
Technology Foundation Standards for All Students

The technology foundation standards for students are divided into six broad categories. Standards
within each category are to be introduced, reinforced, and mastered by students. These categories
provide a framework for linking performance indicators within the Profiles for Technology Literate
Students to the standards. Teachers can use these standards and profiles as guidelines for planning
technology-based activities in which students achieve success in learning, communication, and life
skills.

Technology Foundation Standards for Students

1 Basic operations and concepts

Students demonstrate a sound understanding of the nature and operation of technology
systems.

Students are proficient in the use of technology.

2 Social, ethical, and human issues

Students understand the ethical, cultural, and societal issues related to technology.

Students practice responsible use of technology systems, information, and software.

Students develop positive attitudes toward technology uses that support lifelong learning,
collaboration, personal pursuits, and productivity.

3 Technology productivity tools

Students use technology tools to enhance learning, increase productivity, and promote
creativity.

Students use productivity tools to collaborate in constructing technology-enhanced models,
prepare publications, and produce other creative works.

4 Technology communications tools

Students use telecommunications to collaborate, publish, and interact with peers, experts, and
other audiences.

Students use a variety of media and formats to communicate information and ideas effectively
to multiple audiences.

5 Technology research tools

Students use technology to locate, evaluate, and collect information from a variety of sources.

Students use technology tools to process data and report results.

Students evaluate and select new information resources and technological innovations based
on the appropriateness for specific tasks.

6 Technology problem-solving and decision-making tools

Students use technology resources for solving problems and making informed decisions.

Students employ technology in the development of strategies for solving problems in the real
world.

Copyright ISTE NETS. All Rights Reserved.

Revised 9/28/09 33
 Appendix D – National Educational Technology Standards for
Teachers
Educational Technology Standards and Performance Indicators for All Teachers

Building on the NETS for Students, the ISTE NETS for Teachers (NETS•T), which focus on preservice teacher
education, define the fundamental concepts, knowledge, skills, and attitudes for applying technology in
educational settings. All candidates seeking certification or endorsements in teacher preparation should meet
these educational technology standards. It is the responsibility of faculty across the university and at
cooperating schools to provide opportunities for teacher candidates to meet these standards.

The six standards areas with performance indicators listed below are designed to be general enough to be
customized to fit state, university, or district guidelines and yet specific enough to define the scope of the topic.
Performance indicators for each standard provide specific outcomes to be measured when developing a set of
assessment tools. The standards and the performance indicators also provide guidelines for teachers currently
in the classroom.

1 TECHNOLOGY OPERATIONS AND CONCEPTS.

Teachers demonstrate a sound understanding of technology operations and concepts. Teachers:

demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as
described in the ISTE National Education Technology Standards for Students)

demonstrate continual growth in technology knowledge and skills to stay abreast of current and
emerging technologies.

2 PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.

Teachers plan and design effective learning environments and experiences supported by technology. Teachers:

design developmentally appropriate learning opportunities that apply technology-enhanced instructional
strategies to support the diverse needs of learners.

apply current research on teaching and learning with technology when planning learning environments
and experiences.

identify and locate technology resources and evaluate them for accuracy and suitability.

plan for the management of technology resources within the context of learning activities.

plan strategies to manage student learning in a technology-enhanced environment.

3 TEACHING, LEARNING, AND THE CURRICULUM.

Teachers implement curriculum plans that include methods and strategies for applying technology to maximize
student learning. Teachers:

facilitate technology-enhanced experiences that address content standards and student technology
standards.

use technology to support learner-centered strategies that address the diverse needs of students.

apply technology to develop students' higher order skills and creativity.

manage student learning activities in a technology-enhanced environment.

4 ASSESSMENT AND EVALUATION.

Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:

apply technology in assessing student learning of subject matter using a variety of assessment
techniques.

use technology resources to collect and analyze data, interpret results, and communicate findings to
improve instructional practice and maximize student learning.

apply multiple methods of evaluation to determine students' appropriate use of technology resources for
learning, communication, and productivity.

5 PRODUCTIVITY AND PROFESSIONAL PRACTICE.

Teachers use technology to enhance their productivity and professional practice. Teachers:

use technology resources to engage in ongoing professional development and lifelong learning.

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continually evaluate and reflect on professional practice to make informed decisions regarding the use
of technology in support of student learning.

apply technology to increase productivity.

use technology to communicate and collaborate with peers, parents, and the larger community in order
to nurture student learning.

6 SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12
schools and apply those principles in practice. Teachers:

model and teach legal and ethical practice related to technology use.

apply technology resources to enable and empower learners with diverse backgrounds, characteristics,
and abilities.

identify and use technology resources that affirm diversity

promote safe and healthy use of technology resources.

facilitate equitable access to technology resources for all students.

Copyright ISTE NETS. All Rights Reserved.

Revised 9/28/09 35
 Appendix E – National Educational Technology Standards for
Administrators
Educational Technology Standards and Performance Indicators for Administrators

I. LEADERSHIP AND VISION.

Educational leaders inspire a shared vision for comprehensive integration of technology and foster an
environment and culture conducive to the realization of that vision. Educational leaders:
A. facilitate the shared development by all stakeholders of a vision for technology use and widely
communicate that vision.
B. maintain an inclusive and cohesive process to develop, implement, and monitor a dynamic, long-
range, and systemic technology plan to achieve the vision.
C. foster and nurture a culture of responsible risk-taking and advocate policies promoting continuous
innovation with technology.
D. use data in making leadership decisions.
E. advocate for research-based effective practices in use of technology.
F. advocate on the state and national levels for policies, programs, and funding opportunities that
support implementation of the district technology plan.

II. LEARNING AND TEACHING.

Educational leaders ensure that curricular design, instructional strategies, and learning environments integrate
appropriate technologies to maximize learning and teaching. Educational leaders:
A. identify, use, evaluate, and promote appropriate technologies to enhance and support instruction and
standards-based curriculum leading to high levels of student achievement.
B. facilitate and support collaborative technology-enriched learning environments conducive to
innovation for improved learning.
C. provide for learner-centered environments that use technology to meet the individual and diverse
needs of learners.
D. facilitate the use of technologies to support and enhance instructional methods that develop higher-
level thinking, decision-making, and problem-solving skills.
E. provide for and ensure that faculty and staff take advantage of quality professional learning
opportunities for improved learning and teaching with technology.

III. PRODUCTIVITY AND PROFESSIONAL PRACTICE.

Educational leaders apply technology to enhance their professional practice and to increase their own
productivity and that of others. Educational leaders:
A. model the routine, intentional, and effective use of technology.
B. employ technology for communication and collaboration among colleagues, staff, parents, students,
and the larger community.
C. create and participate in learning communities that stimulate, nurture, and support faculty and staff in
using technology for improved productivity.
D. engage in sustained, job-related professional learning using technology resources.
E. maintain awareness of emerging technologies and their potential uses in education.
F. use technology to advance organizational improvement.

IV. SUPPORT, MANAGEMENT, AND OPERATIONS.

Educational leaders ensure the integration of technology to support productive systems for learning and
administration. Educational leaders:
A. develop, implement, and monitor policies and guidelines to ensure compatibility of technologies.
B. implement and use integrated technology-based management and operations systems.
C. allocate financial and human resources to ensure complete and sustained implementation of the
technology plan.
D. integrate strategic plans, technology plans, and other improvement plans and policies to align efforts
and leverage resources.
E. implement procedures to drive continuous improvement of technology systems and to support
technology replacement cycles.
Revised 9/28/09 36
V. ASSESSMENT AND EVALUATION.
Educational leaders use technology to plan and implement comprehensive systems of effective assessment and
evaluation. Educational leaders:
A. use multiple methods to assess and evaluate appropriate uses of technology resources for learning,
communication, and productivity.
B. use technology to collect and analyze data, interpret results, and communicate findings to improve
instructional practice and student learning.
C. assess staff knowledge, skills, and performance in using technology and use results to facilitate
quality professional development and to inform personnel decisions.
D. use technology to assess, evaluate, and manage administrative and operational systems.

VI. SOCIAL, LEGAL, AND ETHICAL ISSUES.

Educational leaders understand the social, legal, and ethical issues related to technology and model responsible
decision-making related to these issues. Educational leaders:
A. ensure equity of access to technology resources that enable and empower all learners and educators.
B. identify, communicate, model, and enforce social, legal, and ethical practices to promote responsible
use of technology.
C. promote and enforce privacy, security, and online safety related to the use of technology.
D. promote and enforce environmentally safe and healthy practices in the use of technology.
E. participate in the development of policies that clearly enforce copyright law and assign ownership of
intellectual property developed with district resources.

Revised 9/28/09 37
Appendix F – Staff Use of Computerized Information
Resources Policy

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Revised 9/28/09 39
Revised 9/28/09 40
Revised 9/28/09 41
Appendix G – Student Use of Computerized Information
Resources Policy

Revised 9/28/09 42
Revised 9/28/09 43
Revised 9/28/09 44
Revised 9/28/09 45
Appendix H – Community Use of Computerized Information
Resources Policy

Revised 9/28/09 46
Revised 9/28/09 47
Revised 9/28/09 48
Revised 9/28/09 49
Revised 9/28/09 50
 Appendix I – Internet Safety Policy
Internet Safety Policy
Bloomfield Central School District
Introduction
It is the policy of the Bloomfield Central School District to (a) prevent user access over its computer
network to, or transmission of, inappropriate material via Internet, electronic mail, or other forms of
direct electronic communications; (b) prevent unauthorized access and other unlawful online activity;
(c) prevent unauthorized online disclosure, use, or dissemination of personal identification information
of minors; and (d) comply with the Children’s Internet Protection Act [Pub. L. No. 106-554 and 47
USC 254(h)].

Definitions
Key terms are as defined in the Children’s Internet Protection Act:
TECHNOLOGY PROTECTION MEASURE – The term ``technology protection measure''
means a specific technology that blocks or filters Internet access to visual depictions that are –
1. obscene, as that term is defined in section 1460 of title 18, United States Code;
2. child pornography, as that term is defined in section 2256 of title 18, United States Code; or
3. harmful to minors.

HARMFUL TO MINORS – The term ``harmful to minors'' means any picture, image, graphic
image file, or other visual depiction that –
1. taken as a whole and with respect to minors, appeals to a prurient interest in nudity, sex, or
excretion;
2. depicts, describes, or represents, in a patently offensive way with respect to what is suitable for
minors, an actual or simulated sexual act or sexual contact, actual or simulated normal or
perverted sexual acts, or a lewd exhibition of the genitals; and
3. taken as a whole, lacks serious literary, artistic, political, or scientific value as to minors.

SEXUAL ACT; SEXUAL CONTACT – The terms ``sexual act'' and ``sexual contact'' have the
meanings given such terms as defined in section 2246 of title 18, United States Code.

Access to Inappropriate Material

To the extent practical, technology protection measures (or “Internet filters”) shall be used to block or
filter Internet, or other forms of electronic communications, or access to inappropriate information.
Specifically, as required by the Children’s Internet Protection Act, blocking shall be applied to visual
depictions of material deemed obscene or child pornography, or to any material deemed harmful to
minors.
Subject to staff supervision, technology protection measures may be disabled, or in the case of minors,
minimized only for bona fide research or other lawful purposes.

Inappropriate Network Usage

To the extent practical, steps shall be taken to promote the safety and security of users of the
Bloomfield Central School District online computer network when using electronic mail, chat rooms,
instant messaging, and other forms of direct electronic communications.
Specifically, as required by the Children’s Internet Protection Act, prevention of inappropriate network
usage includes: (a) unauthorized access, including so-called “hacking,” and other unlawful activities;

Revised 9/28/09 51
and (b) unauthorized disclosure, use, and dissemination of personal identification information
regarding minors.
While computer network and Internet access are provided within the Bloomfield Central School
District to support instruction, efficiency, and increased communication, it is a privilege and not a
right. Failure to adhere to network policies and rules may subject users to warnings, usage restrictions,
disciplinary actions, or legal proceedings.

Education, Supervision, and Monitoring

It shall be the responsibility of all members of the Bloomfield Central School District staff to educate,
supervise, and monitor appropriate usage of the online computer network and access to the Internet in
accordance with this policy, the Children’s Internet Protection Act, the Neighborhood Children’s
Internet Protection Act, and the Protecting Children in the 21st Century Act.
Procedures for the disabling or otherwise modifying any technology protection measures shall be the
responsibility of the Director of Instructional Technology.

Organizational Responsibility and Privacy

Bloomfield Central School District does not warrant the effectiveness of Internet filtering. The privacy
of system users is limited.

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 Appendix J – K-5 Computer Technology Curriculum

Kindergarten
Care and Usage
 The learner will be able to use the basic keys: enter/return, spacebar, backspace/delete,
and arrow keys.
 The learner will be able to name pieces of hardware using a visual cue: monitor, mouse,
screen, keyboard, disk drive, CPU, power switch, printer, CD-Rom, etc.
 The learner will be able to demonstrate mouse skills: point and click, click and drag, and
mouse click.

Communications
 The learner will be able to recognize ways to communicate (e.g. voices, telephone, sign
language, email).

Data Analysis
 The learner will be able to use primary-level simulation-based software (e.g. Bailey’s Book
House, Millie’s Math House, Living Books, etc).

Publishing
 The learner will be able to use basic tools of graphics programs (pencil, paintbrush,
eraser, and fill) to produce pictures.
 The learner will be able to use the keyboard to locate keys and press enter/return.

Technology in Society
 The learner will be able to tell of his/her own growth in the use of technology.

The learner will be able to model sharing and respect for property.

The learner will be able to understand that computers store their computer work.

The learner will be able to recognize the different types of information systems.

Revised 9/28/09 53
First
Care and Usage
 The learner will be able to turn the computer on and off.
 The learner will be able to physically or verbally identify hardware: monitor, mouse,
screen, keyboard, disk drive, CPU, power switch, printer, CD-ROM etc.
 The learner will be able to use letters, numbers, and basic keys (enter/return, spacebar,
backspace/delete, arrow keys).
 The learner will be able to demonstrate mouse skills: point and click, click and drag, and
mouse click.

Communications
 The learner will be able to gain an awareness of sending and receiving a message to a
distant location.
 The learner will be able to identify a variety of electronic tools to communicate (e.g.
telephone, email etc.)
 The learner will be able to log on and off a network.

Data Analysis
 The learner will be able to use a primary simulation-based software program to
manipulate variables (e.g. sunny day to cloudy)
 The learner will be able to use a primary simulation-based software program to make
choices with different outcomes.
 The learner will be able to search a visual database (e.g. picture dictionaries,
encyclopedias, etc.)

Publishing
 The learner will be able to use a graphics program to complete a simple task such as
editing, resizing, changing the color, or designing a graphic using more advanced tools
(circle, rectangle).
 The learner will be able to use the keyboard to enter words and sentences (use the shift
key, period, question mark, and exclamation point).
 The learner will be able to use recording devices on the computer to record and play back
sound.

Technology
 The learner will be able to identify the technology that applies to various careers.
 The learner will be able to use technology to help recognize careers.
 The learner will be able to explore past technologies still present in the school.
 The learner will be able to save his/her own information to the network.
 The learner will be able to recognize there are different systems between home
and school information.
 The learner will be able to recognize examples of technology in the community.

Revised 9/28/09 54
 The learner will be able to demonstrate respect for the computer work of others.

Revised 9/28/09 55
Second
Care and Usage
 The learner will be able to describe the function of the pieces of hardware: monitor,
mouse, screen, keyboard, disk drive, CPU, power switch, printer, CD-ROM, etc.
 The learner will be able to print specific tasks.
 The learner will be able to use accessory keys: tab, shift, caps lock, esc, and punctuation
keys.

Communications
 The learner will be able to observe the sending and receiving of an e-mail message using
telecommunications.
 The learner will be able to identify and explain why certain communication tools are used
(e.g. voices, telephone, sign language, e-mail, etc.).
 The learner will be able to recognize that there is no privacy when using the Internet.
 The learner will be able to use the automated library system (e.g. Mandarin) to search
for information with assistance.

Data Analysis
 The learner will be able to enter data into a spreadsheet template and print it out.
 The learner will be able to enter variables into a primary-level simulation-based software
program (e.g. Zoo Zillions or Sammy’s Science House).
 The learner will be able to enter data into a database template.
 The learner will be able to use keywords to search library databases for books with
assistance.

Publishing
 The learner will be able to make use of tools (e.g. clip art, resize, cut/paste, paintbrush,
etc.) to design his/her original graphics.
 The learner will be able to use the paint and draw program to begin to integrate with
word processing programs.
 The learner will be able to use graphics tools to refine, paint, and draw pictures, such as
fine-tuning with the eraser tool.
 The learner will be able to use text and page-formatting options in a word processing
document, such as justification (right, left, center, full), fonts, size and style.
 The learner will be able to apply editing techniques to delete and insert text in a word
processing document.
 The learner will be able to use the keyboard to enter multiple sentences in paragraph
form (use the tab key).
 The learner will be able to create components of a slide show to be included in a
cooperative project.

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Technology in Society
 The learner will be able to
 The learner will be able to
 The learner will be able to
 The learner will be able to
and in school.
 The learner will be able to
created computer work.
identify careers located in urban, suburban, and rural settings.
explore past technologies in the community.
identify examples of changes in society.
identify examples of various informational resources at home
describe the right of an individual to ownership of his/her
Revised 9/28/09 57
Third
Care and Usage
 The learner will be able to demonstrate the various functions of hardware: monitor,
mouse, screen, keyboard, disk drive, CPU, power switch, printer, CD-ROM etc.
 The learner will be able to use related home row and related keys to type 10 wpm with
90% accuracy.
 The learner will be able to use proper body positioning while typing (hands, fingers, arms,
feet, head, eyes).

Communications

The learner will be able to send an e-mail message with assistance.

The learner will be able to use a variety of electronic tools to communicate (e.g.
telephone, email).

The learner will be able to visit a web site, evaluate likes and dislikes.

The learner will be able to use applications and services provided (e.g. automated library
system, networked applications) to do a simple search for information.

Data Analysis

The learner will be able to enter data into a database template and print a report.

The learner will be able to select, sort, and print data in a spreadsheet.

The learner will be able to use key words to search library databases for information.

Publishing

The learner will be able to differentiate between the text and drawing tool in a drawing
and painting program.

The learner will be able to use fill tool, text tool, colors and related tools such as line
styles, transparent, and opaque shapes.

The learner will be able to apply click and drag techniques to format and edit a word
processing document, for example, selecting and replacing text.

The learner will be able to use the keyboard to type several paragraphs.

The learner will be able to use the spell checker to check and correct any misspellings in
a word processing document.

The learner will be able to use a digital camera or image with teacher direction in a
multimedia project using either multimedia or word processing programs.

The learner will be able to demonstrate the use of logical steps for constructing a slide
show.

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Technology in Society

The learner will be able to identify the ways that technology has changed the careers of
people in communities.

The learner will be able to explore the past technologies in the world.

The learner will be able to find examples of changes of technologies.

The learner will be able to understand terminology relating to storing information.

The learner will be able to use the appropriate resource for his/her informational needs.

The learner will be able to understand that the copyright law protects what a person or
company has created and saved with a computer.

Revised 9/28/09 59
Fourth
Care and Usage
 The learner will be able to identify and describe peripheral devices: scanners, digital
camera, zip drive, music keyboard, CD burner, etc.
 The learner will be able to analyze proper body position (hand, fingers, arm, feet, head,
eyes).
 The learner will be able to use the home row and related keys to type 15 wpm with 90%
accuracy.

Communications

The learner will be able to use telecommunications with assistance in order to send a
message requesting a specific response to a distant location.

The learner will be able to define the Internet, Internet address, web browser, surfing
the net, and web site.

The learner will be able to participate in an Internet search in a group setting.

The learner will be able to use a pre-set bookmark.

The learner will be able to use keywords to search electronic media.

The learner will be able to use applications and services provided (e.g. automatic library
system) to do a simple search for information.

Data Analysis
 The learner will be able to use a spreadsheet to construct charts/graphs in order to
display and analyze real world data.
 The learner will be able to set up a simple (2-3 field) database, enter data, and print a
report.
 The learner will be able to use key words to search electronic media (such as CD-ROM,
Internet, and electronic dictionary) to find and retrieve information on a specific topic.

Publishing
 The learner will be able to select and move pictures or parts of pictures around the
screen or to cut, copy, and paste.
 The learner will be able to use a thesaurus as a tool to select synonyms in a word
processing document.
 The learner will be able to rotate objects or pictures and/or flip them horizontally and
vertically.
 The learner will be able to create a student generated word processing document.
 The learner will be able to compose a multimedia project consisting of text, graphics, and
sound in a sequential presentation.
 The learner will be able to use a digital camera and microphones to create a multimedia
presentation.

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Technology in Society
 The learner will be able to use technology to research careers in New York State.
 The learner will be able to describe the evolution of technologies in the home.
 The learner will be able to describe the evolution of technology in his/her community.
 The learner will be able to organize his/her personal data.
 The learner will be able to explore appropriate informational systems for learning
purposes.
 The learner will be able to demonstrate his/her understanding of copyright laws when
transferring research information to student work with assistance.

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Fifth
Care and Usage
 The learner will be able to identify and describe peripheral devices: LCD, modem,
scanners, digital camera, zip drive, music keyboard, CD burner, digital tablet, etc.
 The learner will be able to use a variety of software (word processing, database,
spreadsheet, presentation) packages to communicate information in different forms
using text, tables, pictures and sounds.
 The learner will be able use drawing and painting programs.
 The learner will be able to write a simple program to control an external device (e.g.
Lego).
 The learner will be able to integrate correct body positioning with wpm benchmarks.
 The learner will be able to use the home row and related keys to type 20 wpm with 95%
accuracy.
 The learner will be able to access a network from multiple locations within a LAN.

Communications

The learner will be able to send a message requesting a specific response to a distant
location with assistance if necessary.

The learner will be able to make use of a video conference to complete an assignment.

The learner will be able to use and explain network functions (e.g. saving, printing, logging
in/out).

The learner will be able to identify types of on-line services available and how to access
(e.g. AOL. CompuServe, Prodigy, local ISP).

The learner will be able to create a simple web page with assistance, using text and
graphics that does not have to be published on the Internet.

The learner will be able to increase an awareness of efficient Internet use by developing
a plan or strategy.

The learner will be able to use keywords to search electronic media (e.g. electronic
almanacs) to access statistics.

Data Analysis
 The learner will be able to use a simple spreadsheet with grade level math concepts.
 The learner will be able to set up a more complex (4-6 field) database, enter data, and
print a report.
 The learner will be able to use a simulation-based software program to plan or redesign
an area (e.g. environment or structure).

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Publishing
 The learner will be able to apply layering techniques such as front-to-back, back-to-
front, and aligning objects such as the top, left, right, or bottom of objects in draw
programs.
 The learner will be able to use the scaling options to resize a graphic from a draw
program.
 The learner will be able to build a basic animation from a single image.
 The learner will be able to apply page setup tools in a word processing document, for
example: orientation, margin settings, manual page breaks, and double spacing.
 The learner will be able to use the keyboard to enter multiple pages of text.
 The learner will be able to compose a multimedia presentation including text, graphics
and audio in a non-sequential presentation, for example: linking cards in Hypercard or
Hyperstudio stacks.
 The learner will be able to use a scanner to incorporate pictures and text into multimedia
presentations.
 The learner will be able to manipulate scanned text and pictures.
 The learner will be able to explain potential uses of scanners.

Technology in Society
 The learner will be able to identify computers as tools for accessing career information.
 The learner will be able to research the changes in technology over time.
 The learner will be able to select appropriate hardware and software to meet his/her
needs.

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