Rocky Point Union Free School District Technology Plan

Rocky Point Union Free School District

District Technology Plan 2011-2014

Dr. Michael Ring, Superintendent of Schools

Susan Wilson, Executive Director for Educational Services Joseph Spina, School Communications Coordinator

May 2011

Rocky Point UFSD 2011-2014 Technology Plan, May 2011 2

Executive Summary

This technology plan is the current best representation of the District’s vision, goals, and objectives for instructional technology. As such, it is a living document that will always be under revision and adjustment. It is flexible, but specific enough to act as a guide in decision making and budgeting funds. It is the intention of the 2011-2014 Rocky Point Technology Committee to allocate and spend funds with specific goals and objectives in mind. This three-year plan, with its associated timelines and priorities, provides guidance.

The recommendations contained in this technology plan are intended to provide direction for the Board of Education, Superintendent, Assistant Superintendent, directors, principals, building administrators, building technology committees, teachers, support staff, parents, and students in planning for technology initiatives. In addition, the Committee believes the recommendations contained in the technology plan provide leadership and direction to business and government.

Building on the existing infrastructure, the plan outlines steps needed to achieve the next level of development. This plan for the use of technology is designed to have a significant impact on education in the District. Its implementation has implications for the restructuring of the educational system and preparing workers with the necessary technological skills for employment.

Through these supports, and with the current plan, the District continues to deepen teachers’ and administrators’ understandings of the uses of technology to support learning. This technology plan continues to outline three recommendations for the 2011-2014 school year:

1. Continue the direct support for professional development, using the outline of the professional development plan and BOCES Model Schools Program trainers. Increase the impact of the training programs by providing more on-site training through teacher turnkey training, peer training, co-teaching, and mentoring.

2. Continue the connection between the New York State Learning Standards and the International Society for Technology Education/National Education Technology Standards (ISTE/NETS) for students, teachers, and administrators. Provide additional opportunities and in house professional development for teachers to create lessons and units that incorporate technology and share those learning experiences via the Internet, District web site, professional development periods, and grade level, team, department, and faculty meetings.

3. Focus on further implementing the instructional technology vision and proposed design. Continue to strengthen the technology support for newly leased equipment, and provide the network management tools to manage help desk requests, as well as maintenance and troubleshooting.

4. Focus on additional purchases to move closer to the instructional technology vision and proposed design including a five-year technology lease (2008-2013) with Eastern Suffolk BOCES (ES BOCES) that includes district wide installation of Interactive whiteboards, projectors, computers, and document cameras. Continue to strengthen the technology support for existing and projected equipment purchases, and provide the network management tools to manage help desk requests, as well as maintenance and troubleshooting.


Table of Contents

Technology Vision and Mission............................................................................................................................................ 4 District Mission, Vision, Philosophy, Belief Statements and Board of Education Goals ..................................................... 5 Overall Goals......................................................................................................................................................................... 5 Technology Planning Process................................................................................................................................................ 7 Status of Current Implementation Goals ............................................................................................................................... 8

Integration of Technology in the Curriculum and Professional Practice........................................................................ 9 Technology Acquisition by Instructional and Non-Instructional Staff........................................................................... 9 Professional Development ............................................................................................................................................ 10 Infrastructure, Equipment, and Software Access.......................................................................................................... 11

Library Media Centers........................................................................................................................................ 11 Classrooms ......................................................................................................................................................... 13 Other Spaces....................................................................................................................................................... 14 Current Inventory ............................................................................................................................................... 14

Equipment............................................................................................................................................. 14 Software................................................................................................................................................ 14

Criteria for Equipment Obsolescence................................................................................................................. 16 Computer Life Cycle .......................................................................................................................................... 16 End of Life Technology Equipment ................................................................................................................... 16

Objectives for 2011-2014 .................................................................................................................................................... 16 Access to Technology for All Students and All Teachers ............................................................................................ 16 Staffing ......................................................................................................................................................................... 18 Curriculum Integration and Professional Development ............................................................................................... 18 Green Plan to Manage Excess Inventory...................................................................................................................... 19 Green Plan to Reduce District Spending ...................................................................................................................... 19 Policies and Procedures ................................................................................................................................................ 19 Electronic Records Retention & Data Disaster Recovery Procedure ........................................................................... 20 Community Involvement .............................................................................................................................................. 20

Implementation Timeframe 2011-2014............................................................................................................................... 20 Technical Support and Management of the System ............................................................................................................ 24 Financial Plan and Projected Technology Expenditures ..................................................................................................... 25 Overall Plan Evaluation....................................................................................................................................................... 27 Appendices

Appendix A: 21st Century Skills/Student Outcomes ................................................................................................... 30 Appendix B: Updated Goals, Objectives, and Strategies ............................................................................................ 32 Appendix C: 2009-2011 Professional Development ................................................................................................... 35 Appendix D: 2007 NETS for Students ........................................................................................................................ 37 Appendix E: 2008 NETS for Teachers ........................................................................................................................ 38 Appendix R: 2009 NETS for Administrators .............................................................................................................. 40 Appendix G: Standard of Teaching Components Summary: Domain 4: Professional Responsibilities—4G: Integrating Technology....................................................... 42 Appendix H: Instructional Technology Survey for Elementary Teachers K-5 and Findings....................................... 43 Appendix I: Instructional Technology Survey for HS/MS Teachers 6-12 and Findings.............................................. 49 Appendix J: Instructional Technology Survey for Administrators and Findings ......................................................... 51 Appendix K: Instructional Technology Survey for School Related Professionals and Findings ................................. 56 Appendix L: Technology Use Building Policies for FJC, JAE, and MS/HS................................................................ 65 Appendix M: Acceptable Use Policy for Students/Staff .............................................................................................. 74 Appendix N: Software Evaluation Form and Checklist ............................................................................................... 77 Appendix O: Proposed Electronic Records Retention and User ID Termination PolicyError! Bookmark not defined. Appendix P: Proposed Data Disaster Recovery Plan--Local Area Networks............................................................... 80 Appendix Q: Children’s Internet Protection Act .......................................................................................................... 88 Appendix R: Service Agreement with Eastern Suffolk BOCES .................................................................................. 90 Appendix S: Rocky Point UFSD Next STEP Five-Year Strategic Plan....................................................................... 98


Technology Vision and Mission

The Rocky Point Union Free School District (UFSD) is committed to providing students with a technology rich learning environment through inter-disciplinary curricula and multi-media integration. The Rocky Point UFSD will incorporate technology as a natural part of education through an integrated, comprehensive framework to govern acquisition, application, and evaluation of technological resources to ensure that all students will have the opportunity to develop the 21st century skills necessary to be productive citizens in an information-driven, global society. Consistent with the National Educational Technology Standards (NETS) for Students, students will become:

Capable information seekers and life-long learners Information seekers, analyzers and evaluators Problem solvers, critical thinkers, and decision makers Creative and effective users of productivity tools Communicators, collaborators, publishers and producers Informed, responsible and contributing citizens

By using technology and facilitating students’ use of technology, teachers will:

Improve instructional strategies to increase student achievement regardless of ethnicity, socio-economic status, learning styles or abilities

Accurately and efficiently assess, monitor and communicate students progress to parents and other education personnel

Continuously improve professional skills through staff development Share resources and skills with colleagues

By using technology and facilitating the use of technology as a tool, administrators will:

Promote the use of technology as an instructional and administrative tool Provide, solicit and seek adequate funding for maintenance, support, training and equipment Demonstrate vision and leadership for the use of technology in raising student achievement and staff

productivity Provide immediate and easy access to data sources for instructional and administrative decision-

making Integrate technology into procedures and manuals of the District

In partnership with all members of the Rocky Point learning community, the Rocky Point UFSD is committed to equity in education.


Mission Statement The mission of the Rocky Point UFSD is to develop each child’s full potential in a nurturing and supportive student-centered environment that will promote a foundation for lifelong learning.

Vision Statement We, the Board of Education and staff of the Rocky Point UFSD, envision a school community where students grow academically, physically, and emotionally. We are committed to providing an educational environment in our schools that will prepare our students to be productive citizens of the 21st century. See Appendix A for a summary of 21st century student skills.

Educational Philosophy and Belief Statements The Rocky Point UFSD strives to develop in our children a positive attitude towards learning while recognizing that they maintain their own learning styles and cognitive abilities.

We believe that students who are nurtured in a warm, supportive, and structured educational environment will develop positive self-esteem and become productive citizens of their school and community.

We believe that parents and families are valuable resources for learning and that partnership between the school and the family is critical to student success.

We believe the ability to think critically, to question, to analyze, to understand, and to make rational judgments help students to develop self-discipline as individuals and in groups and develop the attitudes, habits, values, appreciation, and understanding essential for a well-adjusted person and contributing member of society.

Board of Education District Goals Academic Excellence Organizational Development Fiscal Sustainability

Overall Goals If our students are to meet the challenges of the future, we must empower learners to function effectively in their present and predictable environment. This will require complete and total restructuring of our educational environment in order to provide the essentials teachers and learners need for success in an information-oriented society. Restructuring of traditional teaching methods is necessary, but by itself, it is a partial and inadequate solution. Curriculum, organizational patterns, even facilities must also be restructured. To restructure and reshape our educational system, we must be prepared to take advantage of those technologies that are rapidly becoming an integral component of success in our information-oriented society. Therefore, as educators, we must identify, implement, utilize, and prepare others to utilize those technologies that are rapidly becoming necessary and essential for enhancing teaching and learning in the world of today and tomorrow.


This technology plan is intended to coincide with all Rocky Point UFSD educational initiatives and support our District's mission and strategies. The plan is developed from the strong belief, supported by research, that technology can significantly enhance the learning environment and improve teaching and learning. Further, technology is seen as a critical component of our efforts to adequately prepare our students. Technology is seen as a critical component effort to adequately prepare our students. Students need to master many skills to compete successfully in the 21st century. The District plans to move beyond the basic competency in core subjects and begin to merge 21st century skills into the existing curricula. English, World languages, arts, mathematics, economics, science, geography, history, and government and civics will be blended with new 21st century interdisciplinary themes such as Global awareness, and financial, civic, and health literacy. Students need to have learning and innovation skills, which include creativity, critical thinking, problem solving, communication, and collaboration. Students need to possess information, media, and technology skills, which include informational, media, communication (ICT) literacies. Students also need life and career skills that exemplify flexibility, adaptability, initiative, self-direction, social and cross-cultural skills, productivity, accountability, leadership, and responsibility. See Appendix A for a summary of 21st century student skills. This technology plan defines the vision and objectives for moving our students and the Rocky Point UFSD learning community forward in the 21st century.

Figure 1: Rocky Point UFSD Technology Goals

Organizational Development

Fiscal

Sustainability

Academic Excellence

TECHNOLOGY PLAN


Technology Planning Process This technology plan was created through a collaborative process with faculty, support staff, administrators, Board of Education, and the community. Members of the District Technology Committee attended meetings and work sessions between October 2010 and February 2010 to continue to develop the various components of the plan. In order to provide a technology program that will continue to support and enhance the educational and administrative programs in our district, the committee developed a three-year plan. In addition to discussions and presentations within the District Technology Committee and meetings throughout the District and with Model Schools, a wide range of additional information was used in the development of this plan. This information included staff meetings, reviews of research, and other technology planning literature, such as the federal E-Rate planning guidelines, the New York State Technology Plan requirements for local education authorities, the Partnership for 21st Century Skills framework, and the No Child Left Behind (NCLB) guidelines for instructional technology use. The Committee updated its goals and redefined its mission and vision for the coming 2011-2014 school years. The planning process during the 2008-2011 technology plan development resulted in the identification of five major areas that are still integral to the successful accomplishment of the District’s current technology mission. These areas are reflected in the diagram below in figure 2. The District established a vision and corresponding implementation plan for the next phase of technology training and acquisition that includes objectives for each area.

Figure 2: Rocky Point UFSD Strategies, Standards, and Evaluation Process

Curriculum and Technology Integration Standards

Community Engagement

Evaluation

Financial

Capacity and Planning

Student

Achievement

Professional Development

Technology

Plan


This planning document reflects the vision for technology implementation in each critical area. For each area, the vision process will establish the District’s expectations, appropriate measures of implementation success, and implementation milestones for the upcoming school year, and existing and emerging technologies to support the goals and proposed timeline. Some examples of the questions that will be addressed as part of the vision and planning process include:

How will school-based teaching and learning needs be identified and targeted? What are the expectations for the impact of classroom technology use on student performance

indicators? How will proposed lesson plans that incorporate technology be linked to District, State, and national

content standards? How will schools assess student performance when technology use is a component of that

performance? This technology plan is intended to mesh with all Rocky Point UFSD educational initiatives, as well as to support our District's mission and strategies. The plan was developed from the strong belief, supported by research, that technology can significantly enhance the learning environment and improve teaching and learning. Furthermore, technology is seen as a critical component of our efforts to adequately prepare our students. This technology plan defines the vision and objectives for continuing to move our students and the Rocky Point UFSD learning community forward in the 21st century. The committee members recognize that as they continue planning during the next technology implementation phase, they will provide support across schools in the following areas:

Standardizing hardware standardization, including research on platform for scaling up, future needs, operating system version control

Creating the vision and policies to be used by schools and departments to determine how technology will be distributed to instructional areas

Creating and implementing policies to be used by the District pertaining to electronic records retention and user ID termination

Creating and testing a data disaster recovery plan for the local area networks that outlines policy and procedure in case of a data emergency/disaster

Implementing and tracking the priorities for technology leases and purchases Matching computer resources to curricular needs Providing professional development for instructional and non-instructional staff

Status of Current Implementation Goals During the 2008-2011 planning process, the Rocky Point UFSD defined a vision of an electronic learning community of the 21st century, where learning can take place any time, in any place, by everyone—students, teachers, District staff, and the community. In this vision, members of Rocky Point’s learning community are able to access information, communicate and collaborate on learning projects, and have access to information resources. This vision will continue to be implemented.

The following list of objectives, which formed the original vision, is now reality for Rocky Point. The tasks that remain from this original vision include connecting the outside community with the District and implementing appropriate security equipment and software. Please see page 20 for an outline of evaluation updated goals for the 2011-2014 school years.


Integration of Technology into the Curriculum and Professional Practice Appendix C provides an overview of professional development across schools and programs during the last year. Supported by turnkey trainers and a myriad of in-district and out-of-district professional development programs, conferences, and workshops, the integration of software programs and tools into teaching and learning has increased during the past year. Teachers are encouraged to continue to design and implement technology based lessons and units. Teachers participate each year in the ES BOCES Model Schools Celebration of Technology. During the last school year, 18 projects were showcased and students from all four schools represented the District sharing best practices for using technology in the classroom. See Appendix C for a complete list of projects. "Leadership in technology is best illustrated by ISTE's creation of the National Educational Technology Standards (NETS), first published in 1998. ISTE is now leading the creation of the next generation of NETS. In 1998, it was enough to define what students needed to know about and be able to do with technology. Now, we're defining what students need to know and be able to do with technology to learn effectively and live productively in a rapidly changing digital world” (Don Knezek, ISTE CEO, 2007). ISTE published the National Educational Technology Standards for Students (NETS•S) in 1998 after almost three years of development engaging a broad range of stakeholders. They documented a U.S. consensus defining what students needed to know about and be able to do with technology. The standards, used in every U.S. state and many countries, are credited by most with significantly influencing expectations for students and creating a target of excellence relating to technology. In 2006, ISTE began work on the next generation of NETS for Students, which focus more on skills and expertise and less on tools. Specifically, they address:

• creativity and innovation • communication and collaboration • research and information fluency • critical thinking, problem-solving, and decision-making • digital citizenship • technology operations and concepts

The new NETS for Teachers (NETS•T) was introduced in June 2008 and the new NETS for Administrators (NETS•A) in 2009. This plan continues to integrate the NETS for Students. Please see Appendix D for the new 2007 NETS for Students, the 2008 NETS for Teachers, and the 2009 NETS for Administrators. Please see Appendices E and F for these documents. When available, the new NETS documents for teachers and administrators will inform practice and be included in future technology plan updates.

Support and Increase Technology Acquisition by Instructional and Non-Instructional Staff through Ongoing Professional Development

Rocky Point has used a combination of professional development approaches to insure that technology is implemented within and across the District’s curricula, as well as into professional practice. The District’s adopted Supervision and Evaluation Program, modeled on Charlotte Danielson’s 2007 A Framework for Teaching, also included NETS for Teachers in the rubrics. Please see Appendix G for these rubrics.

The approach to the District’s professional development opportunities has been dependent upon the nature of the staff and the applications used. Professional development approaches used encompassed the following:


• Built-in professional development (PD) periods designated for teacher training: FJC, JAE, MS: Before school—Period 0 HS: After school—Period 9

• Large group awareness sessions without hands-on computer use • Workshops for staff in computer classrooms and labs involving hands-on use with follow-up training • Turnkey trainer approaches where selected staff receive training and then train other staff through both

small informal groupings and more formal, structured classes • Web-based, video-based and CD-ROM/DVD-based learning materials for individual training and

updating of skills • Using outside consultants and trainers, including Eastern Suffolk BOCES (ES BOCES), Model

Schools, and other third-party trainers for both on-site, in-district, and off-site training • Distance learning, interactive video-conferencing, and satellite technology • Attendance at workshops, seminars, and courses provided by professional organizations, vendors, and

colleges • A variety of staff incentives, release time, and summer academy sessions to maximize the

opportunities for staff training The following parent training was provided in January 2011 at a PTA meeting held in the Frank J. Carasiti Elementary School:

District Parent Technology Initiatives Activity Presenter(s) Internet Safety Presentation Susan Wilson, Laurie Varriale

Rocky Point staff members participated as turnkey trainers for District technology initiatives and provided in-district professional development trainings for K-12 teachers and administrators during the 2010-2011 school year. In addition, professional development activities were provided by the District as part of built-in professional development periods that support the Board of Education District Goals:

Academic Excellence Organizational Development Fiscal Sustainability

A complete list of professional development activities offered during PD periods is available upon request at District Office.

The Committee also developed and implemented four (4) surveys to staff. The Instructional Technology Survey for Elementary Teachers, Grades PreK-5, Instructional Technology Survey for Middle School and High School Teachers, Grades 6-12, Instructional Technology Survey for Administrators, and the Instructional Technology Survey for School Related Professionals were implemented in April 2008. The surveys and their findings are included in Appendices H, I, J, and K. The findings for these surveys will serve as a road map for professional development for instructional and non-instructional staff during the next three school years.

Professional Development Opportunities 2011-2014 Providing a well-defined professional development program for all teachers, administrators, and school-related professionals will be an ongoing process during the 2011-2014 school years. Based on the survey results that can be found in Appendices H, I, J, and K, the following list includes a variety of future


professional development courses to be provided by the District during period 0 and period 9 professional development. Due to the ever changing nature of technology, the list of activities will be reviewed annually and online surveys will be developed and distributed in June 2011, June 2012, and June 2013.

Professional Development Initiatives 2011-2014 Adobe Acrobat Professional—Printing to Files and Creating Forms Camp Rocky Point Collegial Peer-To-Peer Training Among and Between Teachers in the Use Of Software Creating Adobe PDF Documents and Interactive Forms Creating and Organizing Folders on the Computer and Managing E-Mail Creating Digital Video with a FLIP Video Camera Creating Flyers and Brochures Creating Labels Using eSchool Creating Presentations Using MovieMaker or PhotoStory Creating Presentations Using SMART Board Notebook and Using the SMART Board Tools Creating Presentations Using Mimio Studio Software for the Interactive Mimio Board Creating Spreadsheets Using Excel and eSchool Creating Web Pages using Online Web 2.0 Tools Document Cameras 101 Electronic Portfolio Development eInsruction Classroom Performance System (Handheld Clickers) Google Apps for Education—Docs, Spreadsheets, Presentations, Forms, Sites Implementing Upgraded Versions of AIMSweb, mCLASS DIBELS, and 3-D Circle Integrating Podcasts, Wikis, or Blogs (Web 2.0 Tools) into Lessons Integrating Safari Montage and Creation Station (Video-on-Demand) into Lessons Scanning a Document or Photo SMART Board and Mimio Training Turnitin Plagiarism Prevention Software Using a Document Camera (Avervision Media) Using all Functions of the Ricoh Copier Web 2.0 and 3.0 Tools for Teachers, Administrators, and School-Related Professionals

In addition to the above-mentioned future professional development opportunities, the Rocky Point UFSD will receive approximately 60 days of training over the next three years by ES BOCES Model Schools. This on site professional development is a part of the lease agreement entered into with ES BOCES in March 2008. A copy of the lease can be found in Appendix R. The lease will expire in June 2013.

Infrastructure, Equipment, and Software Access

As part of the overall capital construction project and District investment in technology, the Rocky Point UFSD has completed the goal of implementing high-speed local area networks in each school building and connectivity between schools and the District Office. The District entered into a multi-year service agreement with ES BOCES in 2008 to lease new computers, monitors, interactive white boards, document cameras and projectors. The lease will expire in June 2013. Refer to Appendix R to view a copy of the lease agreement.

The infrastructure includes the following: Leased fiber optic cable connects each building


Multi-mode fiber (1 gigabit) connects to each network wiring closet Cisco routers and switches provide distribution for computing and telephone systems district wide Cat5e (100 megabit) cabling provides connectivity to each computer within the District Multiple appliances are connected to protect the end users and secure data; including Spam, Internet

content filtering, and firewall protection Multiple servers distribute content, software, internet, secure data and email to all clients Our District’s infrastructure also includes new Isolated Electrical Wiring and Uninterrupted Power

(battery backup) to support the additional capacity and protect servers and PCs from power interruption and spikes

Data network design includes connection points or drop locations in each classroom--one teacher, five students

Drop locations run into the existing classrooms with surface mounted raceway Infrastructure includes multiple information outlets or network connections in the libraries and lab

spaces in sufficient numbers to support large numbers of students (5-30) working simultaneously Connections provided in administrative offices and other common building areas such as the teacher

rooms, cafeteria, gym, and auditorium

Our infrastructure is the foundation for the following: File sharing Shared printers and applications Streaming video Electronic mail for local, as well as Internet mail Web hosting for the District's Intranet and Extranet (public web site) Administrative applications server for financial and student applications Teacher and student access to the software necessary to support the full range of curriculum and

instruction Teacher and student access to a wide range of specialized peripherals such as Smart Boards, Digital

Media Projectors, large format printers for CAD, color printers, digital tablets for drawing, scanners, digital cameras, probes (science measurement devices), document cameras, and music keyboard (MIDI) interfaces

Re-writeable CD-ROM (RW) and re-writeable (RW) DVD systems available for teachers to assemble lesson materials and to create student portfolios

Web-based resources are available on the District web site Student and teacher access to information via the web provides a full range of textual, audio, and

visual resources Using search tools and browsers, teacher and student have access to all appropriate Internet resources,

including the World Wide Web Parents and other community member access to District information and communicate with District

staff using the District web site Assistive technology for special needs student available throughout the District High volume digital copier/printers accessible from anywhere in the network Teacher and student color and monochrome print documents from anywhere in the District Network provides support for both instructional and administrative applications Help Desk support is available through School Dude (myschoolbuilding.com) for any technical issues

pertaining to hardware, software or connectivity on our network Use of new Web 2.0 tools--weblogs, wikis, RSS feeds, and podcasts--o increase communication with

the parents and community


Library Media Centers

Library media centers continue to play a critical role in our schools. They are hubs for engaged learning, exploration, and access to information resources, as well as the starting point for student collaboration and communication.

In the JAE, MS, HS buildings (grades 3-12), each library media center has student computers, a screen and projector, an interactive whiteboard, Internet access, and electronic resources such as CD-ROM and DVD. The library provides access to a wide range of online/CD-ROM/DVD encyclopedias, reference materials, and video resources.

As with all computers in the District, Internet access is available through the network. In the FJC building (grades K-2), student computers, a screen, an interactive whiteboard, and a projector are housed in Room 133, which serves as an extension of the Library Media Center.

Students and teachers have access to local, regional, State, national and international library resources from any workstation in the District. Rocky Point maintains library automation and circulation management systems. Users anywhere in the District can access the library collection and are able to check the Online Public Access Catalogue (OPAC) for particular titles. Students and teachers can access the Virtual Reference Collection (VRC) for online articles, magazines, historical documents, and online encyclopedias from school or home. Digital media can be accessed using an on-demand streaming video service.

Classrooms

Classrooms in grades K-12 have one computer teacher station. The teacher computer includes higher speed, multimedia capacity.

Currently, the typical K-12 classroom includes a printer and an interactive whiteboard. Classrooms district wide had interactive whiteboards installed during the 2008-2009 school year. Teachers can present their lessons to their classes using presentation software and other applications, and can show the computer information via the large screen display. Students use presentation systems to show their work to their fellow students, and as a vehicle for sharing culminating project activities with their fellow students. A minimum of one document camera is available to each grade level to be shared. A total of 20 document cameras are available district wide. These document cameras are a portable visual presentation unit capable of capturing all types of presentation materials including text, photos, drawings, and three dimensional objects that can be displayed on a TV monitor or video projector in full color.

Classrooms in grades K-5 have 4 student computer stations. Installed during the 2008-2009 school year, these stations will be comprised of an nComputing solution that will harness the power of one PC and connect it to 4 monitors. This is known as a shared logic system. Specialized furniture for primary grade students also exists. In some cases, computers have been placed on mobile carts to allow more flexible groupings for special projects. Specialized devices for keyboarding and for data collection are also used throughout the buildings, including handheld computers and personal data assistants for teachers to conduct attendance and do scoring or rubrics, NEOs, and AlphaSmart keyboards. Middle School and High School (6-12) classrooms have one teacher computer station. A wireless keyboard and mouse are available to teachers. The typical 6-12 classroom includes a printer, a projector, and an interactive whiteboard. Each classroom (K-12) has information outlets in at least two areas of the room to access the network and the Internet. These information outlets provide high-speed LAN connections, video connections, along with access to the entire District’s wide area network (WAN) and high speed Internet access. These outlets support full motion video conferencing, streaming media, and distance learning.


Other Spaces Labs house computers for whole class instruction in grades 6-12 allowing a teacher to bring his/her entire class. Computers on Wheels (COWs) are available for use in classrooms. These wireless laptops and carts are available in all four buildings making technology more widely available to our students. Business and technology labs and COWs are equipped with industry-driven software. Labs are also available for training staff and for use by the community for after school adult education classes. Computers and network connections are available in the teacher rooms, as well as all instructional spaces, administrative offices, and group assembly areas such as gyms, auditoriums, or cafeterias.

Current Inventory In March 2008, the Rocky Point UFSD entered into a five-year lease agreement with ES BOCES that included new teacher and student computers, monitors, interactive whiteboards, document cameras, and nComputing devices. The purpose of the lease was to replace equipment that was at end-of-life and to infuse new and exciting technology into the curriculum. The entire lease agreement is included with this plan and can be found in Appendix R. The following chart is a summary of the inventory of equipment and software installations in the District as of February 2011.

Equipment District Office HS MS JAE FJC Calculators TI84 Plus 0 1050 70 0 0 Calculators TI30X IIS 0 0 510 0 0 Classroom Computers 40 50 160 160 160 Computers in Labs 0 150 30 30 32 Computers in Library 0 15 15 15 10 Digiscopes 0 0 0 6 0 Digital Cameras 1 5 0 1 1 Document Cameras 0 0 0 2 0 DV Camcorders 0 1 1 0 1 Handheld Devices (PDAs) 7 8 0 25 25 Interactive whiteboards 0 5 6 6 3 Laptop/COWS 5 45 15 30 20 Science Probe Kits 0 0 0 2 0 Teacher Media Centers 0 0 40 40 40 Video Conference Unit 0 0 0 1 0 Video Projectors 1 13 3 11 5

Software Titles District Office HS MS JAE FJC Adobe Acrobat 8.0 Professional Adobe Dreamweaver, Flash, Fireworks Adobe Pagemaker Adobe Photoshop CS3 including Illustrator Adobe Reader 6/8 Adventures In Musicland Alice (Java) Audacity Beethoven Lives Upstairs BlueJ 2.1.3 (Java) Brain Pop (Web Based) Brain Pop, Jr (Web Based) Cloud 9


Software Titles District Office HS MS JAE FJC Cosmic Reading Journey Creative Prodikeys Keyboard (Hardware) Crocodile Physics DataLink Math Digital Microscope Digital Thermometer Eclipse 3.2 (Java) Elite Vision 2006 (Yearbook) Faronic DeepFreeze Finale Notepad Finance Manager 2004 Fizz And Martina Math Adventures Fountas and Pinnel Benchmark Assessment Geneva Logic Vision ("The Eye") 6.0 Groovy City Hybrid Groovy Jungle Hot Potatoes (Web-Based) Inspiration 8 Integrade Pro 9.2 Intel Play Qx3 Computer Microscope Ipswitch FTP (Educational Version) iSafe Internet Safety Java JDK 5.0 Key Skills KidDesk KidPix Kidspiration 2 Knowledge Matters Virtual Business Sports Mapmakers Toolkit M-Audio Midi Keystation (Hardware) mCLASS and mCLASS Home Connect MeadCo Script X (added 2/09) Microsoft Office (Excel, Word, PPT, Access) Microsoft Visual Basic 6.0 MicroType 4 Midisaurus Focus Music Ace Maestro Musicus Hybrid Neighborhood Map Machine NetWize Internet Safety Note Speller Nutcracker Experience Nutcracker Music Game PaintShopPro 8 Pianomouse Meets The Great Composers Pianomouse Theory Fundamentals Readplease Real Math Rosetta Stone


Software Titles District Office HS MS JAE FJC School Dude (Web Based) Smack-A-Note Smart Notebook Smart Number Cruncher Smart Speller Sony Music Looper Symantec Norton Antivirus The Graph Club Timeliner WIAT II Scoring (added 2/09) WebAssign Physics Wizard Test Maker (All Science and Math)

Criteria for Equipment Obsolescence

The Rocky Point UFSD understands the rapid rate of change and advancement in the areas of hardware. In response to this change, the District must manage its technology assets in a manner consistent with both fiscal prudence and the need to provide technologically appropriate systems to students and staff.

The goals of the technology replacement plan are to:

1. Assure that appropriate technology is available to support the mission of the District 2. Assure that each faculty member has a computer of sufficient capability to fulfill his/her

responsibilities 3. Provide for the cost effective and timely purchasing and installation of new equipment 4. Expedite the disposal of old equipment

Computer Life Cycle

The useful service life of a typical desktop workstation is approximately five to six years. The District’s inventory of computers may turn over every five to six years. In March 2008, the District entered into a five-year service agreement with ES BOCES to acquire computers, monitors, interactive whiteboards, and visual presenters/document cameras. The lease will expire in June 2013. At that time the District will consider a variety of options including leasing new computer equipment. The District hopes to purchase the SMART Boards and document cameras that are already installed at the end of the term of the lease.

End of Life Technology Equipment The District will maintain all technology equipment until it is ineffective. This process will continue until the equipment is no longer capable of functioning or the cost to upgrade or repair becomes too great. The technology equipment considered to be at the end of life cycle will be submitted to the Board of Education for removal from the inventory. Refer to the “Green Plan to Manage Excess Inventory” that can be found on page 21 for details on the disposal of end of life technology.

Objectives for 2011-2014 Increase Access to Technology for All Students and All Teachers


During the 2006-2007 school year, the District Technology Committee determined that protocols needed to be put into place to disseminate, track, and monitor equipment to ensure equitable access of equipment to all students and teachers within each building. Building committees were formed in May 2007. These committees were fully functioning. Members of the District Committee served as liaisons between the District Committee and the building committees. These liaisons chaired building committees and reported back to the Committee. The committees will continue to serve in this manner on a regular basis throughout the next three years.

Each building has a Technology Use Policy. The Building Technology Use Policies are included in Appendix M. The Committee felt strongly that the building committees and their respective policies helped to facilitate increased and equitable access to technology for all students and all teachers, as well as to carry out the goals of this technology plan.

During the 2006-2007 school year, the first mission of the liaisons was to meet and work with their building principals to form the respective building committees. Each committee created their building’s equipment Sign-Out/Return Policy. This policy was successfully implemented during the 2007-2008 school year.

The Committee recommended the creation of the Technology Building Committee (TBC). Each is comprised of:

Building Administration Library/Media Specialist Grade Level/Subject Representatives/Special Area Teachers Coordinators/Chairs Technology Integration Specialist District Committee Liaison

The TBCs created and implemented building policies to manage equipment. Different building needs and a variety of equipment necessitated individual building policies. A Minimum/Maximum Usage Policy was put in place in all buildings. The updated Minimum/Maximum Usage Policies and Instructional Equipment Request and Loan continue to be used district wide. See Appendix L for copies of the updated policies. Electronics records retention options were investigated and a Disaster Recovery Plan developed. See Appendices O and P for copies of these policies. Technology trouble tickets were generated using an in-house system designed and maintained by the Executive Director for Educational services. The software used to create the online ticketing system is FormSite.com. The Executive Director for Educational Services will continue to oversee all building level committees and will report back to the District Technology Committee annually on the implementation and progress of all technology policies, practices, and procedures. New and exciting technologies such as AIMSweb, mCLASS, ThinkLink, Jamestown Reading Navigator, Imagine Learning, Internet2, AISmDirect, LARS, Faronics Deep Freeze, SAFARI Montage and Creation Station, and Web 2.0/3.0 were just a few of the programs that were investigated and recommended for implementation. During 2011-2014, the focus will continue to be on use and maintenance of the leased equipment and staff development. During the 2011-2014 school years, obsolete equipment will continue to be replaced on an ongoing basis. Consideration will be given to future lease agreements. The District Technology Committee


will evaluate the implementation of the technology plan and lease continuously throughout the next three years.

Staffing

The chart on page 21 details the infrastructure of the Technology Department, which now includes a K-12 Executive Director for Educational Services position. Part-time (.5 FTE) technology integration specialists work with the Executive Director for Educational Services in both the Frank J. Carasiti Elementary School and Joseph A. Edgar Intermediate School. The 2008-2011 Committee recommended that additional part-time technology integration specialist positions be added to both the Middle School and High School budgets. Due to budgetary limitations, this was not economically feasible. The technology integration specialists are currently part-time at both the FJC and JAE buildings for the 2011-2012 school year.

Figure 3: Technology Organizational Chart

Continue and Expand Curriculum Integration and Professional Development

The Superintendent, Executive Director for Educational Services, School Communications Coordinator, CORE BTS staff, technology integration and library media specialists, and administrative, instructional, and non-instructional staff will continue to engage in professional development initiatives and programs like those described on pages 9-13 of this plan in an effort to meet the three technology District goals:

The Committee also developed and implemented four (4) surveys to staff. The Instructional Technology Survey for Elementary Teachers, Grades PreK-5, Instructional Technology Survey for Middle School and High School Teachers, Grades 6-12, Instructional Technology Survey for Administrators, and the Instructional Technology Survey for School Related Professionals will be administered for a second time in June 2011. Currently the old 2008 surveys are listed in this tech plan in Appendices H, I, J, and K. As this tech plan is living document, the new findings will be added in the summer of 2011. The findings for these surveys will serve as a road map for professional development for instructional and non-instructional staff during the next three school years.

Superintendent of Schools

Executive Director for Educational Services

Technology Integration Specialists

School Communications Coordinator

School Business Official Assistant Superintendent

Library Media Specialists

CORE BTS STAFF Formerly OST


Green Plan to Manage Excess Inventory

The tech committee explored the various options available and developed a method to manage antiquated equipment that needed to be excessed. The method chosen aligns with the original goals set forth in the 2007-2008 technology plan.

The goals continue to include: 1) Goal 1: Managing Excess Inventory

Investigate E-Waste Recycling Program 2) Goal 2: Investigate E-Waste carting vendors

Investigate pricing for carting E-Waste 3) Goal 3: Go Green Initiative

Investigate recycling grants provide by New York State Department of Environmental Conservation

Investigate generating revenue for District by instituting recycling programs/fundraisers The District entered into an agreement with Metal Green Recycling of Babylon (NYS EPA# NYR000153023). A 20-foot container was delivered behind the high school and all end-of-life equipment (computers, monitors, keyboards, printers) were placed in the dumpster. There was no fee for this service, DEC documentation was provided, and all the equipment was recycled by Metal Green. The District will continue to use this free recycling service or a similar recycling company during the 2011-2014 school years, meeting the District’s go green initiative of managing excess inventory by using an e-waste carting vendor.

Green Plan to Reduce District Spending The Rocky Point UFSD Executive Director for Educational Services and Communications Coordinator continue to research ways to reduce District spending. The District piloted and then adopted the district-wide use of a product called NComputing that made both financial and technological sense. NComputing's economical and ecological virtual desktop trial worked well in the elementary classroom. The technology lease (Appendix R) includes 80 NComputing solutions. This virtual solution continues to be utilized and allows one PC to be connected to four monitors. Simply stated, the District lease includes 80 PCs and 320 monitors. These 80 PCs, harnessed with the NComputing hardware, will create 320 classroom workstations. With fewer PCs to manage, there will be fewer support calls, saving the IT staff time by decreasing technical support.

The efficacy of the NComputing solution goes beyond getting more functionality from the PC resources. NComputing devices save space on desktops and save electricity by drawing less than 5% of the power of a typical PC. The NComputing device generates a miniscule amount of e-waste. The useful life of the device is 10 years. When disposal becomes necessary, the devices only weigh about 5.29 ounces (150 grams), compared to about 22 pounds (10 kilograms) for a typical PC. The NComputing product is compliant with the internationally recognized RoHS (Restriction of Hazardous Substances) directive, ensuring a minimal impact on the environment.

Update Policies and Procedures The Rocky Point UFSD wishes to provide unencumbered access to the Internet and other information resources. It was necessary to implement polices and procedures to ensure equitable access, to protect District equipment and the network and comply with government regulations, such as the Children’s Internet Protection Act (Appendix Q). The policies, which will continue to be reviewed and revised annually, include:


• Hardware standardization and procurement procedures • Support requirements for system and technical training needs • Internet firewall and filtering • Security and confidentiality • Web information policies for electronic public dissemination of information • Copyright guidelines • Donations of used equipment and services • Disposal of equipment and software • Electronic Records Retention Policy • e-Mail Archiving (Gaggle.net) • User ID Termination Policy • Data Disaster Recovery Procedures • Acceptable Use Policy (AUP) for Students/Staff (Appendix M)

Implement Electronic Records Retention & Data Disaster Recovery Procedure Under the supervision of the Rocky Point UFSD Records Management Officer, the District’s Communication Coordinator will retain school-related E-mail sent and received according to the NYS Records Retention and Disposition Schedule ED-1. District employees are encouraged to delete messages with no business value on a daily basis, immediately after reading, replying, or taking other action concerning a particular message. Based upon its content, the NYS Records Retention Schedules categorizes E-mail as “Transitory” or “Temporary.” Transitory messages may be destroyed in a timely manner, using item no. 18 in the General section of the ED-1 Schedule. The Electronic Records Retention Policy, the User ID Termination Policy, and the Data Disaster Recovery Procedure were developed during the 2007-2008 school year and have been submitted to the Board of Education for review and adoption. These documents are included as Appendices O and P. E-mail will be archived as per NYS Records Retention Schedules through the use of an off-site, third-party software company called Gaggle.

Increase Community Involvement The Rocky Point UFSD continues to work to reach out to the community. Currently, the District web site at www.rockypointschools.org provides a great deal of information for students, parents, and community members. The Rocky Point UFSD web site is compliant with the Americans with Disabilities Act (ADA). Electronic newsletters provide information to parents. Teachers reach out to students and parents by posting assignments and testing information through their eBoards. The District and instructional staff have committed contractually to providing teachers with time to update their eBoards during the built-in eBoard periods before school during period 0 at FJC and JAE and after school during period 9 for the MS and HS. The goal is to continue to provide these resources, while encouraging teachers to develop more extensive web pages. The District Office and administrative team also provide a myriad of information to all constituents of the learning community through the District web site and eBoard. A question for the educational community is the access to stored work and applications from locations outside of the school network. The Committee is continuing to look at different technologies that can provide remote desktop access and weigh the choices and the potential security risks involved. In April 2008, the District opened the eSchool ESP Parent Portal, providing another means of increasing communication and involvement. The portal continues to be used by parents and in October 2010 the District went green with both progress reports and reports cards for grades 6-12. No printed copies of progress reports and report cards are mailed, saving time and money.


Implementation Timeframe--School Years 2011-2014 District Goals: Academic Excellence, Organizational Development, Fiscal Sustainability Activity 2011-2012 2012-2013 2013-2014 Continue to implement Internet Safety Curriculum (iSafe, Netwize) Continue to implement AISm Direct Continue to implement computers on wheels (COWs) Continue to implement DataLink (math assessment tool) at the MS Continue to implement Fountas and Pinnel Benchmark Assessment

software

Continue to implement Naviance, a web-based program for guidance counselors to aid in college planning

Continue to implement student management system, eSchool, and provide training to staff

Continue to implement professional development initiatives for SMART Board, eBoard, and Thinkfinity

Continue to implement the student management system, eSchool, and provided training to staff

Continue to investigate and consider mCLASS Math Continue to provide curriculum driven, technology rich activities that

align with the district goals and support curricular areas

Continue to provide Grow Report data to parents Continue to provide professional development in AISm Direct Continue to provideTurnitin.com staff development Continue to use technology as a tool to accommodate student learning

styles and ability levels

Continue to use technology for research, problem solving and communication by locating, evaluating, collecting and processing information about teaching and learning from a variety of resources

Continue to work with ES BOCES 2/5 data analyst to analyze 3-8 testing data

Continue to implement a software programs for ESL students, Imagine Learning English, a computer-based instructional program

Continue to implement Safari Montage and Safari Creation Station Continue to implement ThinkLink testing Continue to implement Turnitin.com software at the elementary level as a

tool to avoid plagiarism

Continue to implement Turnitin.com software at the secondary level as a tool to avoid plagiarism

Continue to implement WebAssign software for use in high school physics classes

Continue to implement free web-based resources including Web 2.0 tools such as weblogs, wikis, RSS feeds, and podcasts

Investigate, develop, and implement a series of web pages maintained by the Executive Director for Educational Services that provides information and tutorials relating to District software/hardware

Provide professional development in the use of existing and new hardware/software

Continue to implement a technology showcase of best practices, software, and programs during PD periods

Continue to implement AISm Direct


Activity 2011-2012 2012-2013 2013-2014 Continue to implement ConnectEd Continue to implement DataLink (math assessment tool) at the MS Continue to implement eBoard Continue to implement eSchool ESP Parent Portal for Frank J. Carasiti

and Joseph A. Edgar parents

Continue to implement Megan’s Law e-mail Alert System Continue to increase contact via email and interactive forms to build

relationships with all constituents of learning community

Continue to increase online publishing of district wide PR through Syntax Communication Group

Continue to investigate web-based calendars that can be used for scheduling teacher observations

Continue to post district wide professional development opportunities on eBoard

Continue to provide District newsletter, Soaring, in an electronic format Continue to provide Grow Report data to parents Continue to update District web site: Online calendar, Online Student

Handbook, Online HS Course Directory Online interactive forms, Online District Newsletter: Soaring, Online Budget Brochure

Continue to use building and department meeting discussions as opportunities to share information with others

Continue to use professional PR firm: Syntax Communication Group Implement and train staff to develop and maintain password-protected

administrative intranet/internet sites using eBoard and web server space purchased outside the District network

Continue to use eSchool ESP Parent Portal for Frank J. Carasiti and Joseph A. Edgar parents

Incorporate technology into parent open houses and parent-teacher conferences

Investigate and share web sites that will advance content area knowledge Investigate, develop, and implement a series of web pages maintained by

the Executive Director for Educational Services that provides information and tutorials relating to District software/hardware

To increase parental and community awareness of and participation in the positive role technology can play in student learning

Update FJC/JAE Student Handbook annually and share with staff and upload to the District web site in PDF

Continue professional development initiatives for all staff to meet the ISTE NETS standards

Continue to implement Digiscopes and Probe Kits at JAE Continue to investigate EvaluationPro, a web-based system, designed for

administrators with a resources designed to make simpler the evaluation process

Continue to investigate Internet2 Continue to investigate SharePoint as an option for creating an Intranet Continue to provide professional development to staff on the use of

computers on wheels

Continue to provide professional development to staff on the use of the student management system eSchool and its enhancements

Continue to provide professional development to staff on the use of computers on wheels


Activity 2011-2012 2012-2013 2013-2014 Continue to provide professional development to staff to interpret Grow

Report data to inform instruction

Continue to provide staff development training for guidance counselors on Naviance during PD periods and Superintendent’s Conference Days

Continue to provide staff development training in data analysis during PD periods and Superintendent’s Conference Days

Continue to provide turnkey training for staff on using interactive whiteboards – SMART/Mimio

Continue to work with ES BOCES office application specialists remotely to further implement the new eSchool data student management system

Continue to work with ES BOCES two/fifths data analyst to analyze 3-8 testing data

Continue to maintain leased equipment district wide including interactive whiteboards, projectors, document cameras, teacher computer workstations, and clustered student computer workstations

Re-evaluation the implementation of DeepFreeze software to protect student workstations

Incorporate technology into parent open houses and parent-teacher conferences

Investigate and integrate free web-based resources including Web 2.0 tools such as weblogs, wikis, RSS feeds, and podcasts

Investigate leasing options available through ES BOCES to purchase additional computers, monitors, interactive whiteboards, document cameras, and projectors

Investigate the 45-hour Intel Essentials Program available free to districts through a grant from Intel and in cooperation with MESTRACT and Model Schools

Investigate, develop, and implement a series of web pages maintained by the Executive Director for Educational Services that provides information and tutorials relating to District software/hardware

Implement the use of document cameras and provide staff development Continue to investigate TeqSmart Certification Training Train staff in the use of VISION (student monitoring software)

Equipment 2011-2014

To make continuous system improvements and to support timely replacement of instructional hardware and software based on needs and costs

Continue ongoing replacement strategies for servers and network equipment Continue to investigate wireless communications access points within schools Continue to investigate a wireless infrastructure to allow connectivity throughout our campuses Upgrade printers as needed Train staff on the use of new networked Ricoh copy machines Continue to replace computers on an as needed basis Continue to investigate and purchase a variety of additional instructional software for the elementary and

secondary schools to support their respective curricula Evaluate software for instructional uses and explore new products as they emerge

Please see Appendix B for a complete update of goals, objectives, and strategies for 2011-2014 that were developed as part of the District’s Next STEP five-year strategic plan. (Appendix S)


Technical Support and Management of the System The success of the Rocky Point UFSD Technology Plan requires adequate educational and technical staffing, as well as a structured approach for providing assistance to staff when needed. The technology integration specialists/library media specialists must continue to address the ongoing issues related to the support of technology integration. This support function includes modeling the use of technology tools and curriculum specific software in classrooms with individual teachers and small groups, as well as searching out specialized software and web resources for teachers to use in support of their lessons. The support function also includes mentoring teachers (and identifying other mentors within a building) to help teachers explore the best ways to use technology with students. The 2008-2011 committees recommended that all technology integration specialists be full-time positions as of the 2009-2010 school year. Due to fiscal limitations and the current economic climate, this was not feasible. During the 2010-2011 school year when leased machine warranties are due to expire, consideration will be given to increasing CORE BTS staff. The schematic (below) provides details of the District’s network that is maintained by the CORE BTS staff.

The information technology (IT) staff must continue to address the critical issues related to system maintenance. In addition to providing help desk support, staff must address general maintenance, monitoring, and upgrading of system and application software. It is envisioned that an automated help desk system may be needed to continue to support the increasing number of workstations. Technical support will be put in place for system components that uses the network to remotely diagnose and fix problems from a site. A network control site with servers and the management software necessary to control and support the District network will be put in place. The control site includes appropriate uninterruptible power sources (UPS) to insure that systems are shut down safely during power outages. Appropriate security and monitoring systems will be put in place to protect technology assets and to insure appropriate and effective use. Currently, the School Communications Coordinator and two CORE BTS staff members focus on the implementation and support of the technology. It is critical that teachers be able to plan on the network and system components as dependable instructional resources.


Technical support staff must also identify common problems across teachers and schools that might warrant special training. As a part of the technical support structure, all teachers should receive training in fundamental problem identification and troubleshooting. All instructional staff attended School Dude training during the past two school years. School Dude is now in place for the management of technology requests by all staff.

Financial Plan and Projected Technology Expenditures The Rocky Point UFSD continues to refine budgeting and funding plans on an annual basis. The District provides funding for technology through a variety of sources: general funds, E-Rate, Consolidated Application grants, Best Buy grants, and MESTRACT grants. In March 2008, a five-year service agreement with ES BOCES was approved by the Board of Education for the replacement of obsolete computing equipment and the installation of 120 interactive whiteboards district wide.

Financial Plan and Projected Technology Expenditures 2010-2014 2010-2011 2011-2012 2012-2013 2013-2014

SCHOOL LIBRARY and AUDIO VISUAL

Instructional Equipment 8,975.00 7,975.00 7,177.50 6,459.75

Contractual 4,400.00 2,600.00 2,340.00 2,106.00

BOCES (Follett, CoSer Participation Fee, VRC, Gale Gold, Grolier) 37,026.00 47,008.00 42,307.20 38,076.48

Supplies 900.00 800.00 720.00 648.00

A/V Media Supplies (Screens, Flash Memory, Batteries, Cameras) 31,560.00 24,160.00 21,744.00 19,569.60 SCHOOL LIBRARY AND AV TOTAL 82,861.00 82,543.00 74,288.70 66,859.83 COMPUTER ASSISTED INSTRUCTION

Computer Equipment (Laser Printers, Cisco Switches, CPUs) 69,000.00 43,000.00 38,700.00 34,830.00

Contractual (Engineering Services, e-Rate Consulting, Cabling) 40,500.00 35,000.00 31,500.00 28,350.00 Cable and Telephone (Service Contracts, Data Services) 128,340.00 132,060.00 132,060.00 132,060.00

Conference Expenses (Asset Conference, NYSGATE) 800.00 555.00 499.50 449.55

Software (Websense, Deep Freeze, Norton, Microsoft Office, Adobe) 67,939.00 65,196.00 58,676.40 52,808.76

Service Contracts (Next Day Dell Servers, Cisco Switch Contracts) 6,600.00 6,600.00 6,600.00 6,600.00

ES BOCES Services (See Lease Agreement) - -

ES BOCES Multi-Year Lease Agreement—Hardware and Software 116,592.00 116,592.00 116,592.00 116,592.00

ES BOCES Lease Project Coordination Fee 17,489.00 17,489.00 17,489.00 17,489.00 Computer Supplies (CD ROMS, Cables, Mice, Keyboards, Toner, Memory, Hard Drives, Monitors) 59,023.00 53,313.00 47,981.70 43,183.53

COMPUTER ASSISTED INSTRUCTION TOTAL 506,283.00 469,805.00 450,098.60 432,362.84 STAFFING: 1.0 FTEs

Director of Communications 117,000.00 n/a n/a n/a Executive Director for Educational Services* 106,831.00 n/a n/a n/a FJC Technology Integration Specialist .5 FTE 46,132.00 47,500.00 52,500.00 56,500.00 JAE Technology Integration Specialist .5 FTE 37,500.00 40,100.00 42,100.00 44,100.00 CORE BTS ES BOCES Shared Services (Network Administrator) 54,955.00 54,955.00 57,955.00 60,955.00 CORE BTS ES BOCES Shared Services (Computer Technician) 45,505.00 45,505.00 48,505.00 50,505.00

STAFFING TOTAL 407,923.00 188,060.00 201,060.00 212,060.00


PROFESSIONAL DEVELOPMENT

Conference/Workshop/Tuition Fees 1,000.00 1,000.00 1,000.00 1,000.00 Substitute Teacher Coverage 4,000.00 4,000.00 4,000.00 4,000.00 Travel Expenses 2,000.00 2,000.00 2,000.00 2,000.00 Model Schools Professional Development (20 days per year) 17,489.00 17,489.00 17,489.00 17,489.00

PROFESSIONAL DEVELOPMENT TOTAL 24,489.00 24,489.00 24,489.00 24,489.00 TECHNOLOGY BUDGET TOTAL $1,021,556.00 $764,897.00 $749,936.30 $735,771.67

*The Coordinator of Technology role became part of the Executive Director for Educational Services in July 2010 **The Communications Coordinator will retire in July 2011 and the position will not be replaced. General funds support the above day-to-day operations, including computers, photocopiers, phones, and cell phones. The Rocky Point UFSD also participates in a program to reduce its costs for telecommunications. The E-Rate Program is a federal program that subsidizes the district’s telecommunications services. E-rate funds are used to reduce the costs of local and long distance services and Internet connectivity. Rocky Point UFSD currently qualifies for between $45,000 and $50,000 in E-Rate discounts each year translating into a 34 percent discount. On October 10, 2008 the “Broadband Data Improvement Act” / “Protecting Children in the 21st Century Act” was signed into law. This law means that elementary and secondary schools having computers with Internet access will not receive federal funding through the E-Rate Program for Internet service, Internet access or internal connections without certifying that their Internet safety policy includes Internet safety education. In 2008, the Rocky Point UFSD purchased a subscription to the iSafe Internet safety education program online that include lessons on cyber bullying awareness and response as well as teaching appropriate online behaviors for students on social networking sites and in chat rooms. The table below charts the amount of E-Rate funding the district received since 2005, as well as a projected discount for the 2009-2010 school year.

E-Rate Reimbursements 2005 - 2010 Funding Year Provider Est. Amount Amt Received Date Received 7/1/2005-6/30/2006 Verizon Wireless 3,619.90 3,619.90 12/1/2006

FY05 Arch Wireless 83.50 83.50 3/15/2007 Cablevision Lightpath 16,979.28 16,979.28 12/15/2006 Cablevision Lightpath 19,180.08 19,180.08 12/15/2006 Total 7/05-6/06 39,862.76 39,862.76 7/1/2006-6/30-2007 Verizon Wireless 4,180.80 3,329.22 1/24/2008

FY06 Arch Wireless (USA Mobility) 83.52 55.13 1/10/2008 Cablevision Lightpath 19,180.08 17,734.12 12/11/2007 Cablevision Lightpath 23,654.98 19,180.08 12/11/2007 Total 7/06-6/07 47,099.38 40,298.55 7/1/2007-6/30/2008 Verizon Wireless 3,651.82 3,651.82 10/2/2008

FY07 MetroCall 44.60 44.60 11/12/2008 Cablevision Lightpath 7,183.43 7,183.43 10/7/2008 Cablevision Lightpath 35,983.68 25,756.80 10/7/2008 Total 7/07-6/08 46,863.53 36,636.65


E-Rate Reimbursements 2005 - 2010 Funding Year Provider Est. Amount Amt Received Date Received 7/1/2008-6/30/2009 Verizon Wireless

FY08 MetroCall Cablevision Lightpath Cablevision Lightpath Total 7/08-6/09 7/1/2009-6/30/2010 Verizon Wireless

FY09 MetroCall Cablevision Lightpath Cablevision Lightpath Total 7/09-6/10

Overall Plan Evaluation

The implementation of this technology plan is reviewed at least annually, but may be updated at any time during the year. Administrators and teachers at both the building and District levels will evaluate the technology implementation process in the following manner:

Number of teachers and staff members engaging in professional development activities Observations by administrators of lessons integrating technology into instruction Students and teachers participating in the Technology Expo through Model Schools Use of digital portfolios and the rubrics to evaluate student performance Use of parent communication tools such as eBoard and eSchool’s ESP Parent Portal Use of Interactive whiteboards, projectors, and document cameras

The following types of tasks will be completed to indicate the degree of implementation:

Annual review of the technology plan and related updates Survey buildings to determine technology support needs Research comparable districts to determine patterns and models of technical support Continued computer support utilizing a full-time K-12 Executive Director for Educational Services

and part-time Technology Integration Specialist in the MS/HS to reflect current and emerging needs Provide ongoing training for technical support staff by courses offered through Model Schools, teacher

centers, conferences, and Federal and State programs Develop a unified technology plan for the District Coordinate technology support across the District to assure standard practice in dealing with problems Integrate technology into the curriculum to improve learning and teaching and promote students’

responsibility for their own learning will be key considerations Continually assess the impact of this plan on student performance and the level of student professional

growth Other methods of assessment that will be incorporated into the technology plan include: database of

teacher’s records, computer logs, student’s electronic portfolios, AUPs, and APPRs


Teacher’s observations of students’ computer skills including word processing and proficiency with Internet use

Evaluate the level of technological proficiency gained by students, teachers, and administrators Document usage of technology within the curriculum Assess the students’ technological needs Develop a diverse process to formally and informally evaluate the impact of technology on student

achievement The technology plan is a working document that will be evaluated on an ongoing basis


APPENDICES


Appendix A: 21ST CENTURY STUDENT SKILLS/OUTCOMES http://www.21stcenturyskills.org/ The elements described in this section as “21st century student outcomes” (represented by the rainbow) are the skills, knowledge and expertise students should master to succeed in work and life in the 21st century.

1. Core Subjects and 21st Century Themes

Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include:

• English, reading or language arts • World languages • Arts • Mathematics • Economics

• Science • Geography • History • Government and Civics

In addition to these subjects, we believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects:

• Global awareness • Financial, economic, business and entrepreneurial literacy • Civic literacy • Health literacy

2. Learning and Innovation Skills

• Creativity and Innovation Skills

Demonstrating originality and inventiveness in work Developing, implementing and communicating new ideas to others Being open and responsive to new and diverse perspectives Acting on creative ideas to make a tangible and useful contribution to the domain in which the

innovation occurs

• Critical Thinking and Problem Solving Skills

Exercising sound reasoning in understanding Making complex choices and decisions Understanding the interconnections among systems Identifying and asking significant questions that clarify various points of view and lead to better

solutions Framing, analyzing and synthesizing information in order to solve problems and answer questions


• Communication and Collaboration Skills

Articulating thoughts and ideas clearly and effectively through speaking and writing Demonstrating ability to work effectively with diverse teams Exercising flexibility and willingness to be helpful in making necessary compromises to

accomplish a common goal Assuming shared responsibility for collaborative work

3. Information, Media and Technology Skills

• Information Literacy

Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand

Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

• Media Literacy

Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions.

Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can influence beliefs and behaviors.

Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information

• ICT Literacy

Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy

Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

4. Life and Career Skills

• Flexibility & Adaptability • Initiative & Self-Direction • Social & Cross-Cultural Skills • Productivity & Accountability • Leadership & Responsibility


Appendix B: Rocky Point Union Free School District Technology Updates

2011-2014 Updated Technology Goals

Integrated existing 2008-2011 Technology Plan into District Goals Aligned all technology goals with the three district goals

District Goals: Academic Excellence, Organizational Development, Fiscal Sustainability • Continued professional development initiatives for SMART Board, eBoard, and Thinkfinity • Continued to implement the student management system, eSchool, and provided training to staff • Continued to implement AISm Direct • Continued to implement computers on wheels (COWs) • Continued to implement Fountas and Pinnel Benchmark Assessment software • Continued to implement DataLink for math assessment at the MS • Continued to implement Naviance, a web-based program for guidance counselors to aid in college planning • Implemented Jamestown Reading Navigator for reading intervention designed for middle school students

and high school ESL students • Continued to implement Safari Montage and explore additional software add-ins • Investigated the Intel Leadership Forum focusing on the importance of leadership in promoting, supporting,

and modeling the use of technology in instruction to increase student achievement • Provided Grow Report data to parents • Provided professional development in AISm Direct • Provided Turnitin.com staff development to all secondary staff • Worked with ES BOCES 2/5 data analyst to analyze 3-8 testing data • Continued to implement ConnectEd • Continued to implement eBoard • Continued to increase contact via email and interactive forms to build relationships with all constituents

of learning community • Continued to increase online publishing of district wide PR through Syntax Communication Group • Continued to update District web site

o Online calendar o Online Student Handbook o Online HS Course Directory o Online District Newsletter: Soaring o Online Budget Brochure

• Continued to use professional PR firm: Syntax Communication Group • Implemented AISm Direct • Implemented an Art and Technology Showcase • Implemented eSchool ESP Parent Portal for Middle School and High School parents • Implemented Megan’s Law e-mail Alert System • Implemented SchoolDude for tracking trouble tickets

Investigated a technology showcase at JAE of best practices, software, and programs during PD periods Investigated alternate options, eBoard and online server space, for facilitating a password-protected

administrative intranet/internet site Investigated and implemented Artsonia Investigated the use of the mylearningplan.com web-based calendar for scheduling teacher observations Posted district wide professional development opportunities on eBoard Provided District newsletter, Soaring, in an electronic format Provided Grow Report data to parents


Redesigned and implemented a new FJC web site Updated FJC and JAE Technology Handbooks and shared with staff Continued professional development initiatives for all staff to meet the ISTE NETS standards Created a K-12 Executive Director for Educational Services administrative position for increased

support to instructional staff, technology strategic planning, and data analysis for decision-making Implemented Digiscopes at JAE Implemented SchoolDude for tracking trouble tickets Implemented the use of VISION software in HS computer labs Investigated and implemented DataLink for math assessment at the MS Investigated and piloted nComputing’s X300 solution that enables a single PC to be shared by up to four

students at the same time Investigated and piloted the use of Web 2.0 tools Investigated COWS for use by ESL students Investigated EvaluationPro, a web-based system, designed for administrators with a resources designed

to make simpler the evaluation process Investigated Follett’s Destiny Resource Management Solutions for textbooks, library resources, and

media materials Investigated Intranet2 Investigated Jamestown Reading Navigator, Read 180, and Achieve3000 for use by AIS students Investigated leasing options available through ES BOCES to purchase computers, monitors, interactive

whiteboards, document cameras, and projectors Investigated SharePoint Investigated TeqSmart SMART Board Certification Training Investigated the 45-hour Intel Essentials Program available free to districts through a grant from Intel

and in cooperation with MESTRACT and Model Schools Marco Polo/Thinkfinity Super Trainers provide turnkey training to new K-12 staff Provided a 4-hour face-to-face professional development program focusing on the importance of

leadership in promoting, supporting, and modeling the use of technology in instruction Provided professional development to staff on the use of computers on wheels Provided professional development to staff to interpret Grow Report data to inform instruction Provided staff development training for guidance counselors on Naviance during PD periods and

Superintendent’s Conference Days Provided staff development training in data analysis during PD and Superintendent’s Conference Days Provided turnkey training for science staff on using the interactive whiteboard in the science lab Worked with ES BOCES two/fifths data analyst to analyze 3-8 testing data Worked with ES BOCES two/fifths office application specialist to implement the new eSchool data

student management system Implemented the use of eInstruction Clickers K-12 Equipment

Continued ongoing replacement strategies for servers, network equipment, and workstations Replaced our current telephone and voicemail system Changed our telephone trunk lines from standard POTS lines to PRI format to provide increased

security and connectivity (analog to digital) Planned for a wireless infrastructure to allow connectivity throughout our campuses Upgraded printers as needed Continued to investigate and purchase a variety of additional instructional software for the

elementary and secondary schools to support their respective curricula Evaluated software for instructional uses and explore new products as they emerge


Continued to replace computers on an as needed basis Purchased six additional multimedia projectors for use in high school and middle school classrooms Conducted a site survey that explored and mapped the use of wireless communications access points

within schools Purchased one 30-unit and two 16-unit computers on wheels (COWs) Investigated the purchase of the following: Mimio, SMART Board, and Polyvision interactive

whiteboards for use in classrooms throughout the District Investigated WebAssign software for use in high school physics classes Investigated and installed Ricoh copiers Purchased AlphaSmarts, computer probe kits, and interactive whiteboards Continued replacement of TV/computer monitors in the classrooms with 32” flat panels Investigated the options available for leasing new, state-of-the art computers and interactive white

boards Investigated the products available to save energy by powering down machines on off hours Investigated a variety of options for off-site e-mail archival Installed Microsoft Windows XP Professional in select offices, classrooms and labs Installed the following software in select offices, classrooms and labs to include:

Microsoft Word 2003 Microsoft PowerPoint 2003 Microsoft Excel 2003 Microsoft Publisher 2003 Microsoft Outlook 2003 Microsoft FrontPage 2003 Microsoft Access 2003 Internet Explorer

Inspiration Kidspiration Kid Pix Deluxe 4 Photoshop Elements 4.0 Smart Notebook Adobe Acrobat Rosetta Stone


Appendix C: 2009-2011 Professional Development

Professional Development--Graduate Courses Activity Title # of Participants Credits Hours Provider Name

EST 565 - Instructional Technologies 5 3 45 Stony Brook University EST 567 The Internet and Networking for E-Learning 5 3 45 Stony Brook University IST 661 - Information Management in Schools 1 3 45 Syracuse University IST 663 - Motivation and Information Literacy 1 3 45 Syracuse University

Professional Development--In-Service Courses Activity_Title # of Participants Credits Hours Provider Name Advanced Google Tools for Educators 4 1 15 Rocky Point UFSD Advanced SmartBoard Instruction 1 3 45 Rocky Point UFSD Camp Rocky Point 10 (Grades K-12) 21 1 15 Rocky Point UFSD Camp Rocky Point 11 (Grades K-12) 14 1 15 Rocky Point UFSD CPS Clickers: Increasing Class Participation and Student Engagement One Click at a Time! 12 1 15 Rocky Point UFSD

Create Interactive Games with PowerPoint 1 0 15 Dowling College In-Service Institute

Creating Dynamic Lessons for the Interactive Whiteboard 6 1 15 Rocky Point UFSD Creating Dynamic Lessons for the Interactive Whiteboard (Grades K-12) 18 1 15

Eastern Suffolk BOCES Model School

Desktop Publishing For The Classroom 1 2 30 Dowling Institute

Digital Storytelling 3 1 15 Eastern Suffolk BOCES Model School

Enhancing Classroom Instruction Utilizing PowerPoint Presentations 1 3 45 Dowling Institute

Excel for Teachers and Students 1 3 45 Dowling College In-Service Institute

Exploring America's National Parks Through Virtual Field Trips 1 3 45

Dowling College In-Service Institute

Google Apps for Education 5 1 15 Eastern Suffolk BOCES Model Schools

Google Tools for Educators 15 1 15 Rocky Point UFSD Integrating an Interactive Whiteboard to Enhance Your Lessons 1 3 45 MESTRACT Interactive Educational Games Online 1 1 15 MESTRACT

Internet Safety, Cyberbullying and Social Networking: How Teachers and Schools Can Protect Students 2 3 45 Dowling Institute Introduction to the SMART Board for Interactive Learning 9 1 15


Making Photos Come Alive with Photo Story 2 1 15 Dowling College In-Service Institute

Microsoft Excel for Teachers 1 3 45 Dowling College In-Service Institute

MicrosoftWord for Teachers 1 3 45 Dowling College In-Service Institute


Podcasting in the Classroom 13 0 15 Rocky Point UFSD Technology and ESL students 5 1 15 Rocky Point UFSD

The Other Spreadsheet for Teachers 1 3 45 Dowling College In-Service Institute

Upgrading MicrosoftWord 1 3 45 Dowling College In-Service Institute

Using SMART Board for Advanced Interactive Classroom Applications 2 1 15


Using the Internet to Enhance Instruction 19 1 15 Rocky Point UFSD Using Web Hunts to Enhance Instruction 7 1 15 Rocky Point UFSD

Virtual Field Trips: Cancel That Bus! 1 3 45 Eastern Suffolk BOCES Model Schools

Web Design for Teachers 1 3 45 Sachem Teachers Center Web Design for Teachers: The Best Tool You Could Ever Have 1 3 45 Sachem Teachers Center

Rocky Point UFSD Conferences

A complete list of conferences is on file and available for review at District Office.


Appendix D: 2007 NETS for Students*

National Educational Technology Standards for Students: The Next Generation

“What students should know and be able to do to learn effectively and live productively in an increasingly digital world …”

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c.. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities.

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results.

4. Critical Thinking, Problem-Solving and Decision-Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems and operations. Students:

a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.


Appendix E: 2008 NETS 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 pre-service 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. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness.

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.

d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3. Model Digital-Age Work and Learning


Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning.

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

b. address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

c. promote and model digital etiquette and responsible social interactions related to the use of technology and information.

d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

5. Engage in Professional Growth and Leadership

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:

a. participate in local and global learning communities to explore creative applications of technology to improve student learning.

b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.

d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.


Appendix F: 2009 NETS for Administrators Technology Standards for School Administrators TSSA Draft Framework, Standards, and Performance Indicators (v4.0)

1. Visionary Leadership

Educational Administrators inspire and lead development and implementation of a shared vision for comprehensive integration of technology to promote excellence and support transformation throughout the organization. Educational Administrators:

a. inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders.

b. engage in an ongoing process to develop, implement, and communicate technology-infused strategic plans aligned with a shared vision.

c. advocate on local, state and national levels for policies, programs, and funding to support implementation of a technology-infused vision and strategic plan.

2. Digital Age Learning Culture

Educational Administrators create, promote, and sustain a dynamic, digital-age learning culture that provides a rigorous, relevant, and engaging education for all students. Educational Administrators:

a. ensure instructional innovation focused on continuous improvement of digital-age learning.

b. model and promote the frequent and effective use of technology for learning.

c. provide learner-centered environments equipped with technology and learning resources to meet the individual, diverse needs of all learners.

d. ensure effective practice in the study of technology and its infusion across the curriculum.

e. promote and participate in local, national, and global learning communities that stimulate innovation, creativity, and digital-age collaboration.

3. Excellence in Professional Practice

Educational Administrators promote an environment of professional learning and innovation that empowers educators to enhance student learning through the infusion of contemporary technologies and digital resources. Educational Administrators:

a. allocate time, resources, and access to ensure ongoing professional growth in technology fluency and integration.

b. facilitate and participate in learning communities that stimulate, nurture and support administrators,


faculty, and staff in the study and use of technology.

c. promote and model effective communication and collaboration among stakeholders using digital-age tools.

d. stay abreast of educational research and emerging trends regarding effective use of technology and encourage evaluation of new technologies for their potential to improve student learning.

4. Systemic Improvement

Educational Administrators provide digital-age leadership and management to continuously improve the organization through the effective use of information and technology resources. Educational Administrators:

a. lead purposeful change to maximize the achievement of learning goals through the appropriate use of technology and media-rich resources.

b. collaborate to establish metrics, collect and analyze data, interpret results, and share findings to improve staff performance and student learning.

c. recruit and retain highly competent personnel who use technology creatively and proficiently to advance academic and operational goals.

d. establish and leverage strategic partnerships to support systemic improvement.

e. establish and maintain a robust infrastructure for technology including integrated, interoperable technology systems to support management, operations, teaching, and learning.

5. Digital Citizenship

Educational Administrators model and facilitate understanding of social, ethical and legal issues and responsibilities related to an evolving digital culture. Educational Administrators:

a. ensure equitable access to appropriate digital tools and resources to meet the needs of all learners.

b. promote, model and establish policies for safe, legal, and ethical use of digital information and technology.

c. promote and model responsible social interactions related to the use of technology and information.

d. model and facilitate the development of a shared cultural understanding and involvement in global issues through the use of contemporary communication and collaboration tools.


Appendix G: Rocky Point UFSD: Standards of Teaching Component Summary Domain 4: Professional Responsibilities Component Unsatisfactory Basic Proficient Distinguished 4a: Reflecting on Teaching

Teacher does not accurately assess the effectiveness of the lesson, and has no ideas about how the lesson could be improved.

Teacher provides a partially accuand objective description of the lesson, but does not cite specific evidence. Teacher makes only general suggestions as to how thlesson might be improved.

Teacher provides an accurate and objective description of the lesson, citing specific evidence. Teacher makes some specific suggestions as to how the lesson might be improved.

Teacher’s reflection on the lesson is thoughtful and accurate, citing specific evidence. Teacher draws on an extensive repertoire to suggest alternative strategies and predicting the likely success of each.

4b: Maintaining Accurate Records

Teacher’s systems for maintaining both instructional and non-instructional records are either non-existent or in disarray, resulting in errors and confusion.

Teacher’s systems for maintaining both instructional and non-instructional records are rudimentary and only partially successful.

Teacher’s systems for maintaining both instructional and non-instructional records are accurate, efficient and successful.

Students contribute to the maintenance of the systems for maintaining both instructional and non-instructional records, which are accurate, efficient and successful

4c: Communicating with Families

Teacher communication with families, about the instructional program, or about individual students, is sporadic or culturally inappropriate. Teacher makes no attempt to engage families in the instructional program.

Teacher adheres to school procedures for communicating with families and makes modest attempts to engage families in the instructional program. But communications are not always appropriate to the cultures of those families.

Teacher communicates frequently with families and successfully engages them in the instructional program. Information to families about individual students is conveyed in a culturally appropriate manner.

Teacher’s communication with families is frequent and sensitive to cultural traditions; students participate in the communication. Teacher successfully engages families in the instructional program, as appropriate.

4d: Participating in a Professional Community

Teacher avoids participating in a professional community or in school and district events and projects; relationships with colleagues are negative or self-serving.

Teacher becomes involved in the professional community and in school and district events and projects when specifically asked; relationships with colleagues are cordial.

Teacher participates actively the professional community, and in school and district events and projects, and maintains positive and productive relationships with colleagues.

Teacher makes a substantial contribution to the professional community, to school and district events and projects, and assumes a leadership role among the faculty.

4e: Growing and Developing Professionally

Teacher does not participate in professional development activities, and makes no effort to share knowledge with colleagues. Teacher is resistant to feedback from supervisors or colleagues.

Teacher participates in professional development activities that are convenient or are required, and makes limited contributions to the profession. Teacher accepts, with some reluctance, feedback from supervisors and colleagues.

Teacher seeks out opportunities for professional development based on an individual assessment of need, and actively shares expertise with others. Teacher welcomes feedback from supervisors and colleagues.

Teacher actively pursues professional development opportunities, and initiates activities to contribute to the profession. In addition, teacher seeks out feedback from supervisors and colleagues.

4f: Demonstrating Professionalism

Teacher has little sense of ethics and professionalism, and contributes to practices that are self-serving or harmful to students. Teacher fails to comply with school and district regulations and timelines.

Teacher is honest and well intentioned in serving students and contributing to decisions in the school, but teacher’s attempts to serve students are limited. Teacher complies minimally with school and district regulations, doing just enough to “get by.”

Teacher displays a high level of ethics and professionalism in dealings with both students and colleagues. Teacher complies fully with school and district regulations.

Teacher is proactive and assumes a leadership role in ensuring the highest ethical standards, and seeing that school practices and procedures ensure that all students, particularly those traditionally underserved, are honored in the school. Teacher takes a leadership role in seeing that colleagues comply with school and district regulations.

4g: Integrating Technology (Adapted from National Educational Technology Standards for Teachers 2005)

Teacher makes no attempt to integrate technology based on alignment of content to curriculum, developmental level, accuracy, and suitability to student needs. Teacher makes no attempt to enhance growth in technology knowledge and skills to stay abreast of current and emerging technologies.

Teacher makes modest and inconsistently successful attempts to integrate technology based on alignment of content to curriculum, developmental level, accuracy, and suitability to student needs. Teacher makes modest and inconsistently successful attempts to enhance growth in technology knowledge and skills to stay abreast of current and emerging technologies.

Teacher’s efforts to integrate technology based on alignment of content to curriculum, developmental level, accuracy, and suitability of student needs are frequent and usually successful. Teacher’s efforts to enhance growth in technology knowledge and skills to stay abreast of current and emerging technologies are frequent and usually successful.

Teacher’s efforts to integrate technology based on alignment of content to curriculum, developmental level, accuracy, and suitability to student needs are frequent and usually successful. Students contribute ideas to integrate technology into the curriculum, as well as enhance their own academic achievement and technology literacy across content areas. Teacher takes a leadership role in researching emerging technologies. Teacher provides staff development in current and emerging technologies.


Appendix H: Rocky Point UFSD Technology Survey to Plan Future Professional Development Programs for Teachers Grades PreK-5 To assist us in planning for staff development activities, your assistance in completing this 5-minute survey will be greatly appreciated. Select your building from the following list. If you are in two buildings, please select the building where you have the most teaching responsibility.

Frank J. Carasiti Elementary Joseph A. Edgar Intermediate

Use the scale below to indicate your level of proficiency Using the listed hardware and software.

None: No knowledge Some: Minimal experience with tool beyond an awareness level Intermediate: Working knowledge and experience on a personal level, but often need help Proficient: Working knowledge and experience on a personal level, but need little help/assistance Expert: Quickly perform advanced operations with ease and can instruct others

Hardware: None Some Intermediate Proficient Expert AlphaSmarts/NEOs Digital Camera Digital Video Elmo (Document Camera) Flash Drive (Thumb Drive) Laptop Cart (COWs) Printers Proxima (Projector) Ricoh Copiers Scanner SMART Board Software: None Some Intermediate Proficient Expert Adobe Acrobat (PDF Writer) eBoard eSchool Excel (Spreadsheets) GraphClub Imagine Learning Kids Desk KidPix Kidspiration/Inspiration Library Virtual Reference Collection (VRC) mCLASS (DIBELS) Microsoft MovieMaker My Learning Plan Outlook and E-mail Photoshop Photostory PowerPoint (Presentations) Publisher (Flyers, Brochures) Read Naturally Real Math Ricoh Copiers Rosetta Stone Safari Montage (Video-On-Demand) Scholastic Keys (kid-friendly Word, Excel, and PowerPoint)


Please indicate which of the topics listed below you would like to see offered as staff development opportunities to help you integrate technology into your curriculum and professional practice. You must select at least one (1) in order to complete the survey.

Creating Adobe PDF Documents

Creating and Organizing Folders on the Computer and Managing E-Mail

Creating Flyers and Brochures

Creating Digital Video with a Camera

Creating Labels Using eSchool

Creating Presentations Using MovieMaker or Photostory

Creating Presentations Using SMART Board Notebook and Using the SMART Board Tools

Creating Spreadsheets Using Excel and eSchool

Creating Web Pages

Integrating Safari Montage (Video-on-Demand formerly United Streaming) into Lessons

Scanning a Document or Photo

Using a Document Camera (Elmo)

Using all Functions of the Ricoh Copier Would you be interested in being a turnkey trainer in your building? (If you are interested, please include your name at the end of this survey.

Yes No

I am interested in being a turnkey trainer in the following:






Creating Presentations Using MovieMaker or Photostory



Creating Web Pages



Using a Document Camera (Elmo)

Using all Functions of the Ricoh Copier Name (optional EXCEPT if you are interested in being a turnkey trainer) ______________________________

E-mail Address (optional) ___________________________________________

Grade/Subject Area (optional)____________________________________________


SURVEY RESULTS—GRADES PREK-5

Total Number of Responses: 112 out of 126 (89%)

Select your building from the following list. If you are in two buildings, select the building in which you have the most teaching responsibility.

Use the scale below to indicate your level of proficiency using the listed hardware& software.


HARDWARE AND SOFTWARE


Please indicate which of the topics listed below you would like to see offered as staff development opportunities to help you integrate technology into your curriculum and professional practice. You must select at least one (1) in order to complete the survey.


Would you be interested in being a turnkey trainer in your building? (If you are interested, please include your name at the end of this survey.)



Appendix I: Rocky Point UFSD Technology Survey to Plan Future Professional Development Programs for Teachers Grades 6-12

To assist us in planning for staff development activities, your assistance in completing this 5-minute survey will be greatly appreciated. Select your building from the following list. If you are in two buildings, please select the building where you have the most teaching responsibility.

Middle School High School

Use the scale below to indicate your level of proficiency using the listed hardware and software.


Hardware: None Some Intermediate Proficient Expert AlphaSmarts/NEOs Digital Camera Digital Video Elmo (Document Camera) Flash Drive (Thumb Drive) Laptop Cart (COWs) Printers Proxima (Projector) Ricoh Copiers Scanner SMART Board Software: None Some Intermediate Proficient Expert Access (Databases) Adobe Acrobat (PDF Writer) eBoard eSchool Excel (Spreadsheets) Graphing Calculator Inspiration IntegradePro (Electronic Grade Book) Jamestown Reading Navigator Library Virtual Reference Collection (VRC) Microsoft MovieMaker My Learning Plan Outlook and E-mail Photoshop PowerPoint (Presentations) Publisher (Flyers, Brochures) Rosetta Stone Safari Montage(Video-On-Demand formerly United Streaming) Thinkfinity formerly MarcoPolo Turnitin Plagiarism Prevention Web 2.0 Tools--weblogs, wikis, RSS feeds, podcasts Word (Document Processing)


Please indicate which of the topics listed below you would like to see offered as staff development opportunities to help you integrate technology into your curriculum and professional practice. You must select at least one (1) in order to submit the survey.






Creating PowerPoint Presentation

Creating Presentations Using SMART Board Notebook and using the SMART Board Tools


Creating Web Pages

Integrating Podcasts, Wikis, or Blogs (Web 2.0 Tools) into Lessons



Understanding the Basics of Turnitin Plagiarism Prevention Software

Using all Functions of the Ricoh Copier Would you be interested in being a turnkey trainer in your building? (If so, please include your name at the end of the survey.)

Yes No







Creating PowerPoint Presentation



Creating Web Pages

Integrating Podcasts, Wikis, or Blogs (Web 2.0 Tools) into Lessons



Understanding the Basics of Turnitin Plagiarism Prevention Software

Using all Functions of the Ricoh Copier

Name (optional EXCEPT if you are interested in being a turnkey trainer)

______________________________


Grade/Subject Area (optional)____________________________________________


SURVEY RESULTS—TEACHERS GRADES 6-12 Total Number of Responses: 117 out of 126 (93%)




HARDWARE


Please indicate which of the topics listed below you would like to see offered as staff development opportunities to help you integrate technology into your curriculum and professional practice. You must select at least one (1) in order to submit the survey.

Would you be interested in being a turnkey trainer in your building? (If so, please include your name at the end of the survey.)


Appendix J: Rocky Point UFSD Technology Survey to Plan Future Professional Development Programs for Administrators To assist us in planning for staff development activities, your assistance in completing this 5-minute survey will be greatly appreciated. Select your building from the following list. If you are in two buildings, select the building that you have the most responsibility.

Frank J. Carasiti Elementary Joseph A. Edgar Intermediate

Middle School High School District Office



Hardware: None Some Intermediate Proficient Expert Fax Printers Proxima (Projector) Ricoh Copiers Scanner SMART Board Thumb Drives/Flash Drives

Software: None Some Intermediate Proficient Expert Access (Databases) Adobe Acrobat (PDF Writer) AESOP AISm Direct eBoard EdData eSchool Excel (Spreadsheets) eZdocs Finance Manager IEP Direct mCLASS My Learning Plan OLAS Outlook and E-mail PowerPoint (Presentations) Publisher (Flyers, Brochures) Web 2.0 Tools--Google Docs, Google Pages Word (Document Processing) Please indicate which of the topics listed below you would like to see offered as staff development opportunities for administrators. You must select at least one (1) in order to submit the survey.





Creating and Editing Databases Using Access

Creating and Editing Spreadsheets Using Excel


Creating PowerPoint Presentations

Using all functions of the Ricoh Copy Machine

Using eSchool

Using Finance Manager

Using nySTART

Using Internet Search Engines

Using Thumb Drives to Transfer Documents

Using Web 2.0 Tools (Google Docs, Google Pages, Google Apps) Would you be interested in being a turnkey trainer in your building? (Please include your name at the end of the survey.)

Yes No

I am interested in being a turnkey trainer in the following: Creating Adobe PDF Documents




Creating and Editing Spreadsheets Using Excel



Using All Functions of the Ricoh Copy Machine

Using eSchool

Using Finance Manager

Using nySTART

Using Internet Search Engines

Using Thumb Drives to Transfer Documents

Using Web 2.0 Tools (Google Docs, Google Pages, Google Apps) Name (optional EXCEPT if you are interested in being a turnkey trainer)

______________________________


Your Position (optional)____________________________________________

SURVEY RESULTS—ADMINISTRATORS Total Number of Responses:


Appendix K: Rocky Point UFSD Technology Survey to Plan Future Professional Development Programs for School-Related Professionals

To assist us in planning for staff development activities, your assistance in completing this five minute survey will be greatly appreciated. Select your building from the following list.

Frank J. Carasiti Elementary Joseph A. Edgar Intermediate Middle School High School District Office

Select your job title: Business Office Staff Clerical Support Staff Confidential Teacher Aide

Other_________________ Use the scale below to indicate your level of proficiency Using the listed hardware and software.


None Some Intermediate Proficient Expert Access (Databases) eSchool Excel (Spreadsheets) Finance Manager Naviance (if you are a user) Organizing Files and Folders and Documents on your Computer

Outlook and E-mail Phone--Setting up messages/retrieving messages PowerPoint (Presentations) Printer Publisher (Flyers, Brochures) Ricoh Copy Machine Scanner Word (Document Processing) Please indicate which of the topics listed below you would like to see offered as staff development opportunities for SRPs. Please select at least one (1) from the following list.

Creating Adobe PDF Documents Creating Flyers and Brochures Creating and Editing Databases Using Access Creating and Organizing Folders on the Computer and Managing E-Mail Creating Labels Using eSchool/and or Word Creating PowerPoint Presentations Creating and Editing Spreadsheets using Excel Creating and Editing Word Documents Finding and Exporting Files from eSchool Merging Documents Using Word, Excel, and Access Scanning and Locating a Document or Photo Using All Functions of the Ricoh Copier



Yes No






Creating Labels Using eSchool/and or Word


Creating and Editing Spreadsheets using Excel

Creating and Editing Word Documents

Finding and Exporting Files from eSchool

Operating the Fax Machine

Merging Documents Using Word, Excel, and Access

Scanning and Locating a Document or Photo

Using All Functions of the Ricoh Copier

Name (optional EXCEPT if you are interested in being a turnkey trainer)

______________________________



SURVEY RESULTS—SCHOOL-RELATED PROFESSIONALS Total Number of Responses: 55 out of 115 (48%)


Select your job title:





Please indicate which of the topics listed below you would like to see offered as staff development opportunities for SRPs. Please select at least one (1) from the following list.




Appendix L: Technology Use Building Policies for FJC, JAE, Middle School and High School

Frank J. Carasiti Elementary School SUBJECT: Staff Use of Instructional Technology and Audio Visual (AV) Equipment

This building policy is intended to outline the distribution and tracking of instructional technology/AV equipment for instructional staff use at Frank J. Carasiti Elementary School. This policy is designed to supplement Board Policies 6470 “Staff Use of Computerized Information Resources” and 8270 “Instructional Technology.” EQUIPMENT Instructional technology/AV equipment will be available for use by all on a first come, first serve basis. Instructional technology/AV equipment consists of an LCD projector (Proxima), SMART Board, Digital Camcorder, VHS Camcorder, Digital Camera, AlphaSmart Cart, Multimedia Cart and Camera Tripods. All equipment will be stored in a designated area during normal class instruction and in a secure area when class is not in session. The Technology Integration Specialist is responsible for creating a complete inventory and a method of tracking and distributing equipment at the start of each school year. The TIS person will submit these documents to the Executive Director for Educational Services on or before September 30. The usage of the instructional technology/AV equipment should adhere to the Minimum/Maximum Equipment Usage outlined below. Those wishing to reserve Instructional technology/AV equipment must do so at least 24 hours in advance by submitting an Instructional Equipment Request and Loan Form to the building Technology Integration Specialist or the librarian. The sign in/sign out procedure for Instructional technology/AV equipment is outlined on the Instructional Equipment Request and Loan Form that is attached to this policy. MINIMUM/MAXIMUM EQUIPMENT USE Long-term, continuous use of Instructional technology/AV equipment is discouraged, (e.g. every Monday for a year or every day for a week) except when approved through written request to and approval by the Technology Integration Specialist. The building Technology Integration Specialist and librarian will be responsible for maintaining a calendar for the Instructional technology/AV equipment ensuring equitable distribution of equipment throughout the year. USER RESPONSIBILITIES • The equipment must be kept in a secure location when not being used. The user ensures they

know how to use this equipment If they do not, they should seek assistance from their department coordinator/chairperson

or IT support staff • To ensure that all borrowed equipment is returned intact (accessories included) • Use of the District’s technology/AV equipment will be for educational purposes only • Make no unauthorized changes to the equipment’s configurations

For computers, this means no adding, removing, or adjusting any computer software or hardware

• To use ordinary care and diligence in protecting, safeguarding, and supervising use of the equipment and returning it in the same condition it was in prior to checkout, excluding normal wear and tear

• Not attempt to repair or disassemble any lab equipment • To inspect the equipment for damage and to report any damage via SchoolDude

USER RESTRICTIONS Instructional technology/AV equipment may only be borrowed for use in the Frank J. Carasiti Elementary School. Students should not transport equipment. Equipment may not be removed from the building without written permission. REPAIR/LOSS POLICY The District technology committee in conjunction with the District administrative team will develop a repair/loss policy to be implemented district wide.


Joseph A. Edgar Intermediate School SUBJECT: Staff Use of Instructional Technology and Audio Visual (AV) Equipment

This building policy is intended to outline the distribution and tracking of instructional technology/AV equipment for instructional staff use at Joseph A. Edgar Intermediate School. This policy is designed to supplement Board Policies 6470 “Staff Use of Computerized Information Resources” and 8270 “Instructional Technology.” EQUIPMENT Instructional technology/AV equipment will be available for use by all on a first come, first serve basis. Instructional technology/AV equipment consists of an LCD projector (Proxima), SMART Board, Digital Camcorder, VHS Camcorder, Digital Camera, NEO Carts, Multimedia Cart and Camera Tripods. All equipment will be stored in a designated area during normal class instruction and in a secure area when class is not in session. The Technology Integration Specialist is responsible for creating a complete inventory and a method of tracking and distributing equipment at the start of each school year. The TIS person will submit these documents to the Executive Director for Educational Services on or before September 30. The usage of the instructional technology/AV equipment should adhere to the Minimum/Maximum Equipment Usage outlined below. Those wishing to reserve Instructional technology/AV equipment must do so at least 24 hours in advance by submitting an Instructional Equipment Request and Loan Form to the building Technology Integration Specialist or the librarian. The sign in/sign out procedure for Instructional technology/AV equipment is outlined on the Instructional Equipment Request and Loan Form that is attached to this policy. MINIMUM/MAXIMUM EQUIPMENT USE Long-term, continuous use of Instructional technology/AV equipment is discouraged, (e.g. every Monday for a year or every day for a week) except when approved through written request to and approval by the Technology Integration Specialist. The building Technology Integration Specialist and librarian will be responsible for maintaining a calendar for the Instructional technology/AV equipment ensuring equitable distribution of equipment throughout the year. USER RESPONSIBILITIES • The equipment must be kept in a secure location when not being used. The user ensures they

know how to use this equipment If they do not, they should seek assistance from their department coordinator/chairperson

or IT support staff • To ensure that all borrowed equipment is returned intact (accessories included) • Use of the District’s technology/AV equipment will be for educational purposes only • Make no unauthorized changes to the equipment’s configurations

For computers, this means no adding, removing, or adjusting any computer software or hardware

• To use ordinary care and diligence in protecting, safeguarding, and supervising use of the equipment and returning it in the same condition it was in prior to checkout, excluding normal wear and tear

• Not attempt to repair or disassemble any lab equipment • To inspect the equipment for damage and to report any damage via SchoolDude USER RESTRICTIONS Instructional technology/AV equipment may only be borrowed for use in the Joseph A. Edgar Intermediate School. Students should not transport equipment. Equipment may not be removed from the building without written permission.

REPAIR/LOSS POLICY

The District technology committee in conjunction with the District administrative team will develop a repair/loss policy to be implemented district wide.


For Rocky Point Middle School and Rocky Point High School

SUBJECT: Staff Use of Instructional Technology and Audio Visual (AV) Equipment

This building policy is intended to outline the distribution and tracking of instructional technology/AV equipment for instructional staff use at Rocky Point High School and Rocky Point Middle School. This policy is designed to supplement Board Policies 6470 “Staff Use of Computerized Information Resources” and 8270 “Instructional Technology.”

EQUIPMENT Standard instructional technology/AV equipment is assigned to individual departments in both the high school and middle school. Department instructional technology/AV equipment consists of overhead projectors, an LCD projector (Proxima), a SMART Board, a TV with DVD and VCR and associated accessories (power cords, remotes, etc.). The standard equipment will be stored in a designated area during normal class instruction and in a secure area when class is not in session. Non-standard equipment consists of all other audio/visual equipment needs beyond the standard. Each department coordinator or chairperson is responsible for creating a complete inventory and a method of tracking and distributing equipment at the start of each school year. The coordinator or chairperson will submit these documents to the Executive Director for Educational Services on or before September 30 of each school year. The usage within departments of the instructional technology/AV equipment should adhere to the Minimum/Maximum Equipment Usage outlined below. Non-standard instructional technology/AV equipment will be available for use by all departments on a first come, first serve basis. Non-standard equipment includes Computers on Wheels (COWS) a portable wireless lab consisting of 30 laptop computers, laptops, and additional overhead projectors. Those wishing to reserve instructional technology/AV equipment must do so at least 24 hours in advance by submitting an Instructional Equipment Request and Loan Form to the building technology integration specialist or the computer lab assistant. Non-standard equipment requests must be in writing. The forms will be available in each building with the technology integration specialist or the computer lab assistant. The sign in/sign out procedure for non-standard equipment is outlined on the Instructional Equipment Request and Loan Form that is available attached to this policy. MINIMUM/MAXIMUM EQUIPMENT USE Long-term, continuous use of standard and non-standard instructional technology/AV equipment is discouraged, (e.g. every Monday for a year or every day for a week) except when approved through written request to and approval by the individual department coordinator/chairperson or technology integration specialist. Each department coordinator/chairperson shall maintain a calendar indicating who in their department is using the standard instructional technology/AV equipment throughout the year to ensure fair and equitable distribution of the equipment. The building technology integration specialist or computer lab assistant in each building will be responsible for maintaining a calendar and sign out forms for the non-standard instructional technology/AV equipment ensuring equitable distribution of equipment throughout the year. User Responsibilities It is the responsibility of the borrower to ensure that all borrowed equipment is returned intact (accessories included) and is demonstrated as such to the supervising instructor and/or a technology staff member. It is the responsibility of the borrower to inspect the equipment for damage and to report any damage via SchoolDude prior to checking the equipment in or out.


Equipment Maintenance/Repairs/Loss

The equipment must be kept in a secure location when not being used It is the user's responsibility to ensure they know how to use this equipment. If they do

not, they should seek assistance from their department coordinator/chairperson or IT support staff.

Report any suspected problems with equipment or software via SchoolDude Do not attempt to repair or disassemble any lab equipment Continued use of the equipment may be denied to any user who returns the equipment in

damaged condition. Refer to the District’s repair/loss policy for additional information.

User Restrictions

Standard and non-standard instructional technology/AV equipment may only be borrowed for use in the Rocky Point High School building. Students should not transport equipment. Equipment may not be removed from the building without written permission Implementation

Administrative regulations will be developed to implement the terms of this building-level policy, addressing general parameters of acceptable use as well as prohibitive activities so as to provide appropriate guidelines for instructor use of the instructional technology/AV equipment.

The District technology committee, in conjunction with the District administrative team, will develop a repair/loss policy to be implemented district wide.


Instructional Equipment Request and Loan Form By completing and signing this form, I acknowledge and agree as follows:

1. All use of the District’s technology/AV equipment will be for educational purposes only. 2. To make no unauthorized changes to the equipment’s configurations. For computers, this means

no adding, removing, or adjusting any computer software or hardware. 3. To use ordinary care and diligence in protecting, safeguarding, and supervising use of the

equipment and returning it in the same condition it was in prior to checkout, excluding normal wear and tear.

4. To return the technology equipment: a. On or before the due date on this agreement; b. Prior to the due date if requested by the authorizing supervisor/Technology Integration Specialist c. In the same condition the item was in at the time of check out.

Name Request Date

Equipment Requested

Date(s) Equipment Needed

Purpose For Equipment Use

Item Checked Out ( and accessories if applicable)

Item(s) Identification (s)

Condition Of Equipment—Checked out Excellent Good Fair Poor

Equipment EXPECTED Return Date

Equipment ACTUAL Return Date

Condition Of Equipment—Returned Excellent Good Fair Poor

Comments

Borrower’s Signature Date

School/District Contact Person’s Signature Date

• When you return equipment, please be sure all cords and cables are separated (not tangled together). Also, be sure to return remotes – where applicable.

• The tech staff may need to locate borrowed equipment in the event of an emergency. • Equipment must not be removed from the building. • Equipment cannot be signed out for an extended period of time. Resources are limited and your colleagues also

need access to the same.


Appendix M: Acceptable Use Policy for Students and Staff

ACCEPTABLE USE POLICY Students/Staff/Visitors to the District

District Network, Computers, E-mail, and the Internet

Introduction:

New technologies are changing the ways that information may be accessed, communicated, and transferred. These technological shifts also offer the opportunity to enhance instruction and student learning. The Board of Education will provide access to various computerized information resources through the District's computer system ("DCS" hereafter) consisting of software, hardware, computer networks and electronic communications systems. This may include access to electronic mail, so called "on-line services" and the "Internet.” It may include the opportunity for to have independent access to the DCS from their home or other remote locations. All use of the DCS, including independent use off school premises, shall be subject to this policy and accompanying regulations. Further, all such use must be in support of education and/or research and consistent with the goals and purposes of the School District. District staff, students, and visitors are authorized to use the district’s on-line services in accordance with user obligations and responsibilities specified below and in accordance with Board Policy.

A. Purpose: The purpose of this policy is to define guidelines for student, staff, and visitors to the District use of district networked computer equipment, including those that provide access to the Internet.

B. Student Internet Access: The use of computer technology may be revoked or be the subject of student discipline, or employee reprimand/termination, if abused. Users will follow a sequential, structured approach to gaining skills, which will allow them to become independent, responsible users of the Internet. This approach addresses Internet use from an age and topic appropriate standpoint.

• In elementary schools (K-2), teachers will actively supervise student's use of the computer, peripherals and/or Internet access. Students will access Internet resources, which the teacher has previously explored and selected. Teachers will make every effort to ensure that students are directed to sites with only age-and topic-appropriate material and resources.

• In upper elementary school (3-5), teachers will supervise and model appropriate use of computers, peripherals, and the Internet. Students will continue to have Internet access under direct teacher supervision; however, students will, also, experience guided practice leading towards gaining skills to become an independent, responsible user of the Internet. Teachers will model skills needed to search for information within an area of study, to filter information for credibility and worth, and to recognize areas of inappropriate information sources or access. Teachers will explore an Internet site before directing students to that site. Teachers will make every effort to ensure that students are directed only to sites with age-and topic-appropriate material and resources.


• In middle school and high school (6-12), teachers will provide guided practice and model appropriate use of computers, peripherals, other electronic technology, and the Internet. Teachers will supervise student initiated information search activities and provide support for students as they begin to assume responsibility for becoming independent users of the Internet. Teachers will make every effort to ensure that students explore only sites with age-and topic-appropriate material and resources.

C. Electronic Mail: Students and visitors to the District will not be issued individual electronic mail accounts. Select staff will be issued electronic e-mail accounts. Students and visitors who have electronic mail accounts from sources outside the school division may be granted permission to use school resources to access those accounts. At the discretion of the Superintendent or his/her designee, some e-mail providers may be blocked. (Example: AOL, Yahoo)

D. Right to Privacy: The Superintendent or his/her designee has the right to access information stored in any user directory, on the computer hard drive, school-issued disks/flash memory, or in electronic mail. Users are advised not to place confidential documents in their user directory or attempt to access folders that are not their own. Network management and monitoring software packages will be used for random access to individual accounts to review educational progress and for security purposes. Each computer keeps a history of Internet sites visited if that information is required.

E. Acceptable Uses: The following actions (which are not exhaustive) constitute acceptable use of the Internet, whether that use is initiated from a school or any other site: 1. All Internet or computer equipment use shall be consistent with the purposes, goals,

and policies of the School District 2. Use of computers, software, peripherals, and other information resources to support

learning, and complete school assignments 3. Sending and receiving electronic files using e-mail for academic purposes

F. Unacceptable Uses: The following actions (which are not exhaustive) constitute unacceptable use of the DCS, whether that use is initiated from a school or any other site:

1. Using impolite, abusive, or otherwise objectionable language in either public or private messages

2. Placing unlawful information on the DCS 3. Using the DCS illegally in ways that violate federal, state, or local laws or statutes 4. Using the DCS at school for non-school related activities 5. Sending messages that are likely to result in the loss of the recipient's work or

systems 6. Using the DCS for commercial purposes 7. System users may not use the network for entering contests, advertising, political

lobbying, or personal commercial activities including online purchasing 8. Posting, sending or downloading copyrighted material without written permission

from the owner 9. Accessing files or changing computer files that do not belong to the user 10. Using another person's password or knowingly giving one's password to others 11. Using DCS access for sending or retrieving inappropriate, obscene, pornographic

material


12. Posting inappropriate text files, storing personal images/photographs, or files dangerous to the integrity of any network

13. Circumventing security measures on school or remote computers or networks (hacking)

14. Attempting to gain access to another's resources, programs, or data without written permission of the owner

15. Vandalizing, which is defined as any malicious attempt to harm or destroy data of another user on the DCS, and includes the uploading or creation of computer viruses

16. Falsifying one's identity to others while using the DCS 17. The use of chat rooms and instant messenger is strictly forbidden when used for

non-academic purposes 18. Users may not use the District system for commercial purposes, defined as

offering or providing goods or services or purchasing goods or services for personal use

19. Users may not access personal e-mail, bank accounts, or other personal accounts through the DCS

20. Unauthorized exploration of the Network Operating System or changes to any District-installed software is strictly prohibited

21. Disclosing personal information, such as address, phone number, age, on the DCS 22. System users will not be able to download, upload, or run any software, games, or

shareware that are not installed and licensed by the District (refer to the Technology Plan online for a list of District-installed, licensed software)

23. Not tamper with or copy school-licensed installed software or load personal software onto school-owned computers

24. Users are strictly prohibited from visiting and posting to social networking sites such as Facebook and MySpace and Twitter

25. Printing non-school related materials on District printers 26. No user may disclose, use, or disseminate personal identification information

regarding minors without authorization 27. Not communicate any credit card number, bank account number, or any other

financial information via the DCS

G. System Security:

a) System logins or accounts are to be used only by the authorized owner of the account for the authorized purpose. Users may not share their account number or password with another person or leave an open file or session unattended or unsupervised. Account owners are ultimately responsible for all activity under their account

b) Users should change passwords regularly and avoid easily guessed passwords c) Users shall not seek information on, obtain copies of, or modify files, other data,

or passwords belonging to other users; misrepresent other users on the system; or attempt to gain unauthorized access to any entity on the K-12 Network

d) Authorized district computer administrative personnel may only install software e) When considering a new program for use in the District, users will submit a

software request form (found in the RP Common folder) to the Executive Director for Educational Services

f) Users will adhere to the district virus protection procedures


g) Permission of authorized district computer administrative personnel is required for relocation, removal, or adjustment of any hardware and/or peripheral device

h) Food and/or drink will not be consumed in areas where computers are located

H. Internet Control Filtering and Monitoring: (Cross Reference: Board Policy-INSTRUCTION, Section 8000)

In accordance with federal, state, and local regulations, filtering software is used to control access to the Internet. This blocks or filters visual depictions that are obscene and other content that is harmful to minors. Parents are advised, however, that filtering technology is imperfect, and that the possibility exists of obtaining access to prohibited materials. Educational staff will, to the best of their ability, monitor students’ use of the Internet, and will take reasonable measures to prevent access to inappropriate materials.

From time to time the district will make a determination on whether specific uses of the network are consistent with the regulations stated above. For security and administrative purposes the District reserves the right for authorized personnel to review network use and content. The district reserves the right to remove and individual’s network access privileges to prevent further unauthorized activity.

I. Plagiarism and Copyrighted Infringement:

a) Any software that is protected under the copyright laws will not be loaded onto or transmitted via the network or other on-line servers without the written consent of the copyright holder.

b) Users will honor all copyright rules and not plagiarize or use copyrighted information without permission. Plagiarism is the using of writings or ideas of others and presenting them as if they were original.

c) The School District will receive written permission from parents and/or guardians prior to publishing any student's work or pictures, or name on the Internet or District web pages.

J. Access to Inappropriate Material:

a) Users will not utilize the DCS to access material that is profane or obscene, that advocates illegal acts, or that advocates violence or discrimination towards other people (hate literature).

For students, a special exception may be made for hate literature if the purpose of such access is to conduct research and both the teacher and parent approve the access. District employees and visitors to the District may access the above material only in the context of legitimate research.

b) Users should immediately disclose any inadvertent access in a manner specified by their school. This will protect them against an allegation that they have intentionally violated the Acceptable Use Policy.

K. Consequences:

Use of the district’s electronic resources by staff, students, and/or visitors to the District in an illegal or unethical manner may result in disciplinary action, including loss of


privileges to use the system, school or district sanctions, and referral to appropriate law enforcement authorities. Users may be required to make full financial restitution.

L. Implementation:

To gain access to the Rocky Point UFSD network and the Internet, all students must obtain parental permission. All staff, students, and visitors to the District must sign the Acceptable Use Policy. A copy of the AUP signed by the student will reside at the building in which the student attends. A copy the Acceptable Use Policy signed by a staff member will be kept at the personnel office. A copy of the AUP signed by a visitor to the District will forwarded to either the District Executive Director for Educational Services or Communications Coordinate and will be kept on file.

M. District Limitation of Liability:

The District makes no warranties of any kind, express or implied, that the functions or the services provided by or through the DCS will be error-free or without defect. The District will not be responsible for any damage users may suffer including, but not limited to, loss of data or interruption of service. The District is not responsible for financial obligations arising through the unauthorized use of the system.

The District web site is intended to be used for educational purposes only. It contains links to and frames of other sites that may be of educational interest to staff and students. The District is not the author of or otherwise associated with these linked or framed sites and is not responsible for the material contained in or obtained from these linked or searched sites. Information on school events is posted on the District web page for the convenience of users and is subject to change at the District's sole discretion.

The District respects student/staff and values their privacy. In order, however, to maintain system integrity and ensure responsible use of the system, the District has the right to examine the contents of the file server, individual computers, and any e-mail. Files will only be examined when there is reason to suspect an activity or material that violates any of the school's codes of conduct or the law. Use of the district’s electronic resources by staff, students, and/or visitors to the District in an illegal or unethical manner may result in disciplinary action, including loss of privileges to use the system, school or district sanctions, and referral to appropriate law enforcement authorities. Users may be required to make full financial restitution. The signature(s) at the end of this document are legally binding and indicate that the parties who signed have read the terms and conditions carefully and understands their significance.

Indemnification-The user agrees to indemnify the district for any losses, costs, or damages, including reasonable attorney fees, incurred by the district relating to any breach of this Acceptable Use Policy.


STAFF & VISITORS

(INCLUDING COMMUNITY ED, WORKSHOP ATTENDEES, AND STUDENT TEACHERS)

PERMISSION AUTHORIZATION TO USE COMPUTERS IN THE ROCKY POINT UNION FREE SCHOOL DISTRICT

I have read and understand the Acceptable Use Policy of the Rocky Point School District. I

understand that my right to use the computer network and Internet access account may be

suspended or terminated if I fail to comply with any of the rules and requirements outlined in that

policy that is available online for review.

I have also read the Teacher Handbook. (Applies to certified staff only and is available on the District’s

extranet portal.)

Select one of the following

Classified (SRP)

Certified (Administrator/Teacher)

Teaching Substitute

Student Teacher/Observer

Other

If other, please explain _________________________________________

Building(s) you will access the network from (check all that apply)

District Office

High School

Middle School

Joseph A. Edgar Intermediate School

Frank J. Carasiti Elementary School

_________________________________ ______________________________ Last Name (print) First Name (print) _________________________________

Signature Date Updated August 2009


AUTHORIZATION TO USE COMPUTERS AND PHOTO RELEASE ROCKY POINT UNION FREE SCHOOL DISTRICT

Student Last Name (print) Student First Name (print)

Teacher’s Name (K-5 Only) Student ID# Grade Student’s Signature Date

I have read and understand the Acceptable Use Policy of the Rocky Point UFSD. The policy is available online at www.rockypointschools.org/aup.html. I understand that my right to use the computer network and Internet access account may be suspended or terminated if I fail to comply with any of the rules and requirements outlined in that policy. As a parent or guardian of the above-named student, I have read the Rocky Point UFSD Acceptable Use Policy available online at www.rockypointschools.org/aup.html. I understand that access to the Internet is for educational purposes and that the Rocky Point UFSD will take reasonable precautions to prevent access to controversial material. However, I understand that it is not possible to restrict access to all materials, and I will not hold the District liable for materials that may be acquired on the Internet by my child. I understand that my child’s Internet account and network computer access will be valid as long as my child complies with the rules and requirements outlined in the Acceptable Use Policy.

In addition, the Rocky Point UFSD is making a concentrated effort to promote positive activities, honors, and work of our staff and students. This includes working with the local newspapers and also developing our own publications. Authorization to release student photo/work gives Rocky Point UFSD permission to submit photo/work to local newspapers, school newsletters, the school district website and/or other publications promoting District activities.

Please circle YES or NO and sign/date the form on the lines provided below. YES NO I authorize the Rocky Point UFSD to allow my child to utilize the District’s computer network for Internet access. YES NO I authorize the Rocky Point UFSD to release my child’s student work/photo for publication in local newspapers, school newsletters, the District website, and other publications promoting District activities. ⌦ ⌦ PARENT/GUARDIAN’S SIGNATURE DATE

Updated September 2010

Rocky Point UFSD Software Evaluation Form and Checklist

All applications must include a written report from the Network Administrator/Tech Staff that the network can support the product and that it was fully tested prior to submitting this form by the IT department. Attach a list of network specifications provided by the software vendor, all costs, and any other relevant documentation when submitting this application. Submit this completed application to Susan Wilson, Executive Director for Educational Services at prior to purchasing any licenses. Name(s) of Reviewer(s) Date of Review School/Department/Grade Level Software Title/Publisher/Author Is this a web-based product? Yes No Cost of Software Budget Code for Purchase

Viewed Demo Viewed Sample Attended a Workshop Tested Software If this software was tested, who tested it specifically?

**NOTE: ALL SOFTWARE PROGRAMS MUST BE WINDOWS 2003 COMPLIANT, NETWORKABLE, AND HAVE A NETWORK LICENSE. If not, please do not submit this form.

SOFTWARE OVERVIEW AND DESCRIPTION: Subject Area and Specific Topic Which Common Core Standard(s) does this software address? Appropriate Grade Level(s) or Grade Range Appropriate Group Instructional Size: Individual Small group Whole class Software’s Objectives (Are they educationally valuable? Are they achieved? If so, how?): How does this software program improve the level of teaching and learning in your classroom?

Susan Wilson

Typewritten Text

TYPE OF SOFTWARE PROGRAM:

Simulation Drill & Practice Assessment: (Specify)___________________________

Problem Solving Tutorial Remediation Enrichment Other: (Specify) Educational Content, Presentation, Interaction, Teacher Use Yes No N/A

Will this program be used throughout the year in your classroom?

Will this program be used solely for one specific unit?

Will this program be used solely for a specific unit lesson?

Is on-line help available?

Is the curriculum material logically presented and well organized?

Do graphics, sound, and color enhance the instructional presentation?

Is the feedback effective and appropriate?

Can students control the pace and sequence of the software?

Will the user need extensive training?

How many teachers will use this software? How many students? #T: #S:

OVERALL EVALUATION AND RATING

Check Each Category Excellent Good Fair Not Useful

1. Content of Software Program

2. Clear and Easy Use of Technology through this Software Program

3. Method of Assessment for Feedback

Is there an online or print review that recommends this software? Yes No If so, please attach the printout. Is printout attached? Yes No

ADMINISTRATIVE USE ONLY (DO NOT COMPLETE THIS SECTION)

Mark one Overall Program Evaluation

Excellent Program Meets District hardware criteria and supports curricular goals for the classroom

Good Program Consider purchasing based on cost and curricular support

Fair May want to keep looking or wait for something better

Not useful Do not recommend purchase

Susan Wilson

Typewritten Text


Appendix O: Electronic Records Retention and User ID Termination Policy Retention of E-mail Messages Under the supervision of the Rocky Point UFSD’s Records Management Officer, the District’s Communication Coordinator will retain school-related E-mail sent and received according to the NYS Records Retention and Disposition Schedule ED-1. District employees are encouraged to delete messages with no business value on a daily basis, immediately after reading, replying, or taking other action concerning a particular message. Based upon its content, the NYS Records Retention Schedules categorizes E-mail as “Transitory” or “Temporary.” Transitory messages may be destroyed in a timely manner, using item no. 18 in the General section of the ED-1 Schedule. Transitory E-mail should be deleted as soon as it is no longer useful. E-mail containing student specific information may become part of the student’s permanent record if the E-mail is printed and placed with the permanent record. In this event, the electronic copy is not retained. The District may retain E-mail in hard copy, electronically, or by a combination of these two means. All e-mail is archived using a vendor called Gaggle. net.

Note: It is important to note that an estimated 90% of E-mail messages typically fall under the categories of non-record materials, notices with no business value, or transitory messages, and, therefore, should be deleted by both the sender and receiver immediately after the administrative value is lost.

Backup of E-mail Messages For disaster recovery purposes, the District Network Administrator under the supervision of the District Communications Coordinator will backup E-mail for offsite security storage. The retention period of E-mail resident on offsite storage will meet the requirements of the NYS Records Retention and Disposition Schedule ED-1.

Data will be stored in native format, with all metadata intact. The metadata includes information about who sent the E-mail and to whom, the date of sending and a receipt, the subject of the E-mail, the routing of the E-mail, and when a recipient opened an E-mail.

Restoration of E-mail Messages Restoration of E-mail messages less than 5 days old will be possible through the District Network Administrator. E-mail messages greater than 5 days old will be stored offsite and restoration will be possible through the District Network Administrator. Due to the expense and labor intensiveness of such a restoration, the requestor will pay in advance the hourly rate of the employee completing the restoration, as well as any other fees the District would incur from the offsite data storage company. School District employees will not be charged for E-mail restoration.

User ID Termination Policy

All user ID's, passwords, and District computer access will be revoked immediately upon a user's termination of employment with the District or upon the termination of whatever status gave the user access to the E-mail and/or computer systems. Within three months, the data associated with that user ID will be deleted including all files, records, notes, unopened mail, etc. The Personnel Department is responsible for notifying the District’s Communication Coordinator of the user's termination of relationship. Upon the termination of the user's relationship with the District, the user should no longer attempt to access the system.


Appendix P: Disaster Recovery Plan--Local Area Networks

Disaster Recovery Plan--Local Area Networks For the purpose of this document, a disaster is defined as: Any event that causes the integrity of data to be questioned or that renders data inaccessible to the user. The District runs their Disaster Recovery Drill annually during the month of July. The last drill was held in July 2010. This may include but is not limited to:

Natural catastrophe such as tornado, hurricane, lightning, or flood Hardware failure Environmental problems like a leaky roof, air conditioner failure or fire Malicious intent where theft, transfer of viruses, or sabotage is involved User error, which is usually limited to an accidental deletion of a single or small group of files

Disaster Recovery management can be separated into three areas:

Prevention—Identification of potential disaster and possible corrective measures Planning—The disaster recovery plan Procedure—Steps to follow once the event has occurred

Computer data is a valuable District resource. Access to computer data systems will be controlled and monitored to reduce the risk of misuse and/or alteration of data resulting in potential financial loss to the District. The District has developed a formal disaster plan to provide guidance on the prevention of the loss of computer data as well as the recovery of computer data in the event of a disaster. The plan includes precautions to be taken to minimize the effects of a disaster so the District will be able to either maintain or quickly resume mission-critical functions. The plan also focuses on disaster prevention.

PREVENTION/REMOTE ACCESS

Computer equipment and data are protected from environmental factors and data is backed up routinely. The District does not allow anyone to remotely access financial data.

The District uses on-site servers for e-mail and document storage housed primarily in the high school on the 2nd floor. The District uses a program known as Finance Manager as their financial management system. Financial management servers are located in the main administration building. All District servers are in an area protected from possible loss due to environmental factors such as climate, fire, and water damage. All servers are located in rooms that are climate controlled. All servers are backed up nightly. Specifically, financial data is backed up (i.e., copy made) on a routine basis and the back up copy stored at an environmentally and physically secure off-site location. The main Finance Manager server, housed at the administrative building, has back up that is stored at the high school approximately ½ mile east.

Information Protection (Security) must be maintained to prevent unauthorized access to data and equipment. To provide a secure environment:

All servers are in compliance with security requirements initiated by the Rocky Point Union Free School District’s technology department (appropriate, secure administrator access).

A network infrastructure log book will be maintained at the central level for all networks. The facility has an alarm system to prevent unauthorized access to the building after hours. The server room/cabinet is only accessible by the District’s Network Administrator, building principal

and technology personnel. The server room has proper ventilation and cooling.


An appropriate fire extinguisher is installed in the server room. Power conditioning and fault tolerance prevents critical components from being damaged by power

surges or lightning. The server cabinet is equipped with an uninterruptible power supply to which all equipment is attached.

It has sufficient capacity to maintain power to all sources until all files can be saved and a proper shutdown performed.

All wiring closets electronics are equipped with un-interruptible power supplies. All devices on the network (PCs and printers) are protected with power surge strips. All servers are configured for disk striping (RAID) to protect data in the event of a hard drive crash. Central level backups for all servers and select priority PC’s will be maintained and monitored by the

network administrator. Procedures are in place to prevent virus damage.

The file server will be protected by virus protection software checking all incoming files. Virus protection software is installed in all labs, classrooms, and offices. All virus protection software will be administered at the central level to provide up-to-date virus

protection definitions and engines. PLANNING & SAFEGUARDS

Digital/Hard Drive Backup Procedure A regular backup procedure is performed on all District servers. This procedure will be performed and maintained by the Technology Department under the supervision of the District Communications Coordinator. The enterprise backup solution, StorServer, consists of a Windows server running the backup software and database linked directly to a digital library. Once a full system backup is complete, the StorServer will then perform an incremental backup nightly. Each morning the StorServer will e-mail a report on the night’s events. This report will be checked to verify all connected equipment was backed up. Any that failed will be investigated as to the cause of this failure and appropriate action will be taken to ensure proper backup. The disaster recovery (DR) database backup from that night’s backup should be removed from the server and a DVD backup created. Offsite Storage Items critical to complete restoration should be stored offsite. Following are items that should be stored securely offsite:

Current DVD backup from StorServer Operating System CDs Server license diskettes Enterprise system CDs TSM (StorServer) clients on DVD Copy of Network Infrastructure Notebook An inventory of all computer equipment for insurance purposes

The following individuals will need to be notified in case of emergency. The individual discovering the problem should notify the District Communications Coordinator or the District Executive Director for Educational Services.

District Communications Coordinator District Executive Director for Educational Services


If the Communications or Executive Director for Educational Services are unavailable, notify:

Network Administrator

Either the Communications Coordinator or the Executive Director for Educational Services will inform:

School Business Official

The Communications Coordinator or designee will inform the Disaster Recovery Team if the situation warrants it. These contacts are listed at the end of these guidelines. PHYSICAL SAFEGUARDS Locked doors protect high school file server room located on the 2nd floor of the high school at 82 Rocky Point-Yaphank Road. The communications coordinator, network administrator, and selected personnel have the only keys and lock combination. This room houses the main data servers for the district including e-mail. It is the central hub for the district. The financial data and Finance Manger software is housed on a separate server located at 90 Rocky Point-Yaphank Road in the central office building. PROCEDURE The following procedures are to be performed by the onsite network administrator. Downing the Server In the event of an emergency, such as fire, water, tornado, hurricane or violent storm, the server will be shut down. If time is critical, the server will be downed, exited to DOS and shut off. The following procedures are to be performed by qualified central office technology team members or their designees. The District contracts with an outside firm, CORE BTS, and CORE can be contacted at any time to support the recovery process. Software Recovery Degree of Loss—Total:

Install operating system Install TSM client and register with StorServer Restore from the most recent backup Verify replica was restored and synchronized

Degree of Loss—Partial:

In relation to data, this is a single file or small group of files Restoration from the most recent backup of the affected data is the appropriate response Before notifying users of restore, verify that the restore was successful and the data are intact

Hardware Recovery In the event of a complete loss of the data center operations, the District will work quickly to recover mission critical devices. These mission critical devices include setting up a server in an alternate location outlined below and restore Finance Manager and file servers that are necessary for the District to function. The District’s student management program is web-based and all that is needed is an active Internet connection to access student information. If necessary, the Communications Coordinator will coordinate obtaining new equipment and a complete restoration of network services and data.


Disaster Protocol In the event of a complete loss of the data center operations, the District will work quickly to recover mission critical devices. The following actions will be take by the Communications Coordinator and the Network Administrator:

Call ISP provider, Lightpath, at 1-866-611-3434 and CORE BTS at 631.730.7175 Ask ISP provider to move the main line to the Joseph A. Edgar Intermediate School located at 525

Route 25A in Rocky Point Ask CORE BTS for additional technical support that we contract for annually in case of an

emergency Bring the affected server(s)—Finance Manager, Exchange, Data—back online using the readied

redundant server and last available back up The server will be housed at the Joseph A. Edgar School restoring only mission critical functions

within 48 hours

Note: Phone lines have redundancy and will allow for outside calls; there will be little or no internal call capability.

Alternate Sites & Redundant Server This portion of the disaster/recovery plan will be set into motion for computing services when an incident has occurred that requires use of the alternate site, or the damage is such that operations can be restored, but only in a degraded mode at the central site in a reasonable time.

An emergency server—redundant server--will be configured/built and housed in the Joseph A. Edgar Intermediate School library. This server will not be online and will only be used in the case of a disaster. The redundant server will be built using the following:

HP Workstation xw8600 o (Quad-Core Xeon E5450 3GHz, 4GB RAM, 250GB HDD $3,689)

1 Terabyte of Storage—Three 750-Gig Hard Drives for RAID o (750GB Rocpro 850 FW800/USB/ESATA 7200 Rpm 32MB $288 ea.)

Dual Mirror Set—Two 80-Gig Hard Drives o (SUN x7097a 80 GIG DRIVE $292.50 ea.)

In the event of a partial or complete loss of the data center operations (main server sites--HS or District Office), support of critical computing activities will be re-established using an alternate site. The alternate site will remain in operation if the network and its functions were to be impacted for a significant period of time. The recommended alternate site would be the following:

District Office Finance Manager Alternate Site Joseph A. Edgar School at 555 Rt. 25A, Rocky Point If the District Office Finance Manager server were to suffer a partial or complete loss of functionality

due to a disaster, operations would be moved to the Joseph A. Edgar Intermediate School Library located at 525 Route 25A. Key staff will have access to the network, e-mail, Finance Manager, and one printer.

High School Exchange Server and Network Server Alternate Site Joseph A. Edgar School at 555 Rt. 25A, Rocky Point If the Rocky Point High School servers were to suffer a partial or complete loss of functionality due to

a disaster, operations and tech staff (Communications Coordinator, Executive Director for Educational Services, Network Administrator, Tech Support) would be moved to the Joseph A. Edgar Intermediate School Library located at 525 Route 25A.


Other district schools—Frank J. Carasiti, Joseph A. Edgar School, and Rocky Point Middle School—will not need alternate locations as the servers do not reside in these buildings. Key personnel needing to access technology in the case of a disaster can use available office space in one of the other schools that remains unaffected. File Server If the file servers at either the high school or central office become disabled, the speed in which it can be repaired must be determined. If it is going to be an extended period of time, the backup file server will be brought on line or data restored to another file server and affected users given rights to that data. (See the procedures outlined in the Software Recovery section and alternate locations section.)

Switches/Routers These provide the connection between servers, workstations, and the Internet. If a switch or router becomes disabled, the speed in which it can be repaired must be determined. If it is going to be an extended period of time, a bypass or substitute equipment may be used to get the network up and running.

Workstations If a user’s workstation becomes disabled, another workstation can be accessed in the school as repairs are made to the defective unit. District staff do not store data locally on their hard drives and in the rare occasion that important data was kept on the user’s workstation, this information must be conveyed to a tech staff member and included in the SchoolDude Work Ticket. This ticket must precede any work that’s to be done to the system. Network Printers The primary concern is to have at least one shareable network printer available to all users.

ADDITIONAL PROCEDURES AND PRECAUTIONS (DISASTER RECOVERY)

The District has been taking precautions to minimize the effects of a disaster so the organization will be able to either maintain or quickly resume mission-critical functions. The District has adopted a new web-based student management system, eSchool. In addition, the District uses ConnectEd, a web-based communications system. In the event of an emergency, all student data is readily available as it is not residing on a local server. ESchool’s parent company, CCSI, has provided us with documentation that outlines how backup databases are restored (on a daily basis) to a non-production environment. If the backups do not complete for any reasons, transactional tables cannot be overwritten until the backup process is properly executed. Code-base roll-outs are only performed after a full backup has been executed. This precautionary measure is taken to ensure database integrity and to maintain a “roll-back” option if needed. The CCSI data integrity and data back up document is attached to this plan. In addition, ConnectEd will serve as another backup of staff and student data that will be available 24/7 online in case a disaster occurs. The data in ConnectEd for staff is imported from Finance Manager quarterly.

Computer Security Incident Response Team For the purpose of this document, a computer security incident is defined as:

Any real or suspected adverse event in relation to the security of computer systems or computer networks

The act of violating an explicit or implied security policy Network or host activity that potentially threatens the security of computer systems


Examples of incidents could include activity such as:

attempts (either failed or successful) to gain unauthorized access to a system or its data unwanted disruption or denial of service the unauthorized use of a system for the processing or storage of data changes to system hardware, firmware, or software characteristics without the owner's knowledge,

instruction, or consent

The team and procedures outlined below provide guidance and documentation on computer security incident response handling and communication efforts within the Rocky Point Union Free School District. The plan will be activated whenever a computer security incident occurs.

Team Members

Information Technology: District Communications Coordinator Network Administrator

Administrators: Superintendent of Schools Executive Director for Educational Services

Security Staff: Plant Facilities Administrator

Personnel Representative: Executive Director for Educational Services

Outside Agency: Suffolk County Police Department, 7th Precinct

The District Communications Coordinator will serve as the head of the Internet Incident Response Team. In the case of an Internet security breach or accidental release of personnel and/or student information, the team would be convened. The following will be the recommended actions in the event of an Internet security breach.

The District Communications Coordinator will investigate the compromise by convening the team.

1. Identify the type of information compromised • Social security numbers • Driver’s license numbers • Financial account numbers • Bank account or credit card • Other info used in combination with these, e.g., name, address, phone numbers, etc.

2. Security Incident Reporting Directions • Notify the superintendent • Notify the local police if warranted • Keep a written log of pertinent information • Notification of Incident: Inform the appropriate people. In the case of a criminal act, secure the

computer and store it until the incident has been investigated and cleared. • Control of information: Control all information. Release to Superintendent • Follow up analysis. All involved parties should meet and discuss the actions • Procedures should be evaluated and modified

3. Physical intrusion of secured areas • Notify the building principal and superintendent • If warranted, notify the local police department


4. Catastrophic Disasters of secured areas • Notify the building principal and superintendent • If warranted, notify the local police department

5. Electronic Intrusions • Notify the communications coordinator, network administrator, and Superintendent • Any data captured that resulted in detecting the intrusion should be kept until the incident

has been investigated and cleared 6. Hacking Incidents

• Attempts to Gain Access to a System: Incidents of this type may include repeated login attempts, repeated ftp or telnet commands, and repeated dial back attempts.

• Identify the problem • Identify the source and look at system log files and active network connections • Make copies of all audit trail information: system log files, the root history file • Log all actions • Notification: Notify the Communications Coordinator, Network Administrator and Superintendent;

If warranted, notify the local police department • Complete follow-up report

7. Active Hacker/Cracker Methods for Incidents • The method used to handle a cracker/hacker incident should be determined by the level of

understanding of the risks involved. • Immediately lock the person out of the system and restore the system to a safe state OR allow the

hacker/cracker to continue his probe/attack and attempt to gather information that will lead to an identification and possible criminal conviction.

• Notification: Notify the Superintendent; If warranted, notify the local police department 8. Timing

• Access for an extended period of time? Determine how long. • Time between compromise start and compromise stop (or discovery)

9. Identify Attacker • Known identity • Disgruntled insider • Affiliate • Unaffiliated third party • Multiple attackers

The District’s personnel and student information is stored primarily using web-based products. Currently student and staff data is in several locations—eSchool, IEPDirect, Naviance, ConnectEd, and Finance Manager.

BREACH OF SECURITY NOTIFICATION The Superintendent or his designee shall notify the owner of any private information within a reasonable time frame when the District experiences a breach of the security of its computer system. Such notification may occur by either written or electronic notice. For purposes of this policy, private information means personal information in combination with a person’s social security number, driver’s license number or non-driver identification card or account number, credit card or password which would permit access to an individual’s financial account. Breach of security means unauthorized acquisition of computerized data which compromises the security, confidentiality, or integrity of personal information maintained by the District.


eSchoolData Knowledge Management System Software as a Service (SaaS)

Contemporary Computer Services, Inc. (CCSI) provides eSchoolData in a Software as a Service (SaaS) delivery mode. Through the SaaS centralized delivery model, school districts attain a cost-effective, comprehensive software solution running on a secure, robust, and resilient network infrastructure. The service includes managed backup execution, and 24/7 operational oversight. While no organization can ensure fool-proof delivery of web-based services, Contemporary Computer Services, Inc. (CCSI) has succeeded in providing better than 99.5% up-time since the product was released in 2002. The eSchoolData system was modeled after its mainframe predecessors to provide enterprise grade features and operational stability. As such, eSchoolData is now recognized as the most mature, web-based student management system on the market1. Redundancy The eSchoolData infrastructure is fully redundant.

♦ Redundant content switches for load balancing ♦ Redundant, multi-layered fire-walls ♦ Redundant web-servers ♦ Clustered DB Environment – Operational databases resides on two separate physical nodes. ♦ Clustered Accounts DB ♦ Clustered Report Servers ♦ Multiple Communication Lines/Multiple Carriers

Security The eSchoolData infrastructure is designed in accordance with Department of Defense (DoD) design standards. On the application layer, security is extremely granular thus users can be given access only to the information that they need to see. Additionally, system administrators can force password changes, disable accounts, and monitor activity from one central point. Archive and Backup

♦ Multiple (full) backups are performed daily ♦ Incremental backups are performed throughout the day ♦ Backups are maintained in separate physical locations ♦ Databases are burned to DVD on a monthly basis for archive purposes

Network Operation Center (NOC) CCSI’s Network Operation Center (NOC) monitors the eSchoolData network – including hardware, software, and communications lines, on a 24/7 basis. CCSI’s state-of-the-art NOC provides critical performance data that helps preempt potential hardware failures and/or degradation of services. In addition to monitoring available disk space, response time, processor utilization, SQL utilization, etc., network probes are used to detect rising temperature levels in the data center. In the event of a system failure, engineers are on-call 24/7. Data Integrity Backup databases are restored (on a daily basis) to a non-production environment. If the backups do not complete for any reasons, transactional tables cannot be overwritten until the backup process is properly executed. Code-base roll-outs are only performed after a full backup has been executed. This precautionary measure is taken to ensure database integrity and to maintain a “roll-back” option if needed.

1 eSchoolData debuted in September 2002 along with several other web-based student systems such as PowerSchool’s hosted Enterprise edition, and NCS Pearson’s web-based student system. The aforementioned products were withdrawn from the market shortly after their release. Other products such as Chancery SMS were abandoned by BOCES and school districts across New York State due to the company’s failure to deliver core components of a student management system. While other products pierced the web market through web-enabling technology, eSchoolData is the only student management system endorsed by BOCES Regional Information Centers that utilizes a true Application Service Provide (ASP) Software as a Service (SaaS) delivery model.


Appendix Q: CHILDREN'S INTERNET PROTECTION ACT: INTERNET CONTENT FILTERING/SAFETY POLICY

In compliance with the Children's Internet Protection Act (CIPA) and Regulations of the Federal Communications Commission (FCC), the District has adopted and will enforce this Internet safety policy that ensures the use of technology protection measures (i.e., filtering or blocking of access to certain material on the Internet) on all District computers with Internet access. Such technology protection measures apply to Internet access by both adults and minors with regard to visual depictions that are obscene, child pornography, or, with respect to the use of computers by minors, considered harmful to such students. Further, appropriate monitoring of online activities of minors, as determined by the District, will also be enforced to ensure the safety of students when accessing the Internet. Further, the Board of Education's decision to utilize technology protection measures and other safety procedures for staff and students when accessing the Internet fosters the educational mission of the schools including the selection of appropriate teaching/instructional materials and activities to enhance the schools' programs; and to help ensure the safety of personnel and students while online. However, no filtering technology can guarantee that staff and students will be prevented from accessing all inappropriate locations. Proper safety procedures, as deemed appropriate by the applicable administrator/program supervisor, will be provided to ensure compliance with the CIPA. In addition to the use of technology protection measures, the monitoring of online activities and access by minors to inappropriate matter on the Internet and World Wide Web may include, but shall not be limited to, the following guidelines:

a) Ensuring the presence of a teacher and/or other appropriate District personnel when students are accessing the Internet including, but not limited to, the supervision of minors when using electronic mail, chat rooms, and other forms of direct electronic communications. As determined by the appropriate building administrator, the use of e-mail and chat rooms may be blocked as deemed necessary to ensure the safety of such students;

b) Monitoring logs of access in order to keep track of the web sites visited by students as a measure to restrict access to materials harmful to minors;

c) In compliance with this Internet Safety Policy as well as the District's Acceptable Use Policy, unauthorized access (including so-called "hacking") and other unlawful activities by minors are prohibited by the District; and student violations of such policies may result in disciplinary action; and

d) Appropriate supervision and notification to minors regarding the prohibition as to unauthorized disclosure, use and dissemination of personal information regarding such students.


The determination of what is "inappropriate" for minors shall be determined by the District and/or designated school official(s). It is acknowledged that the determination of such "inappropriate" material may vary depending upon the circumstances of the situation and the age of the students involved in online research. The terms "minor," "child pornography," "harmful to minors," "obscene," "technology protection measure," "sexual act," and "sexual contact" will be as defined in accordance with CIPA and other applicable laws/regulations as may be appropriate and implemented pursuant to the District's educational mission. *Under certain specified circumstances, the blocking or filtering technology measure(s) may be disabled for adults engaged in bona fide research or other lawful purposes. The power to disable can only be exercised by the Superintendent of Schools or his/her designee. The School District shall provide certification, pursuant to the requirements of CIPA, to document the District's adoption and enforcement of its Internet Safety Policy, including the operation and enforcement of technology protection measures (i.e., blocking/filtering of access to certain material on the Internet) for all School District computers with Internet access. Internet Safety Instruction In accordance with New York State Education Law, the District may provide, to students in grades K through 12, instruction designed to promote the proper and safe use of the Internet. The Commissioner shall provide technical assistance to assist in the development of curricula for such course of study, which shall be age appropriate and developed according to the needs, and abilities of students at successive grade levels in order to provide awareness, skills, information and support to aid in the safe usage of the Internet. Notification/Authorization The District's Acceptable Use Policy and accompanying Regulations will be disseminated to parents and students in order to provide notice of the school's requirements, expectations, and student's obligations when accessing the Internet. Student use of the District's computer system (DCS) is conditioned upon written agreement by all students and their parents/guardians that student use of the DCS will conform to the requirements of this policy and any regulations adopted to ensure acceptable use of the DCS. All such agreements shall be kept on file in the buildings. (See Policy 7315F) The District has provided reasonable public notice and has held at least one (1) public hearing or meeting to address the proposed Internet Content Filtering/Safety Policy prior to Board adoption. Furthermore, appropriate actions will be taken to ensure the ready availability to the public of the District's Internet Content Filtering/Safety Policy, as well as any other District policies relating to the use of technology. Policy References: 47 United States Code (USC) Sections 254(h) and 254(l) 47 Code of Federal Regulations (CFR) Part 54 Education Law 814 Cross References: Rocky Point Board Policy #7315 and #7315F


Appendix R: Eastern Suffolk BOCES and Rocky Point UFSD Five-Year Agreement

ii

Table of Contents

Page(s) Introduction 1 Mission Statement 2 Guiding Goals 3 Strategies for 2010-2015

Academic Excellence 4 Organizational Development 5 Fiscal Sustainability 6

Action Plans

Academic Excellence 7-58 Organizational Development 59-92 Fiscal Sustainability 93-97

Appendix FS-1 Estimated Cost and Timetable Worksheet 98-109

1

Introduction

As our nation enters the second decade of the 21st century, the challenges facing American school systems are both unique to our time and consistent with traditional demands placed on the American educational system over the past half century. The public call for accountability, fiscal restraint, and, most importantly, continuously improving outcomes for all students are the factors that define our guiding mission.

The Rocky Point Union Free School District recognizes both the challenges and opportunities that are to come.

Moreover, the district acknowledges that in order to provide for a focused and disciplined approach to attaining its core goals, a detailed strategic plan is necessary. Hence, the creation of Next S.T.E.P., the district’s first strategic plan, was necessary.

Through the guiding vision of the Board of Education, as defined in the district’s guiding goals of academic

excellence, organizational development, and fiscal sustainability, Next S.T.E.P. was created. Through the collaboration of individuals representing all stakeholder groups within the community, this detailed strategic plan defines what is important to us, the stakeholders, and how we propose to succeed in attaining our goals.

Our school system is an organization of people, working toward the advancement of the community. Each day

hundreds of dedicated professionals come together with a single focus – working to improve outcomes for the thousands of students we are here to educate. These professionals, with the support of the community, are the engine that will drive the district to successful implementation of this plan.

Just as the people of our community are the critical element to our future success, the goals we set forth and the

strategies to attain these goals must be realistic and attainable in the time allotted and with the resources provided, or success may be elusive. Thanks to the tireless work of the many stakeholders who produced this plan, the action steps, timelines, and resources required represent practical processes for accomplishing all we have set out to achieve.

The possibilities for our students and, indeed, our community are limited only by our vision of what we are capable of

achieving. This plan is a testament to our commitment to sustain our mission, fulfill our goals, and dedicate ourselves to continuous improvement.

2

Mission Statement

The mission of the Rocky Point Union Free School District is to develop each child's full potential in a nurturing and supportive student-centered environment that will promote a foundation for lifelong learning.

3

Next S.T.E.P. 2010–2015: Guiding Goals Goal Classification Goal Narrative

(AE-1) Academic Excellence: Core Curriculum

The Rocky Point Union Free School District will develop and implement comprehensive curriculum guides and associated support materials for each academic discipline that are aligned with the Common Core State Standards, as adopted and modified by the New York State Board of Regents, from time to time. The District will ensure alignment of implementation of the various curricula within each course of study.

(AE-2) Academic Excellence: Increased Rigor

The Rocky Point Union Free School District will develop and implement programs offering increased opportunities for students to test and expand the limits of their intellectual boundaries including a comprehensive offering of Advanced Placement courses and opportunities for advanced studies in scientific research.

(AE-3) Academic Excellence: Academic Support

The Rocky Point Union Free School District will develop a comprehensive, multi-tiered approach to providing academic support to at-risk students including academic intervention services (AIS) and individual comprehensive academic response for excellence (ICARE) plans.

(AE-4) Academic Excellence: Instructional Technology

The Rocky Point Union Free School District will integrate appropriate technology into the delivery of instruction and instructional materials.

(AE-5) Academic Excellence: Academic Alignment

The Rocky Point Union Free School District will create alignment of assessments for each course of study through the development and implementation of collaboratively developed assessment instruments.

(OD-1) Organizational Development: Professional Development

The Rocky Point Union Free School District will promote excellence in delivery of instruction and support services through a comprehensive, targeted professional development program.

(OD-2) Organizational Development: Human Resources

The Rocky Point Union Free School District will recruit and retain a highly-qualified staff necessary to deliver improved academic outcomes for all students.

(OD-3) Organizational Development: Accountability

The Rocky Point Union Free School District will construct a comprehensive accountability system to measure and report on instructional efficacy.

(OD-4) Organizational Development: Data Analysis and Feedback

The Rocky Point Union Free School District will develop school-based and district-wide inquiry teams to collect and analyze instructional data and to provide feedback for professional reflection.

(FS-1) Fiscal Sustainability: Resource Allocation

The Rocky Point Union Free School District will identify the resources necessary to support the academic and organizational initiatives necessary to ensure improved outcomes for all students. In recognition of the limited nature of fiscal resources, the District will endeavor to support new initiatives through the reallocation of existing resources.

(FS-2) Fiscal Sustainability: New Funding Sources

The Rocky Point Union Free School District will endeavor to fund academic and organizational initiatives by seeking and acquiring new sources of funding such as private and public grants.

4

Next S.T.E.P. 2010–2015: Academic Excellence Strategies Goal Classification Strategies


Strategy 1: Convert Common Core State Standards into Curriculum Guides

Strategy 2: Implement new Curriculum Guides

Strategy 3: Review and update Curriculum Guides

(AE-2) Academic Excellence: Increased Rigor

Strategy 1: Develop intellectually challenging courses and programs A. Pre-Advanced Placement (Pre-AP): SpringBoard & Vertical Teaming B. Advanced Placement Courses (The College Board) & College Credit Courses: Syracuse University Project

Advance (SUPA), Adelphi, Farmingdale, Suffolk County Community College (SCCC) Excelsior Program C. Scientific Research: Siemens, Intel, Westinghouse, Young Naturalists D. Enrichment Courses: Guided Academic Technology Enrichment Services (GATES), Brookhaven National

Lab/Eastern Suffolk BOCES E. Career and Technical Education (CTE) Certification: 3 CTE Certified Courses: CTE Certified

School/Professional Vocational Certification Strategy 2: Implement the intellectually challenging courses and programs listed above


Strategy 1: Develop multi-tiered A. Academic Intervention Services (AIS)/Response to Intervention (RtI) Program for students who have failed or are in

jeopardy of failing courses and/or State assessments B. Individual Comprehensive Academic Response for Excellence (ICARE) Plans for at-risk students who have not made

adequate yearly progress (AYP), failed or are in jeopardy of failing required courses and/or State assessments, and/or failed to graduate or are in jeopardy of not graduating from high school

C. Positive Behavior Intervention Strategies (PBIS) & Behavior Intervention Plans (BIPs) for students with discipline and/or attendance issues [Part of Rocky Point High School’s Quality Improvement Plan (QIP)]

Strategy 2: Implement multi-tiered AIS/RtI Program, ICARE Plans, PBIS, and BIPs

(AE-4) Academic Excellence: Instructional Technology

Strategy 1: Integrate technology into classroom instruction Strategy 2: Integrate technology into formative assessments

(AE-5) Academic Excellence: Academic Alignment

Strategy 1: Develop assessment instruments collaboratively (All formal, graded assessments including cumulative tests, quarterly exams, and final exams)

Strategy 2: Implement collaboratively developed assessment instruments

5

Next S.T.E.P. 2010–2015: Organizational Development Strategies Goal Classification Strategies


Strategy 1: Create and implement comprehensive, targeted professional development through turnkey training

(OD-2) Organizational Development: Human Resources

Strategy 1: Recruit diverse, highly-qualified staff

Strategy 2: Retain diverse, highly-qualified staff (tenure criteria: ineffective, developing, effective (indicator of retention), highly effective (indicator of retention))

(OD-3) Organizational Development: Accountability

Strategy 1: Measure instructional efficacy 1. 60% APPR (Composite Score of 100%)

1. Content knowledge 2. Preparation 3. Instructional delivery 4. Classroom management 5. Student development 6. Student assessment 7. Collaboration 8. Reflective and responsive practice 9. Student growth (added 4/22/10 for 2011-2012 school year)

2. 20% NYSED assessments (will change to 25%) 3. 20% Locally developed assessments (will change to 15%)

Strategy 2: Use instructional data to inform curriculum and assessment Strategy 3: Use instructional data to improve instructional practices Strategy 4: Use instructional data to inform professional development

6

Next S.T.E.P. 2010–2015: Fiscal Sustainability Strategies Goal Classification Strategies


Strategy 1: Identify resources to support academic and organizational initiatives Strategy 2: Reallocate existing resources to support academic and organizational initiatives

(FS-2) Fiscal Sustainability: New Funding Sources

Strategy 1: Apply for public and private grants to support District academic (such as Response to Intervention Grant) and organizational (Readiness and Emergency Management for Schools Grant) initiatives

7

Goal AE- 1 Academic Excellence: Core Curriculum - ACTION PLAN

Goal AE-1 Academic Excellence: Core Curriculum

The Rocky Point Union Free School District will develop and implement comprehensive curriculum guides and associated support materials for each academic discipline that are aligned with the Common Core State Standards, as adopted and modified by the New York State Board of Regents, from time to time. The District will ensure alignment of implementation of the various curricula within each course of study.

Sub-Goals:

(AE-2) Academic Excellence: Increased Rigor (AE-5) Academic Excellence: Academic Alignment (OD-1) Organizational Development: Professional Development (OD-4) Organizational Development: Data Analysis and Feedback (FS-1) Fiscal Sustainability: Resource Allocation

Action Team Members: Dr. D. De Luca, Assistant Superintendent – Chairperson Anja Groth, Director of Instruction - Chairperson

Coordinators: Melinda Brooks, Maria Dorr, Mike Gabriel, Vinny LaSorsa, Stephanie Weeks, Andrea Moscatiello Principals: Carol Tvelia, Dr. Scott O’Brien Assistant Principal: Susan Sullivan Teachers: Nichole Schirtzer, Pat Alberti, Dawn Meyers, Corrine Salbu, Paul Mammina, Andy Levine School Related Personnel/Parent: Wendy Guthy

Strategy 1: Convert Common Core State Standards into Curriculum Guides

Strategy 2: Implement new Curriculum Guides

Strategy 3: Review and update Curriculum Guides

8

Goal AE-1 Academic Excellence: Core Curriculum: Strategy 1: Convert Common Core State Standards into Curriculum Guides

Action Steps What Will Be Done?

Responsibilities Who Will Do It? P=Primary S=Secondary T=Tertiary

Timeline (Implementation Phase/

Completion Date)

Resources A. Resources Available B. Resources Needed (financial, human,

political & other)

Indicators of Success / Evaluation

STEP 1: Create Common Core State Standards Resource Binders

P-Director of Instruction S-Office of Instruction Senior Clerk Typist T-Office of Instruction Clerk Typist

Phase I: 10/10 A. Resources Available 1. www.corestandards.org 2. www.nysed.gov 3. New York State Education Department

memos and updates B. Resources Needed: None

A. Common Core State Standards Resource Binders

B. Common Core State Standards Resource Binders used by Strategy Development Group

C. Common Core State Standards Resource Binders used by AE1 Action Planning Team

STEP 2: Post Common Core State Standards in Extranet folders by subject area and grade level

P-Executive Director for Educational Services S-Director of Instruction

Phase I: 12/10 A. Resources Available 1. www.corestandards.org

B. Resources Needed: None

A. Common Core State Standards uploaded on the extranet on 12/10

STEP 3: Inform all stakeholders about New York State’s adoption of the Common Core State Standards

P-Principals Coordinators S-Teachers T-Director of Instruction Director of Special Education

Phase I: 2/11 A. Resources Available 1. Common Core State Standards folders on

the Extranet 2. Professional Development Periods 3. Faculty, Grade Level, Department 4. Shared Decision Making Meetings 5. Soaring 6. Newsletters 7. District website link


A. All stakeholders are informed B. New York State Implications Calendar

posted on Extranet and District website

STEP 4: Review New York State Education Department implications calendar, memos, and updates regarding Common Core State Standards

P-Director of Instruction S-Coordinators Principals T-Teachers

Phase I: 2/11 On-going

A. Resources Available 1. New York State Education Department

Webpage www.nysed.org 2. www.corestandards.org 3. United States Department of Education

website www.usde.org 4. Department, grade level, and faculty

meetings B. Resources Needed: None

A. Monthly professional development calendars

B. Department, grade level, and faculty meeting agendas and minutes

http://www.corestandards.org/

http://www.nysed.gov/


http://www.nysed.org/


http://www.usde.org/

9





Completion Date)


political & other)


STEP 5: Educate faculty and staff on Common Core State Standards

P-Principals Coordinators S-Teachers T-Director of Instruction Director of Special Education


A. Resources Available 1. Common Core State Standards folders

on Extranet 2. Department, grade level, and faculty

meetings 3. Professional development periods


A. Department, grade level, and faculty meeting minutes detailing conversations regarding Common Core State Standards (CCSS) as they relate to subject areas and grade levels

B. Highlighted copy of Common Core State Standards (CCSS) identifying new expectations beyond the current 2005 New York State Standards

STEP 6: Review existing curriculum guides from the field (other districts, Eastern Suffolk BOCES, and commercially produced programs) to develop a template or framework to be used by curriculum writers

P-Coordinators Principals S-Teachers T-Director of Instruction


A. Resources Available 1. Department, grade level, and faculty

meetings 2. Copies of existing curriculum guides

from the other districts, Eastern Suffolk BOCES, and commercially

3. 2012-13 New York State Education Department curriculum guide models


A. Agenda and minutes detailing review of copies of existing curriculum guides from the other districts, Eastern Suffolk BOCES, and commercially produced program (ie. SpringBoard, which is already mapped to the Common Core Curriculum Standards)

B. Template or framework for Rocky Point UFSD curriculum guides is selected

STEP 7: Develop a curriculum project writing timeline and proposals for curriculum writing projects



A. Resources Available 1. Curriculum project proposal template


A. Curriculum writing project timeline B. Proposals for curriculum writing projects

submitted

STEP 8: Post curriculum writing projects

P-Susan Wilson S-Director of Instruction T-Coordinators Principals


A. Resources Available 1. District website

B. Resources Needed 1. Funding for curriculum writing projects

A. Curriculum writing projects included in approved Rocky Point UFSD budget

B. Curriculum writing projects posted

STEP 9: Recommend curriculum writers for Board of Education approval

P-Coordinators & Principals S-Director of Instruction Director of Special Education T- Executive Director for Educational Services


A. Resources Available 1. Administrative meetings


A. Board of Education minutes detailing approved curriculum writers

10





Completion Date)


political & other)


STEP 10: Review curriculum mapping web-based programs

P-Coordinators S-Teachers Principals T-Director of Instruction

Phase I: 6/12 A. Resources Available 1. Various vendor products such as

Curricuplan, Atlas, and Curriculum Mapper

B. Resources Needed 1. Funding for curriculum mapping program

A. A program is selected and purchased

STEP 11: Begin curriculum writing projects Phase I: Group 1 Projects Phase II: Group 2 Projects Phase III: Group 3 Projects

P-Coordinators Teachers S-Principals T-Director of Instruction

Phase I: 8/12 Phase II: 8/13 Phase III: 8/14

A. Resources Available 1. Core Curriculum State Standards 2. New York State exemplars 3. New York State curriculum revisions 4. Partnership for Assessment of Readiness

for College and Careers information B. Resources Needed: None

A. Schedule of curriculum projects B. Rocky Point Union Free School District

curriculum guides completed by grade and subject

C. Curriculum projects written using purchased curriculum mapping program

Goal AE-1 Academic Excellence: Core Curriculum: Strategy 2: Implement New Curriculum Guides

STEP 1: Distribute and review new curriculum guides with faculty

P-Teachers S-Coordinators Principals T-Director of Instruction Executive Director for Educational Services

Phase II: 10/11 On-Going

A. Resources Available 1. New curriculum guides 2. Department, grade level, and faculty



A. Evidence of Common Core State Standards alignment in formal/informal observations

B. Evidence of Common Core State Standards alignment in teacher lesson plans

C. Evidence of Common Core State Standards in assessments (beginning in September of 2012-2013 year)

STEP 2: Evaluate textbooks and other resources currently in use for alignment with Common Core State Standards and new curriculum guides by subject area and grade level

P-Teachers Coordinators S-Principals T-Director of Instruction


A. Resources Available 1. New curriculum guides 2. Existing textbooks & materials 3. Department, grade level, and faculty



A. Modifications of resources, documents or resource requests by content area

B. Department & Grade Level Recommendations

11





Completion Date)


political & other)


STEP 3: Convene textbook committees as needed by subject area and grade level



A. Resources Available 1. Curriculum guides 2. State assessments 3. Publisher resources 4. Textbook committee meetings

B. Resources Needed 1. Funding for proposed textbook

purchases

A. Textbook Committee recommendations B. New textbooks adopted C. New textbooks and resources purchased

STEP 4: Introduce new textbooks and resources to faculty



A. Resources Available 1. New curriculum guides 2. New textbooks and texts 3. New instructional resources 4. Department, grade level, and faculty



A. Department, grade level and faculty meeting agendas and minutes

STEP 5: Develop sample lessons and units aligned to the Common Core Curriculum Standards by subject areas and grade levels with faculty members

P-Teachers S-Coordinators T-Principals



curriculum models 2. Curriculum guides 3. State assessments 4. Published resources 5. Professional development periods 6. Superintendent’s Conference Day


A. Evidence of Common Core State Standards alignment in sample weekly lesson plans

B. Evidence of Common Core State Standards alignment in sample lesson and unit plans

STEP 6: Develop lessons and units aligned to the Common Core Curriculum Standards by subject areas and grade levels with faculty members

P-Teachers S-Coordinators T-Principals

Phase III: 6/13 On-Going


curriculum models 2. Common Core State Standards Interim

Assessments 3. Curriculum guides 4. State assessments 5. Published resources 6. Professional development periods 7. Superintendent’s Conference Day


A. Evidence of Common Core State Standards documented in weekly lesson plans

B. Evidence of Common Core State Standards in formal and informal observations

C. Evidence of Common Core State Standards documented in formal written lesson plans

12





Completion Date)


political & other)


STEP 7: Convene Professional Development Committee to consider creating a standard weekly lesson plan template

P-Assistant Superintendent Executive Director for Educational Services S-Coordinators Principals T-Teachers

Phase III: 6/14 A. Resources Available 1. Professional Development Committee


A. Professional Development Committee meeting agendas and minutes

B. Standard weekly lesson plan template

STEP 8: Share curriculum guides with all stakeholders

P-Teachers S-Coordinators Principals T-Assistant Superintendent Executive Director for Educational Services Director of Instruction

Phase III: 6/15 A. Resources Available 1. Open House/Open School Night 2. Shared Decision Making meetings 3. District website 4. Teacher eBoards


A. Open House/Open School Night agendas B. Shared Decision Making meeting agendas C. Curriculum guides posted on District

website D. Curriculum guides posted on teacher

eBoards

Goal AE-1 Academic Excellence: Core Curriculum: Strategy 3: Review and Update Curriculum Guides

STEP 1: Review New York State Education Department implementation calendar, memos, and updates regarding Common Core State Standards

P-Director of Instruction S-Coordinators Principals T-Teachers


A. Resources Available 1. www.nysed.gov 2. New York State Education Department


Assessment B. Resources Needed: None

A. New York State Education Department implementation calendar, memos, and updates regarding Common Core State Standards posted on District website www.rockypointschools.org and Extranet

STEP 2: Update Rocky Point Union Free School District curriculum guides as per New York State Education Department and Partnership for Assessment of Readiness for College and Careers updates and changes

P-Coordinators Teachers S-Principals T-Director of Instruction


A. Resources Available 1. Current curriculum guides 2. Current textbooks and texts 3. Current resource materials 4. www.nysed.gov

B. Resources Needed 1. Funding for curriculum writing revisions

A. Revised curriculum guides B. Evidence revised curriculum guides in

teacher lesson plans C. Evidence of revised curriculum guides in

formal/informal observations


http://www.rockypointschools.org/


13

Goal AE- 2 Academic Excellence: Increased Rigor - ACTION PLAN

(AE-2) Academic Excellence: Increased Rigor The Rocky Point Union Free School District will develop and implement programs offering increased opportunities for students to test and expand the limits of their intellectual boundaries including a comprehensive offering of Advanced Placement courses and opportunities for advanced studies in scientific research.

Sub-Goals:

(AE-4) Academic Excellence: Instructional Technology (AE-5) Academic Excellence: Academic Alignment (OD-1) Organizational Development: Professional Development (OD-2) Organizational Development: Human Resources

Action Team Members: Michael Gabriel, Coordinator – Chairperson Coordinators: Melinda Brooks, Vinny LaSorsa, Stephanie Weeks Principals: Carol Tvelia, Dr. Scott O’Brien Teachers: Donna Hurst-Hepburn, Tricia Scott, Elicia Selvaggio, Jen Engellau, Christine Blume School Related Personnel: Lisa Hrysko Parent: Stephanie McBrearty

Strategy 1: Develop intellectually challenging courses and programs

A. Pre-Advanced Placement (Pre-AP): SpringBoard & Vertical Teaming

B. Advanced Placement Courses (The College Board) & College Credit Courses: Syracuse University Project Advance (SUPA), Adelphi, Farmingdale,

Suffolk County Community College (SCCC) Excelsior Program

C. Scientific Research: Siemens, Intel, Westinghouse, Young Naturalists

D. Enrichment Courses: Guided Academic Technology Enrichment Services (GATES), Brookhaven National Lab/Eastern Suffolk BOCES

E. Career and Technical Education (CTE) Certification: 3 CTE Certified Courses: CTE Certified School/Professional Vocational Certification

Strategy 2: Implement the intellectually challenging courses and programs listed above

14

Goal AE- 2A Academic Excellence: Increased Rigor-Pre-Advanced Placement - ACTION PLAN (AE-2) Academic Excellence: Increased Rigor


Sub-Goals:


Action Team Sub-Committee Members: Coordinator: Stephanie Weeks Principal: Dr. Scott O’Brien Teacher: Tricia Scott

Goal AE-2: Academic Excellence: Increased Rigor: Strategy 1: Develop intellectually challenging courses and programs:

A) Pre-Advanced Placement: SpringBoard & Vertical Teaming




Completion Date)


political & other)


Step 1: Evaluate other districts’ honors courses A. 6th Grade English B. 6th Grade Math C. 7th Grade English D. 7th Grade Math E. 7th Grade Science F. 7th Grade Social Studies

P-Coordinators S-Principals T-Director of Instruction Assistant Superintendent

Phase I: 8/11

A. Resources Available 1. Current grades 6 – 8 curricula 2. Common Core State Standards (CCSS) 3. SpringBoard 4. Other middle school honors course

programs, criteria and curricula 5. Listservs 6. Online surveys 7. Administrative meetings

B. Resources Needed 1. Conferences 2. Webinars 3. Site Visitations (travel costs)

A. Summary report of data from other districts’ honors programs, criteria, curricula and course descriptions in 6th grade English, 6th grade math, and 7th grade English, math, science, and social studies

15


A) Pre-Advanced Placement: SpringBoard & Vertical Teaming




Completion Date)


political & other)


Step 2: Revise and share middle school honors criteria with staff

P-Teachers S-Coordinators Principals T-Director of Instruction Executive Director for Educational Services

Phase II: 12/11 A. Resources Available 1. Current honors criteria in Rocky Point

Middle School and High School 2. Selection criteria for Guided Academic

Technology Enrichment Services (GATES) Program in JAE

3. Other middle schools honors criteria 4. Data from other schools with open

enrollment vs. criteria based honors programs

5. Department, grade level, and faculty meetings

6. Shared Decision Making meetings 7. Committee meetings


A. Middle school honors criteria document B. Identification of students C. Honors class sections based on honors

criteria

Step 3: Develop honors course curricula for: A. Grades 6 – 8 English, which will

integrate the College Board SpringBoard Program

B. Grade 6 Math C. Grade 7 Science D. Grade 7 Social Studies

P-Teachers S-Coordinators Principals T-Director of Instruction

Phase III: English 8: 8/12 On-Going

A. Resources Available 1. Current grades 6 – 8 curricula 2. Common Core State Standards 3. SpringBoard Levels 1 -3, supporting

materials, DVDs 4. Other districts’ M.S. honors course

curricula 5. Listservs 6. Online surveys 7. Administrator meetings

B. Resources Needed 1. SpringBoard teacher training (5 days per

teacher by grade level) 2. Curriculum writing (45 hours) 3. SpringBoard student consumable books

and supporting resources for 6th – 8th grades/Levels 1 -3 per student per year based on student enrollment in each English honors course

A. Honors curriculum guides for English 8 B. Honors curriculum guides for English 7 C. Honors curriculum guides for English 6 D. Honors curriculum guides for Science 7 E. Honors curriculum guides for Social

Studies 7 F. Honors curriculum guides for Math 6

16


A) Pre-Advanced Placement: SpringBoard & Vertical Teaming Action Steps

What Will Be Done? Responsibilities Who Will Do It? P=Primary S=Secondary T=Tertiary


Completion Date)


political & other)


Step 4: Share honors curriculum guides with the staff


Phase III: 9/12 A. Resources Available 1. Honors curriculum guides


A. Department and faculty meeting agendas and minutes

Step 5: Develop schedule for bi-annual vertical articulation team meetings for honors content area and AP teachers

P-Coordinators S- Principals T-Director of Instruction

Phase III: 9/12 A. Resources Available 1. District calendar 2. Faculty meeting schedule


A. Schedule of vertical articulation team meetings

Step 6: Share schedule of bi-annual vertical articulation team meeting schedule with teachers.

P-Coordinators S-Principals T-Director of Instruction

Phase III: 9/12 A. Resources Available 1. Bi-annual vertical articulation team

meeting schedule 2. Department meetings 3. Faculty meetings


A. Department and faculty meeting agendas and minutes

B. Memos to staff

Goal AE-2: Academic Excellence: Increased Rigor: Strategy 2: Implement the intellectually challenging courses and programs:

A) Pre-Advanced Placement: SpringBoard & Vertical Teaming Step 1: Implementation of honors curriculum guides and honors criteria in the middle school



A. Resources Available 1. Honors curriculum guides 2. Honors criteria

B. Resources Needed 1. Follow-up SpringBoard training for

honors teachers

A. Implementation of honors curriculum guides and honors criteria

B. Lesson plans, informal and formal observations, student research papers, essay, state and local assessment results

Step 2: Implementation of bi-annual vertical articulation team meeting schedule



A. Resources Available 1. Honors curricula 2. Lesson plans 3. Scope and sequence by grade level 4. Textbooks and texts 5. Resources and materials 6. Research projects 7. Department and faculty meetings


A. Department, faculty, and vertical articulation team meeting minutes and agendas

B. Generated discussion topics used to create further alignment and evaluation of current honors curriculum guides and courses

17

Goal AE-2: Academic Excellence: Increased Rigor: Strategy 2: Implement intellectually challenging courses and programs:

A) Pre-Advanced Placement: SpringBoard & Vertical Teaming Action Steps



Completion Date)


political & other)


Step 3: Edit and revise middle school honors curriculum guides and courses to ensure alignment with Advanced Placement Program and Common Core State Standards


Phase IV: 6/14 On-Going

A. Resources Available 1. Honors curriculum guides

B. Resources Needed 1. Curriculum revision 15 hours

A. Updated honors curriculum guides B. Lesson plans, informal and formal

observations, student research papers, essay, state and local assessment results

18

Goal AE- 2B Academic Excellence: Increased Rigor –Advanced Placement & College Credit Courses-ACTION PLAN (AE-2) Academic Excellence: Increased Rigor


Sub-Goals:


Action Team Sub-Committee Members: Coordinator: Vinny LaSorsa Teachers: Christine Blume & Jennifer Engellau School Related Personnel: Lisa Hrysko

Goal AE-2: Academic Excellence: Increased Rigor:

Strategy 1: Develop intellectually challenging courses and programs:

B) Advanced Placement & College Credit Courses (Syracuse University Project Advance (SUPA), Adelphi, Farmingdale, Suffolk County Community College (SCCC) Excelsior Program





Completion Date)


political & other)


Step 1: Develop and implement teacher survey for discovery of new Advanced Placement and college credit courses and teacher preparation interest in teaching courses

P-Coordinators Principal S-Teachers T-Executive Director for Student Services

Phase I: 2/11 A. Resources Available 1. List of current Advanced Placement and

college credit courses 2. List of potential new classes we can

offer from colleges and AP Central: http://apcentral.collegeboard.com

3. Department and faculty meetings B. Resources Needed: None

A. Survey instrument B. Report summarizing data from survey C. Final list of possible new classes

Step 2: Develop and implement student interest survey of potential Advanced Placement and college credit courses

P- Coordinators & Principal S-Teachers T- Executive Director for Educational Services

Phase I: 2/11 A. Resources Available 1. Student grade level meetings 2. Student interest survey data

B. Resources needed: None

A. Student interest survey B. Report summarizing data from survey C. Final list of possible new classes

http://apcentral.collegeboard.com/

19






Completion Date)


political & other)


Step 3: Present Advanced Placement and college credit course information to students by grade level meetings

P-Principal Guidance Counselors S-Teachers T-Coordinators

Phase I: 3/11 A. Resources Available 1. List of all possible new Advanced

Placement and college credit classes 2. Classroom time 3. Grade level, department and faculty

meetings 4. Availability of High School Auditorium 5. Survey and survey results


A. Student discussion in question and answer period

B. Evaluation of data from students’ survey

Step 4: Select courses to propose to District Office

P- Coordinators Principal S-Teachers T-Guidance Counselors

Phases I-V: September On-Going

A. Resources Available 1. Student survey 2. Parent input


A. Final list of proposed Advanced Placement and college credit courses

Step 5: Disseminate information to parents and students of approved Advanced Placement and college credit courses

P- Executive Director for Educational Services Teachers S-Coordinators & Principal T-Guidance Counselors

Phase II-V: October On-Going

A. Resources Available 1. www.rockypointschools.org 2. Connect Ed 3. Mailings to parents 4. Information Night 5. Class Time B. Resources Needed: None

A. Student enrollment B. Parent participation in the enrollment

process

Step 6: Create and submit College Board Course Audit of approved new Advanced Placement courses

P-Teachers S-Coordinators Principal T-Director of Instruction

Phase II-V: January On-Going

(Jan. 31, 2012 – Audit due to College Board for new courses on January 31st each year)

A. Resources Available 1. Listservs 2. http://apcentral.collegeboard.com 3. University and high school curriculum

guides 4. Teacher PD Time for Advanced

Placement Course Audits B. Resources Needed: None

A. College Board and university approval



20






Completion Date)


political & other)


Step 7: Register selected teachers of approved Advanced Placement courses for 5-Day Summer Institute the summer prior to completing Advanced Placement Course Audit


Phases I-V: May On-Going

A. Resources Available 1. http://apcentral.collegeboard.com Registration information for 5-Day Advanced Placement Summer Institutes B. Resources Needed 1. Funds for 5-Day Advanced Placement

Summer Institutes registration 2. Teacher travel expenses

A. Advanced Placement Summer Institute Conference Evaluation forms

Step 8: Schedule new Advanced Placement and College Credit Courses

P-Guidance Counselors Executive Director for Educational Services S-Coordinators T-Teachers

Phases II-V: May On-Going

A. Resources Available 1. Advanced Placement/Honors Policy B. Resources Needed: None

A. Student enrollment in new courses

Step 9: Order textbooks and resource materials

P-Teachers S-Coordinators & Principal T-Director of Instruction

Phases II-V: December On-Going

A. Resources Available 1. Recommendations from 5-Day

Advanced Placement Summer Institutes 2. Listservs 3. http://apcentral.collegeboard.com

B. Resources Needed 1. Cost of textbooks and resource materials

A. Approved budget B. Textbooks and materials ordered



21

Goal AE-2: Academic Excellence: Increased Rigor: Strategy 2: Implement intellectually challenging courses and programs:





Completion Date)


political & other)


Step 1: Implement new Advanced Placement and college credit classes

P-Teachers S-Coordinators T-Principal

Phases III-V: September On-Going

A. Resources Available 1. Material for courses 2. Professional development periods 3. Common planning time 4. Written curriculum B. Resources Needed

1. Textbook and classroom materials 2. Funds for One-Day Update Workshop

for Advanced Placement teachers

A. Student achievement results in each class

Step 2: Evaluate and modify Advanced Placement Course Audits when necessary


Phases II-V: March On-Going

A. Resources Available 1. http://apcentral.collegeboard.com for

updates on changes to Advanced Placement courses or tests

2. Professional development periods 3. Current lessons, units, and curriculum 4. Vertical teaming in needed subject areas

B. Resources Needed 1. Funds for 5-Day Advanced Placement

Summer Institutes registration 2. Funds for One-Day Advanced Placement

Update Workshop 3. Teacher travel expenses

A. Continued enrollment of students in Advanced Placement/college credit courses in the coming school years

B. Revised Advanced Placement Course Audits approved by College Board and Universities


22

Goal AE- 2C Academic Excellence: Increased Rigor –Scientific Research- ACTION PLAN (AE-2) Academic Excellence: Increased Rigor


Sub-Goals:


Action Team Sub-Committee Members: Michael Gabriel, Coordinator – Chairperson Teaches: Elicia Selvaggio


C) Scientific Research: Siemens, Intel, Westinghouse, Young Naturalists

Strategy 2: Implement the intellectually challenging courses and programs listed above Action Steps



Completion Date)


political & other)


Step 1: Evaluate other school districts scientific research programs in grades 7-12 Phase I: 7th Grade Phase II: 8th Grade Phase III: 9th & 10th Grades Phase IV: 11th & 12th Grades

P-Instructional Coordinator of Science S-Teachers T-Principals

Phase I: 6/11 Phase II: 6/12 Phase III: 6/13 Phase IV: 6/14

A. Resources Available 1. Course/curriculum catalogues 2. Listservs 3. Director/Coordinator/Principal meetings 4. Site visits 5. Online surveys

B. Resources Needed 1. Conferences 2. Release time 3. Substitute teacher coverage 4. Travel expenses

A. Data collected from other districts course catalogues and curriculum guides

B. Listserv emails C. Data gleaned from online surveys D. Director/principal meetings E. Sharing with other teachers F. Conference evaluations forms

23

Goal AE-2: Academic Excellence: Increased Rigor: Strategy 1: Develop intellectually challenging courses and programs

C) Scientific Research: Siemens, Intel, Westinghouse, Young Naturalists Action Steps



Completion Date)


political & other)


Step 2: Develop an overview of the type of scientific research to be incorporated into 7th grade science honors classes


Phase II: 12/11

A. Resources Available 1. Course/curriculum catalogues 2. Listservs 3. Director/Coordinator/Principal meetings 4. Site visits 5. Online surveys

B. Resources Needed 1. Travel expenses to attend competitions 2. Conferences 3. Release time

A. Document indicating the overview of the type of scientific research program in 7th grade honors science classes

Step 3: Develop an overview of the type of scientific research to be incorporated into grades 8-12 scientific research classes Phase III: 8th Grade Phase IV: 9th & 10th Grades Phase V: 11th & 12th Grades


Phase III: 12/12 Phase IV: 12/13 Phase V: 12/14

A. Resources Available 1. Course/curriculum catalogues 2. Listservs 3. Director/Coordinator/Principal Meetings 4. Site Visits 5. Online Surveys

B. Resources Needed 1. Travel expenses to attend competitions 2. Conferences 3. Release time

A. Document indicating the overview of the type of scientific research program in grades 8-12 scientific research classes

24


C) Scientific Research: Siemens, Intel, Westinghouse, Young Naturalists Action Steps



Completion Date)


political & other)


Step 4: Develop a scientific research program guide specific to the appropriate 7th grade honors courses and scientific research classes in grades 8-12 Phase II: 7th Grade Phase III: 8th Grade Phase IV: 9th & 10th Grades Phase V: 11th & 12th Grades

P-Teachers S-Instructional Coordinator of Science Principal T-Director of Instruction

Phase II: 8/12 Phase III: 8/13 Phase IV: 8/14 Phase V: 8/15

A. Resources Available 1. Overview document of each honors level

and scientific research program 2. Course/curriculum catalogues 3. Listserv surveys 4. National Science Teachers Association 5. Science Teachers Association of New

York State 6. National Association of Biology

Teachers 7. Long Island Science Education Fair 8. New York State Science Education Fair

B. Resources Needed 1. Curriculum writing 45 hours per grade

level 7-12

A. Grade level specific scientific research guides

Step 5: Develop partnerships with associated laboratories and universities Phase II: 7th Grade: 8/12 Phase III: 8th Grade: 8/13 Phase IV: 9th & 10th Grades: 8/14 Phase V: 11th & 12th Grades: 8/15

P-Instructional Coordinator of Science S-Teachers T-Director of Instruction

Phase II8/12 Phase III: 8/13 Phase IV: 8/14 Phase V: 8/15

A. Resources Available 1. Each honors grade level scientific

research program guide 2. Meetings with laboratory and university

staff members B. Resources Needed

1. Travel costs 2. Release time

A. Meeting agendas and minutes B. Partnership agreement letters

Step 6: Share research program guides with specific 7th grade honors teachers and the grades 8-12 scientific research teachers Phase III: 7th Grade: 9/12 Phase IV: 8th Grade: 9/13 Phase V: 9th & 10th Grades: 9/14 Future Phase(s): 11th & 12th Grades

P-Instructional Coordinator of Science S-Teachers T-Director of Instruction

Phase III: 9/12 Phase IV: 9/13 Phase V: 9/14 Future Phase(s): 9/15

A. Resources Available 1. Scientific Research Program Guides 2. Department meetings 3. Professional development periods


A. Teachers feedback about the research program guides

25

Goal AE-2: Academic Excellence: Increased Rigor: Strategy 2: Implement intellectually challenging courses and programs

C) Scientific Research: Siemens, Intel, Westinghouse, Young Naturalists




Completion Date)


political & other)


Step1: Implement Grade Specific Scientific Research Program Phase III: 7th Grade Phase IV: 8th Grade Phase V: 9th & 10th Grades Future Phase(s): 11th & 12th Grades

P-Teachers S-Instructional Coordinator of Science T-Principals

Phase III: 6/13 Phase IV: 6/14 Phase V: 6/15 Future Phase(s): 6/16

A. Resources Available 1. Scientific Research Program Guides

B. Resources Needed 1. Science research supplies and materials

(Cost to be determined-approximately $5,000-$10,000 per grade level)

2. Competition Fees for Siemens, Intel, Westinghouse, Young Naturalists, Long Island Science and Engineering Fairs, New York State Science and Engineering Fairs, Dowling College Robert Noyce Symposium, and various essay contests

3. Transportation costs ($600 per bus)

A. Student presentations, papers, posters B. Placement in national and local

competitions and contests C. Scholarship money for competition

and contest winnings D. Informal observations and review of

student science research projects, presentations, and posters

26

Goal AE- 2D Academic Excellence: Increased Rigor – Enrichment Courses – ACTION PLAN (AE-2) Academic Excellence: Increased Rigor


Sub-Goals:


Action Team Sub-Committee Members: Principal: Carol Tvelia Teacher: Donna Hurst-Hepburn Parent: Stephanie McBrearty


D) Enrichment Courses: Guided Academic Technology Enrichment Services (GATES), Brookhaven National Lab/Eastern Suffolk BOCES


27


D) Enrichment Courses: Guided Academic Technology Enrichment Services (GATES), Brookhaven National Lab/Eastern Suffolk BOCES Action Steps



Completion Date)


political & other)


Step 1: Research current Joseph A. Edgar Intermediate School’s Guided Academic Technology Enrichment Program; other districts’ gifted & talented and enrichment programs; and project based models

P-Principal S-Coordinators T-GATES teacher

Phase I: 3/12 A. Resources Available 1. Current and past curriculum and

materials from Joseph A. Edgar Intermediate School’s Guided Academic Technology Enrichment Program

2. Professional development periods 3. Professional Growth Options (PGO) for

tenured staff during professional development periods

4. Grade level, department, and faculty meetings

5. Listservs 6. Other districts’ program information 7. Internet resources

B. Resources Needed 1. Site visits to existing programs in other

districts 2. Gifted and talented workshops and

conferences 3. Substitute costs 4. Travel costs

A. Data Collection B. Professional Growth Options (PGO) C. Information report shared with

teachers, coordinators, principals, Director of Instruction, Assistant Superintendent

D. Inventory report of current Joseph A. Edgar Intermediate School’s Guided Academic Technology Enrichment Program materials

Step 2: Identify gifted & talented or enrichment program model for Joseph A. Edgar Intermediate School

P-Principal S-Coordinators T- GATES teacher

Phase I: 5/12 A. Resources Available 1. Professional development periods 2. Grade level, department, and faculty


A. Report detailing selected gifted & talented or enrichment program model for Joseph A. Edgar Intermediate School

Step 3: Submit proposal to adopt Joseph A. Edgar Intermediate School’s GATES program model to District Office

P-Principal S-Coordinators T-Director of Instruction

Phase I: 5/12 A. Resources Available 1. Professional development periods 2. Grade level, department, and faculty


A. Proposal B. Model approved and adopted by

Rocky Point UFSD Board of Education

28


D) Enrichment Courses: Guided Academic Technology Enrichment Services (GATES), Brookhaven National Lab/Eastern Suffolk BOCES




Completion Date)


political & other)


Step 4: Identify 2011-12 GATES teacher for Joseph A. Edgar Intermediate School

P-Principal S-Coordinators T-Director of Instruction Assistant Superintendent

Executive Director for Educational Services

Phase II: Grade 3: 6/12 Phase III: Grade 4: 6/13 Phase IV: Grade 5: 6/14

A. Resources Available 1. Professional development periods 2. Grade level, department, and faculty

meetings B. Resources Needed

1. .5 or 1.0 FTE: either a current staff member or new staff member, depending on JAE GATES Model selected: Gifted and Talented or enrichment model

A. Joseph A. Edgar Intermediate School GATES teacher letter of intent

B. Board of Education approval of GATES teacher

Step 5: Provide newly appointed Joseph A. Edgar Intermediate School GATES teacher with gifted and talented education professional development so that he/she is equipped to provide effective gifted and talented or enrichment program to students in September 2012 for grade 3, September 2012 for grade 4, and September 2013 for grade 5

P-Director of Instruction S-GATES Teacher T-Principal


A. Resources Available 1. Professional development periods 2. Professional Growth Options (PGO) for


3. Grade level and department meetings B. Resources Needed

1. Professional Development Courses in gifted and talented education at St. John’s University (six courses)

2. Gifted and talented education conference at Long Island University

A. Conference evaluation forms B. www.mylearningplan.com transcript

or portfolio

Step 6: Review and identify selection instrument to be used by grade levels 2 - 5

P-School Psychologist S-Principal T-Coordinators

Phase II: 5/12 A. Resources Available 1. Current benchmark materials 2. Internet resources 3. Selection instruments used by other

districts 4. Selection instruments recommended by

professors at St. John’s University and Long Island University

B. Resources Needed 1. Funding for selection instrument 2. Professional development training to

administer new selection instrument

A. GATES selection instrument purchased

B. GATES selection criteria established C. Selection instrument administered in

grades 2-5

http://www.mylearningplan.com/

29





Completion Date)


political & other)


Step 7: Develop program curriculum for GATES Grades 3-5

P-GATES teacher S-Coordinators & Principal T-District Office


A. Resources Available 1. Current Joseph A. Edgar Intermediate

School GATES curriculum 2. Other districts curriculum guides 3. Internet resources

B. Resources Needed 1. Curriculum writing for new program (45

hours per grade level)

A. Formalized GATES curriculum, framework, and resources

Step 8: Begin to assemble materials and resources necessary to implement selected model

P-GATES teacher S-Principal T-Coordinators


A. Resources Available 1. Current Joseph A. Edgar Intermediate

School Guided Academic Technology Enrichment Services Program materials

B. Resources Needed 1. Textbooks and program materials

A. Textbooks and materials purchased and distributed

Step 9: Schedule identified students into grade level clusters and GATES class into master schedule

P-Principal S-Assistant Principal T-GATES Teacher


A. Resources Available 1. Selection testing results


A. GATES classes scheduled for September

B. Cluster identified students into regular education classes 3-5

C. Create full day/week GATES schedules: Grade 3 full-day/one day per week; Grades 4 & 5 full-day/two days per week each grade

30

Goal AE-2: Academic Excellence: Strategy 2: Implement intellectually challenging courses and programs




Completion Date)


political & other)


Step 1: Implement revised GATES Program

P-GATES teacher S-Coordinator T-Principal


A. Resources Available 1. Current GATES program materials and

classroom resources 2. Math/Science/English/ Social Studies

contests, guest speakers, field trips, robotics

3. Professional development periods 4. Professional Growth Options (PGO) for


5. Grade level and department meetings B. Resources Needed

1. Professional Development workshops and conferences

A. Student work products, projects, and contest entries

B. Professional Growth Option (PGO) end-of-year teacher summary report

Step 2: Evaluate success of revised GATES Program and alignment with Middle School Honors, Middle School GATES Program, and Middle School research programs

P-Principals S-Coordinators T-GATES teacher


A. Resources Available 1. Approved GATES curriculum

framework and resources 2. Professional development periods 3. Professional Growth Options (PGO) for


4. Grade level and department meetings 5. Student and parent feedback

B. Resources Needed 1. Release time for grades 2 – 6 teachers

for vertical articulation and planning for following school year

A. Feeder students for grade 6 Honors B. Student generated student work

products, projects, and contest entries C. Summary report of student and parent

feedback

31

Goal AE- 2E Academic Excellence: Increased Rigor-Career and Technical Education-ACTION PLAN (AE-2) Academic Excellence: Increased Rigor


Sub-Goals:


Action Team Sub-Committee Members: Susan Wilson, Executive Director for Educational Services Coordinator: Melinda Brooks


E) Career and Technical Education (CTE) Certification: 3 CTE Certified Courses: CTE Certified School/Professional Vocational Certification


32





Timeline (Implementation Phase /

Completion Date)


political & other)


Step 1: Research New York State Education Department requirements and regulations related to Career and Technical Education (CTE): A. Programs B. Certification C. Program approval process D. Related school-business partnerships E. Technical assessments F. Necessary articulation agreements to

obtain Career and Technical Education (CTE) diploma endorsements

P-Special Ed Coordinator Instructional Coordinator of Social Studies and Business Education Business Ed Teachers Family & Consumer Science Chairperson S-Assistant Superintendent Executive Director for Educational Services Director of Special Ed Director of Instruction High School Principal Instructional Coordinators T-Guidance Counselors

Phase II: 7/12 A. Resources Available 1. http://www.p12.nysed.gov/Career and

Technical Education (CTE)/ 2. Professional development periods 3. Department and faculty meetings 4. Other school districts & BOCES with

approved Career and Technical Education programs of interest

5. Attendance at bi-monthly Perkins grant meetings at Eastern Suffolk BOCES

6. Attendance at Career and Technical Education meetings at Western Suffolk BOCES

7. Attend Long Island Works annual networking events

8. Visit and/or call colleges and universities that offer articulation agreements for Career and Technical Education approved courses

B. Resources Needed 1. Substitutes for teachers conducting

research to make off-site visits to successful Career and Technical Education programs in Nassau and Suffolk

2. Attendance at Long Island Business Teachers Association general meetings and workshops

A. Comprehensive report detailing research conducted about Career and Technical Education program approval process

B. Comprehensive list of possible courses that can be offered for Career and Technical Education endorsement and credit

http://www.p12.nysed.gov/Career%20and%20Technical%20Education%20(CTE)/


33






Completion Date)


political & other)


Step 2: Identify and create course proposals for possible Career and Technical Education programs that align with the needs of the Rocky Point UFSD and its students

P-Instructional Coordinators Family & Consumer

Science Chairperson Special Ed Coordinator Business Ed Teachers

S-Executive Director for Educational Services

Assistant Superintendent Director of Special Ed Director of Instruction High School Principal

T-Guidance Counselors

Phase II: 12/12

A. Resources Available 1. New York State Education Website

http://www.p12.nysed.gov/Career and Technical Education (CTE)/ professional

2. Professional development periods 3. Department and faculty meetings 4. Comprehensive list of possible courses

that can be offered for Career and Technical Education endorsement and credit


A. Completed course proposals submitted

Step 3: Initiate a self-study, curriculum review, teacher certification review, and re-establishment of the Rocky Point UFSD school-business partnership—Career Advisory Program (CAP)—that will serve as the first steps in the career and technical education approval process Note: The self-study review is required for

all existing programs and new programs seeking approval

P-Career and technical education teachers from the proposed program area

Academic subject area teachers (of courses that credit is to be offered)

Special Ed Coordinator S-Instructional Coordinator of Social Studies and Business Education Director of Special Ed

Director of Instruction Executive Director for Educational Services

High School Principal T-Guidance Counselors

Phase III: 9/13 Note: The length of time needed to complete a self-study varies by school district or BOCES and by the type of Career and Technical Education program under review and is not prescribed in Commissioner’s Regulations or by SED policy

A. Resources Available 1. http://www.p12.nysed.gov/Career and

Technical Education (CTE)/ 2. Professional development periods 3. Department and faculty meetings 4. District Career and Technical Education

(CTE) self-study team meetings 5. Rocky Point UFSD school-business

partnership Career Advisory Program monthly meetings and annual workshops for students

B. Resources Needed 1. Stipend for school-business partnership

advisor for Career Advisory Program 2. Funding for curriculum writing 3. Long Island Works workshops and

events fees

A. District Career and Technical Education self-study team agendas and minutes

B. Curriculum projects submitted C. Report detailing teacher

certification review D. Rocky Point UFSD school-business

partnership Career Advisory Program meeting agendas and minutes

http://www.p12.nysed.gov/cte/




34






Completion Date)


political & other)


Step 4: Prepare required self-study report for external review committee

P-Secondary educators, both Career and Technical Education teachers and core academic subject area teachers

S-Instructional Coordinators Coordinator of Special Ed High School Principal T-Guidance Counselors

Phase IV: 8/14

A. Resources Available 1. New York State Education Website

http://www.p12.nysed.gov/Career and Technical Education (CTE)/

2. Professional development periods 3. Department and faculty meetings 4. Meetings with Career and Technical

Education educators from other schools 5. School-Business Partnership

B. Resources Needed 1. Stipend for school-business partnership

advisor for Career Advisory Program

A. Self-study report detailing completed curriculum and teacher certification review for all proposed Career and Technical Education courses approved by external review committee

Step 5: Provide the New York State Department of Education with data on student progress and performance on Regent’s examinations or approved alternatives, technical assessments and placement into employment or post-secondary education

P-Executive Director for Educational Services

Guidance Counselors S-Business Ed Teachers

Family & Consumer Science Chairperson

T-High School Principal Instructional Coordinators Special Ed Coordinator

Eastern Suffolk BOCES Shared Data Expert/ Staff Developer

Director of Special Ed Director of Instruction

Phase V: 8/15 A. Resources Available 1. New York State Education Website


2. Professional development periods 3. Department and faculty meetings


A. Data submitted to NYSED detailing student progress and performance to evaluate success on Regent’s examinations or approved alternatives, technical assessments and placement into employment or postsecondary education

B. Hard copy of data reports submitted to NYSED





35






Completion Date)


political & other)


Step 6: A. Collect data to show numbers of

students who: 1. completed three to five or more

units of credit in the approved Career and Technical Education program at a BOCES facility

2. took and passed a technical assessment in an approved program

3. earned technical endorsements on their diplomas

4. entered postsecondary study B. Establish a system to have data

reported to the Student Information Repository System (SIRS)

P-Executive Director for Educational Services

Guidance Counselors S-Business Ed Teachers

Family & Consumer Science Chairperson

T-High School Principal Instructional Coordinators Special Ed Coordinator

Eastern Suffolk BOCES Shared Data Expert/ Staff Developer

Director of Special Ed Director of Instruction



2. Professional development periods 3. Department and faculty meetings


A. Data submitted to NYSED detailing student progress and performance to evaluate success on Regent’s examinations or approved alternatives, technical assessments and placement into employment or postsecondary education

B. Hard copy of data reports submitted to NYSED

Step 7: Complete New York State Education Department application for Career and Technical Education course approval

P-Executive Director for Educational Services S-High School Principal T-Instructional Coordinator




A. Completed application for Career and Technical Education course approval submitted to New York State Education Department





36

Goal AE- 3 Academic Excellence: Academic Support - ACTION PLAN


The Rocky Point Union Free School District will develop a comprehensive, multi-tiered approach to providing academic support to at-risk students including academic intervention services (AIS) and individual comprehensive academic response for excellence (ICARE) plans.

Sub-Goals:


(AE-4) Academic Excellence: Instructional Technology (OD-1) Organizational Development: Professional Development (OD-2) Organizational Development: Human Resources

(OD-4) Organizational Development: Data Analysis and Feedback (FS-1) Fiscal Sustainability: Resource Allocation

Action Team Members: Maria Dorr - Chairperson Dr. D. De Luca, Assistant Superintendent Coordinators: Vinny LaSorsa, Stephanie Weeks Eastern Suffolk BOCES Shared Data Expert/Staff Developer: Dee Dee Hangartner Director: Eileen Manitta Principals: Carol Tvelia, Bill Caulfield Interim Assistant Principal: Jen Golding Teachers: Jen Burke, Cheryl Fusco, Peter Costa, Andy Cooper, Tim Delaney School Related Personnel: Gina Brooks Parent: Mary Heely

Strategy 1: Develop multi-tiered

D. Academic Intervention Services (AIS)/Response to Intervention (RtI) Program for students who have failed or are in jeopardy of failing courses and/or

State assessments

E. Individual Comprehensive Academic Response for Excellence (ICARE) Plans for at-risk students who have not made adequate yearly progress (AYP), failed

or are in jeopardy of failing required courses and/or State assessments, and/or failed to graduate or are in jeopardy of not graduating from high school

F. Positive Behavior Intervention Strategies (PBIS) & Behavior Intervention Plans (BIPs) for students with discipline and/or attendance issues [Part of Rocky

Point High School’s Quality Improvement Plan (QIP)+

Strategy 2: Implement multi-tiered AIS/RtI Program, ICARE Plans, PBIS, and BIPs

37

AE-3 Academic Excellence: Academic Support: Strategy 1A: Develop multi-tiered Academic Intervention Services (AIS)/Response to Intervention (RtI) Program

for students who have failed or are in jeopardy of failing courses and/or State assessments




Completion Date)


political & other)


Step 1: Review District and building attendance policies to develop Attendance Intervention Support Plan

P-Principals S-Guidance Counselors Psychologists Social Workers Nurses T- Assistant Principals

Phase I: 3/11 A. Resources Available 1. eSchool-student management system-

attendance logs & reports 2. Department, grade level and faculty

meetings 3. Professional development periods 4. Professional Growth Option (PGO) for

tenured staff B. Resources Needed: None

A. Attendance Intervention Support Plan

B. District-wide monthly meeting agenda and minutes detail alignment and articulation

Step 2: Create a District Response to Intervention Team to develop consistent Response to Intervention processes and procedures for all buildings

P-Director of Instruction Director of Special Ed Assistant Superintendent Instructional Coordinators Coordinator of Special Ed S-Principals Assistant Principals T-Psychologists Teachers Support Staff

Phase I: 5/11

A. Resources Available 1. Department, grade level and faculty

meetings 2. New York State Education Department’s

Response to Intervention Guidance Document

3. Response to Intervention research and professional resources

4. Building based Response to Intervention student information sheets (Former Instructional Support Team-IST-Student Information sheets)


A. Written report detailing District Response to Intervention processes and procedures

B. Response to Intervention District Team membership list (includes the chair of each building level Response to Intervention team)

Step 3: Create consistent building level Response to Intervention teams to coordinate Response to Intervention processes and procedures

P-Principals Assistant Principals S-Teachers Support Staff T-Director of Instruction Director of Special Ed Assistant Superintendent Instructional Coordinators Coordinator of Special Ed

Phase I: 6/11

A. Resources Available 1. Written report detailing District

Response to Intervention processes and procedures

2. Department, grade level and faculty meetings

3. Professional development periods B. Resources Needed: None

A. Written report detailing building Response to Intervention processes and procedures consistent across all buildings

B. Response to Intervention building level team membership lists

38






Completion Date)


political & other)


Step 4: Investigate and develop additional formal and informal assessments for student placement into programs outlined in the Response to Intervention Framework

P-Coordinators S-Teachers T-Principals


A. Resources Available 1. Current assessment tools 2. Behavior checklists 3. Building based Response to Intervention

student information sheets (Former Instructional Support Team-IST-student information sheets)

4. Building Response to Intervention teams 5. Response to Intervention Resources 6. Department, grade level and faculty



A. Documentation of assessment results to place students in effective interventions based on their needs

Step 5: Investigate and develop additional formal and informal assessments for probes/progress monitoring of student in current and future Response to Intervention programs outlined in the current and updated Response to Intervention Framework

P-Coordinators S-Response to Intervention Building Teams Response to Intervention District Team T-Teachers


A. Resources Available 1. Response to Intervention Framework 2. Current assessment practices 3. Behavior checklists 4. Building based Response to Intervention

student information sheets (Former IST -student information sheets)

5. Building Response to Intervention teams 6. Response to Intervention Resources

Department, grade level and faculty meetings

7. Professional development periods 8. Professional Growth Option (PGO) for


A. Probes/progress monitoring and assessment timeline to gage progress in the specific intervention a student is receiving

39






Completion Date)


political & other)


Step 6: Investigate and explore scientifically based research programs to integrate in the current updated Response to Intervention Framework

P-Director of Instruction Director of Special Ed Instructional Coordinators Coordinator of Special Ed S-Principals T-Teachers




tenured staff 4. Meetings & phone calls with publishers

& researchers to compile information & samples of programs


A. Report detailing best practices to optimize interventions based on student needs

B. Document detailing new programs & interventions that to be integrated into current Response to Intervention Framework

Step 7: Integrate new scientifically based Response to Intervention programs into the District three tier Response to Intervention Framework to meet the needs of all students Tier I-Core Program Tier II- Intervention Tier III-Intensive

P-Coordinators S-Teachers T-Principals


A. Resources Available 1. Current Response to Intervention

Framework 2. Department, grade level and faculty



A. List of new academic and behavioral interventions that meet the needs of students

Step 8: Develop curriculum and assessments for scheduled Academic Intervention Services/Response to Intervention Program classes

P-Teachers S-Instructional Coordinators Coordinator of Special Ed T-Director of Instruction Director of Special Ed


A. Resources Available 1. Current grade level course curricula and

State assessments B. Resources Needed

1. Funds for grade level subject specific curriculum projects for scheduled Academic Intervention Services Program

A. Master schedule B. List of for scheduled Academic

Intervention Services/Response to Intervention Program classes

40

AE-3 Academic Excellence: Academic Support: Strategy 1A: Develop multi-tiered Academic Intervention Services (AIS)/Response to

Intervention (RtI) Program for students who have failed or are in jeopardy of failing courses and/or State assessments




Completion Date)


political & other)


Step 9: Develop an electronic assessment portfolio that can be shared among necessary personnel Phase II-Investigate assessments that can

be scanned Phase III-Investigate technology to be

utilized for scanning Phase IV-Begin compiling assessment

data for electronic portfolio for Response to Intervention

P-District Response to Intervention Team Coordinators Director of Instruction Director of Special Ed Executive Director for Educational Services S-Building Response to Intervention Teams T-Teachers Support Staff

Phase II-IV: 7/13 On-Going

A. Resources Available 1. Student assessment data 2. http://rtimdirect.com 3. Eastern Suffolk BOCES Regional

Information Center (RIC) Support 4. Eastern Suffolk BOCES Student Data

Services 5. Department, grade level and faculty


tenured staff 8. Time to perform specific assessments

B. Resources Needed: TBD

A. Electronic portfolios accessed and used by Response to Intervention instructional staff

AE-3 Academic Excellence: Academic Support: Strategy 2A: Implement multi-tiered Academic Intervention Services (AIS)/Response to Intervention (RtI) Program


Step 1: Contact parents or students as soon as a pattern of absences occurs or when attendance letters are run

P-Principals S-Assistant Principals T-Guidance Counselors Psychologists Social Workers Nurses


A. Resources Available 1. Attendance records in eSchool-student

data management system 2. Building meetings 3. eSchool student management system


A. Attendance letters B. Documentation of calls and

meetings between home and school regarding student attendance

Step 2: Implement Attendance Intervention Support Plan for identified students whose attendance impedes their ability to pass courses and State assessments

P-Instructional Coordinators Coordinator of Special Ed S-Principals T-Assistant Principals


A. Resources Available 1. Attendance Intervention Support Plan 2. List of identified students


A. Attendance Intervention Support Team meeting agendas and minutes

B. Student attendance records C. Documented meetings with students

http://rtimdirect.com/

41






Completion Date)


political & other)


Step 3: Implement District Response to Intervention Team to oversee consistent Response to Intervention processes & procedures within all buildings for student placement in interventions

P-Instructional Coordinators Coordinator of Special Ed S-Principals Assistant Principals T-Director of Instruction Director of Special Ed


A. Resources Available 1. Department, grade level & faculty

meetings 2. Professional development periods 3. Professional books 4. New York State Education Department’s


5. Response to Intervention Framework B. Resources Needed

1. Substitutes for teachers for release time

A. District Response to Intervention Team meeting agendas and minutes detailing standard operating procedures compliant with New York State regulations for Response to Intervention

Step 4: Implement building Response to Intervention teams

P-Instructional Coordinators Coordinator of Special Ed Principals Assistant Principals S-Teachers Support Staff T-Director of Instruction Director of Special Ed



meetings 2. Professional development periods 3. Professional books 4. New York State Education Department’s


5. Response to Intervention Framework 6. Building based Response to Intervention

student information sheets (Former IST student information sheets)


B. District Response to Intervention Team meeting agendas and minutes detailing standard operating procedures compliant with New York State regulations for Response to Intervention

42






Completion Date)


political & other)


Step 5: Implement the District’s three tier Response to Intervention Framework Tier I-Core Program Tier II- Intervention Tier III-Intensive

P- Coordinators S-Teachers T-Building Administration



Framework 2. Revised Response to Intervention

Framework 3. Department, grade level & faculty

meetings 4. Professional development periods 5. Building based Response to Intervention

student information sheets B. Resources Needed: None

A. Documented use of new academic and behavioral interventions to meet the needs of students

Step 6: Implement criteria for student selection information to prescribe an intervention plan

P-Response to Intervention Team S- Building Admin. T- Teachers


A. Resources Available 1. eSchoolData student management

system 2. Criteria document


A. Document that articulates standard K-12 assessment criteria for movement between tiers

B. List of identified students with prescribed intervention plans

Step 7: Implement new curriculum and assessments for scheduled Academic Intervention Services/Response to Intervention Program classes




State assessments B. Resources Needed

1. Funds for grade level subject specific curriculum projects for scheduled Academic Intervention Services Program

A. Master schedule B. List of for scheduled Academic

Intervention Services/Response to Intervention Program classes

43

AE-3 Academic Excellence: Academic Support: Strategy 1B: Develop multi-tiered Individual Comprehensive Academic Response for Excellence (ICARE) Plans for

at-risk students who have not made adequate yearly progress (AYP), failed or are in jeopardy of failing required courses and/or State assessments, and/or failed

to graduate or are in jeopardy of not graduating from high school




Completion Date)


political & other)


Step 1: Develop procedure to identify ―critical care‖ students who did not graduate last year or are in danger of not graduating from high school this year

P-Director of Instruction S-Assistant Superintendent T-Superintendent

Phase 1: 10/10 A. Resources Available 1. New York State Report Cards 2. New York State Accountability Reports 3. 2006 and 2007 cohort data on graduation

rates 4. 2006 and 2007 cohort data on adequate

yearly progress 5. 2010 student data on Regents Exams and

Regents Competency Tests 6. 2010 student data on diploma types


A. Meetings with Director of Instruction, Assistant Superintendent, and Superintendent

Step 2: Identify ―critical care‖ students who did not graduate last year or are in danger of not graduating from high school this year

P-Director of Instruction S-Assistant Superintendent T-Eastern Suffolk BOCES Shared Data Expert/ Staff Developer

Phase 1: 11/10 A. Resources Available 1. Eastern Suffolk BOCES Regional

Information Center data reports from BARS and ReportNet

2. eSchoolData student management system


A. Chart of identified students with State assessment, transcript, and attendance data

Step 3: Create comprehensive portfolio folder for each identified ―critical care‖ students who did not graduate last year or are in danger of not graduating from high school this year

P-Coordinator of Reading & Compensatory Services S-Eastern Suffolk BOCES Shared Data Expert/ Staff Developer T-Director of Instruction Assistant Superintendent

Phase 1: 12/10 A. Resources Available 1. eSchoolData student management

system 2. Student transcripts 3. Student schedules 4. Student attendance 5. Student report cards and progress reports


A. Chart of identified students with State assessment, transcript, and attendance data

B. Comprehensive student portfolio folders for each ―critical care‖ student

Step 4: Create an individual comprehensive academic response for excellence plan for each identified ―critical care‖ student

P-Instructional Coordinators Coordinator of Special Ed Guidance Counselors S-Principals T-Director of Instruction Director of Special Ed Assistant Superintendent

Phase I: 3/11 A. Resources Available 1. Current Response to Intervention

Framework 2. Comprehensive student portfolio folders

for each ―critical care‖ student B. Resources Needed: None

A. Individual comprehensive academic response for excellence plans for identified at-risk students

44

AE-3 Academic Excellence: Academic Support: Strategy 1B: Develop multi-tiered Individual Comprehensive Academic Response for Excellence (ICARE) Plans for

at-risk students who have not made adequate yearly progress (AYP), failed or are in jeopardy of failing required courses and/or State assessments, and/or failed

to graduate or are in jeopardy of not graduating from high school




Completion Date)


political & other)


Step 5: Develop checklist to monitor and track academic course credit to initiate immediate credit planning, monitoring and recovery when necessary

P-Guidance Counselors S-Principals Assistant Principals T-Coordinators

Phase I: 4/11 A. Resources Available 1. Transcripts 2. Comprehensive student portfolio folders

for ―critical care‖ students 3. eSchoolData student management system 4. Assessments 5. BOCES Student Data Services/Regional Information Center 6. BOCES Career and Technical Education 7. Alternative HS Option 8. Department, grade level & faculty meetings 9. Professional development periods


A. Checklist

Step 6: Expand individual comprehensive academic response for excellence program for critical needs students to also include additional academic and behavioral supports to Rocky Point Middle School, Joseph A. Edgar Intermediate School and Frank J. Carasiti Elementary School students to prevent academic failure

P-Principals Assistant Principals Instructional Coordinators Coordinator of Special Ed S-Teachers T-Director of Instruction Director of Special Ed Assistant Superintendent

Phase II: 9/11

A. Resources Available 1. Response to Intervention Team

Identification 2. eSchoolData Attendance 3. Report Cards 4. Tutoring 5. Counseling 6. Discipline & Incident Reports


A. Documentation of expanded academic and behavioral supports to elementary and middle school students

B. List of identified students

45

AE-3 Academic Excellence: Academic Support: Strategy 2B: Implement multi-tiered Individual Comprehensive Academic Response for Excellence (ICARE) Plans

for at-risk students who have not made adequate yearly progress (AYP), failed or are in jeopardy of failing required courses and/or State assessments, and/or

failed to graduate or are in jeopardy of not graduating from high school




Completion Date)


political & other)


Step 1: Provide Academic Intervention Services tutoring and behavioral supports to students in jeopardy of not passing courses and State assessments due to poor attendance

P-Teachers Guidance Counselors Social Worker Psychologists S-Principals Assistant Principals Instructional Coordinators Coordinator of Special Ed T-Director of Instruction Director of Special Ed



Framework 2. Individual comprehensive academic

response for excellence portfolio folders and plans for identified students

3. Academic Intervention Services Attendance Intervention Support Plans

4. Teachers’ Extra Help sessions on Tuesdays and Wednesdays

5. Learning lab periods in Middle School and High School master schedule

6. Alternative Learning Center option when available for students to make up work and get extra help

B. Resources Needed 1. Funding for Academic Intervention

Services tutors for students with Academic Intervention Services Attendance Intervention Support Plans

A. List of identified students B. Schedule of Academic Intervention

Services tutoring C. Student attendance for D. Academic Intervention Services

teacher time sheets

Step 2: Match identified individual comprehensive academic response for excellence students with available Academic Intervention Services tutors

P-Instructional Coordinators Coordinator of Special Ed S-Principals Assistant Principals T-Director of Instruction Director of Special Ed Assistant Superintendent





Services tutors for specific at risk students

A. Schedule of Academic Intervention Services

46

AE-3 Academic Excellence: Academic Support: Strategy 2B: Implement multi-tiered Individual Comprehensive Academic Response for Excellence (ICARE) Plans

for at-risk students who have not made adequate yearly progress (AYP), failed or are in jeopardy of failing required courses and/or State assessments, and/or

failed to graduate or are in jeopardy of not graduating from high school




Completion Date)


political & other)


Step 3: Implement individual comprehensive academic response for excellence plans

P-Teachers Guidance Counselors Social Worker Psychologists S-Principals Assistant Principals Instructional Coordinators Coordinator of Special Ed T-Director of Instruction Director of Special Ed





Services tutors for specific at risk students

A. Individual comprehensive academic response for excellence plans

AE-3 Academic Excellence: Academic Support: Strategy 3A: Positive Behavior Intervention Strategies (PBIS) & Behavior Intervention Plans (BIPs) for students

with discipline and/or attendance issues *Part of Rocky Point High School’s Quality Improvement Plan (QIP)+




Completion Date)


political & other)


Step 1: Provide Response to Intervention behavioral programs into the District three tier Response to Intervention Framework to meet the social, emotional and behavioral needs of students Tier I-Core Program Tier II- Intervention Tier III-Intensive

P-Director of Special Ed Coordinator of Special Ed Instructional Coordinators S-Guidance Counselors Social Workers Psychologists T-Principals Assistant Principals

Phases II-V: 6/15 A. Resources Available 1. Current Response to Intervention I




A. Documented use of new behavioral interventions to meet the needs of students

47

AE-3 Academic Excellence: Academic Support: Strategy 3A: Positive Behavior Intervention Strategies (PBIS) & Behavior Intervention Plans (BIPs) for students

with discipline and/or attendance issues *Part of Rocky Point High School’s Quality Improvement Plan (QIP)]




Completion Date)


political & other)


Step 2: Develop an ―at risk‖ profile for students with disabilities starting with the 2009 and 2010 cohorts by monitoring academic course credit.

P-Director of Special Ed S-Coordinator of Special Ed Instructional Coordinators T-Principals

Phase II: 6/12 A. Resources Available 1. eSchoolData grade books, report cards &

transcripts 2. Department, grade level & faculty



A. ―At-risk‖ profile B. ―At-risk‖ profile portfolio C. Checklist of documents to go in ―at-

risk‖ profile portfolios D. Fewer students considered at risk E. Increased graduation rate

Step 3: Form a team to review and create disciplinary guide for referrals and classroom interventions

P-Director of Special Ed Coordinator of Special Ed S-Principals Assistant Principals T-Guidance Counselors Social Workers Psychologists

Phase II: 1/13 A. Resources Available 1. Department, grade level & faculty

meetings 2. Professional development periods 3. Detention & Suspension data


A. Referral Review Team membership list

B. Disciplinary Guide for Referrals and Alternate Interventions

C. Disciplinary Committee meeting agendas and minutes

Step 4: Develop alternative disciplinary strategies at the middle school and high school

P-Director of Special Ed S- Principals Assistant Principals T-Teachers

Phase II: 2/13


meetings 2. Professional development periods 3. Disciplinary Committee meetings


A. Document detailing alternative disciplinary strategies

B. Data Reviewed and collected monthly by disciplinary committee

Step 5: Provide professional development to 9th and 10th grade special education classroom teachers on disciplinary strategies

P-Director of Special Ed S- Principals T-Teachers

Phase II: 2/13




A. Workshop evaluations B. Informal/formal observations

evidence embedded classroom activities for disciplinary issues

AE-3 Academic Excellence: Academic Support: Strategy 3B: Implement Positive Behavior Intervention Strategies (PBIS) & Behavior Intervention Plans (BIPs) for

students with discipline and/or attendance issues *Part of Rocky Point High School’s Quality Improvement Plan (QIP)+

Step 1: Implement alternative disciplinary strategies at the middle school and high school

P-Teachers S-Principals Assistant Principals T-Director of Special Ed Coordinator of Special Ed

Phase II: 2/13


meetings 2. Professional development periods 3. VADIR Reports


A. Document detailing alternative disciplinary strategies

B. Data Reviewed and collected monthly by disciplinary committee

48

Goal AE- 4 Academic Excellence: - Instructional Technology-ACTION PLAN

(AE-4) Academic Excellence: Instructional Technology The Rocky Point Union Free School District will integrate appropriate technology into the delivery of instruction and instructional materials.

Sub-Goals:




Action Team Members: Susan Wilson, Executive Director for Educational Services - Chairperson Dr. D. De Luca, Assistant Superintendent Coordinators: Vinny LaSorsa, Stephanie Weeks Principal: Ken Crawford Assistant Principal: Jimmy Moeller Teachers: Lauren Czychkowski, Laurie Varriale, Kerri Thomas, Anthony Nobre School Related Personnel: Joe Spina Parent: Ana Piccara-Pinkenburg

Strategy 1: Integrate technology into classroom instruction

Strategy 2: Integrate technology into formative assessments Action Steps

What Will Be Done?



Completion Date)


political & other)


Step 1: Complete interactive whiteboard/projector installation in all Kindergarten classrooms

P-Communications Coordinator S-Technology Staff Administrators T-Teachers

Phase I: 5/11 A. Resources Available 1. Funding

B. Resources Needed 1. Equipment

A. Complete installation

Step 2: Review and update of the District’s 3-year technology plan, including research regarding the feasibility of entering into a new multi-year technology lease to ensure instructional technology is updated district-wide as recommended by the technology committee when the current lease expires in August 2013

P-Technology Committee S-Teachers T-District Office

Phase I: 5/11 A. Resources Available 1. Technology plan 2. Technology committee 3. Meetings 4. BOCES Regional Information Center


A. Updated 3-year technology plan (2011-2014) that includes clear goals, realistic strategies, plans for telecommunications and information technology, reference to the Child Internet Protection Act CIPA, an updated Acceptable Use Policy

49

AE-4: Academic Excellence: Instructional Technology: Strategy 1: Integrate technology into classroom instruction Action Steps

What Will Be Done?



Completion Date)


political & other)


Step 3: Provide all student/staff with a Google Apps accounts

P-Executive Director for Student Services

S-Technology Integration Specialists Library Media Specialists T-Teachers

Phase I: 6/11 A. Resources Available 1. Google Apps Accounts for Education 2. Equipment

B. Resources Needed 1. Funding for release time for professional

development

A. Successful completion of account creation

B. Teachers and students successfully access and use Google Apps

Step 4: Provide professional development in Google Apps to teachers and administrators

P- Executive Director for Educational Services

S-Technology Integration Specialists Library Media Specialists T-Teachers



development

A. Workshop evaluations B. Use of Google Apps accounts

Step 5: Identify the skills and competencies needed to develop and implement a technology literacy curriculum including internet safety, hardware, software, and web-based tools

P-Technology Committee S-Teachers T-Instructional Coordinators

Phase I: 6/12 A. Resources Available 1. Technology committee 2. Subcommittee 3. Online resources 4. The International Society for

Technology in Education (ISTE®) Standards

B. Resources Needed 1. Funding for release time 2. Curriculum writing

A. Successful development and implementation of technology literacy curriculum and related assessments

B. Dissemination of information to all district stakeholders

Step 6: Research the feasibility of implementing a parent/business partnership to have outside individuals offer expert technology related learning opportunities for students K-12 to integrate state-of-the art technology and skills in to the classroom

P-District Office Administration S-Instructional Coordinators T-Principals

Phase I: 6/13

A. Resources Available 1. Parents 2. Business partnerships 3. Government agencies


A. Parents, business partners, and government officials visit classrooms and share expert technology lessons with students K-12

50


What Will Be Done?



Completion Date)


political & other)


Step 7: On-going inventory update of all equipment and programs and continue to explore the possibility of wireless connectivity district wide to further the District’s efforts to integrate technology into the curriculum

P- Executive Director for Educational Services S-Technology Integration Specialists Library Media Specialists T-Technology Staff


A. Resources Available 1. Google Apps 2. Personnel 3. Existing technology plan

B. Resources Needed 1. Light Path Contact 2. Funding

A. List of all District resources

Step 8: Establish quarterly meeting dates for the technology committee to evaluate and update the technology plan and the technology action plan on an ongoing basis reviewing the successes/failures of integrating technology into the curriculum

P- Executive Director for Educational Services S-Technology Committee Technology Action Plan Team T-Teachers


A. Resources Available 1. Technology Committee 2. Technology Action Plan Team

B. Resources Needed 1. None

A. Establishment of a meeting calendar B. Successful evaluation and

modification of technology plan and action plan.

Step 9: Research and develop a district-wide programming curriculum including, but not limited to Microsoft Office, Alice, Scratch, JAVA, C++, Visual Studio, and other emerging programming languages. Propose new courses and specials to be offered K-12

P-Coordinators S-Building Level Subcommittee Library Media Specialists T-Instructional Coordinator of Mathematics Teachers


A. Resources Available 1. Staff 2. Software programs 3. ISTE standards

B. Resources Needed 1. Funding for additional software 2. Release time 3. Curriculum writing

A. Addition of programming courses or requirements district wide.

B. Increased student achievement on core assessments.

C. Better preparedness for college and career.

Step 10: Research distance or virtual learning opportunities allowing for student-centered, self-directed, self-paced learning for higher level learners district wide as well as opportunities for credit recovery for secondary students

P-Instructional Coordinators Teachers Guidance Counselors S-Administrators T- Executive Director for Educational Services

Phase I: 6/13

A. Resources Available 1. Staff 2. Professional Development Period 3. List of distance learning providers


A. Report detailing state approved distance learning opportunities for higher level learners

B. Summary Report detailing increased student achievement on assessments

51


What Will Be Done?



Completion Date)


political & other)


Step 11: Research and evaluate the possibility of utilizing electronic textbooks (using eReaders) to support instruction

P-Instructional Coordinators Library Media Specialists Technology Integration Specialists S-Technology Committee T-Teachers

Phase II: 6/15 A. Resources Available 1. Staff

B. Resources Needed 1. Funding 2. eReaders 3. Digital licensing 4. Digital reader maintenance support

A. Utilization of electronic textbooks (using eReaders) to support instruction district wide

Step 12: Conduct a comprehensive cost analysis comparing traditional teaching tools to emerging technological replacements

P-Executive Director for Educational Services S-Technology Committee T-Instructional Coordinators

Phase II: 6/15 A. Resources Available 1. Staff 2. Research

B. Resources Needed

A. The successful creation of a comprehensive cost analysis comparing traditional teaching tools to emerging technological replacements

Step 13: Provide professional development through access to professional learning communities, online courseware, and education portals with resources, best practices and lesson plans.

P-Executive Director for Educational Services S-Instructional Coordinators T-Technology Integration Specialists Library Media Specialists Teachers

Phase II: 6/15 On-going

A. Resources Available 1. Rooms 2. Equipment

B. Resources Needed 1. Funding for additional software 2. Funding for release time

A. Teacher proficiency using existing and emerging technologies through

anonymous pre- and post- assessments

B. Increase in student achievement C. Workshop evaluations completed by

all participants

AE-4: Academic Excellence: Instructional Technology: Strategy 2: Integrate technology into formative assessments Step 1: Research and implement online assessments programs in core subject areas, including applicable professional development

P-Instructional Coordinators Director of Instruction Executive Director for Educational Services S-Principals T-Teachers


A. Resources Available 1. Staff 2. Equipment

B. Resources Needed 1. Funding 2. Castle Learning (Online assessment

program) 3. Funding for release time

A. Successful implementation of online assessment program.

B. Increased rigor and increased student achievement in all disciplines

52

AE-4: Academic Excellence: Instructional Technology: Strategy 2: Integrate technology into formative assessments




Completion Date)


political & other)


Step 2: Implement workshops and professional development opportunities helping teachers to maximize the use of existing and emerging technologies for formative assessments

P- Executive Director for Educational Services S-Technology Integration Specialists Library Media Specialists Turnkey Trainers Instructional Coordinators T-Technology Committee


A. Resources Available 1. Staff 2. Technology equipment 3. Contracted vendors 4. Online resources 5. Meetings 6. Questionnaires for staff 7. Technology committee

B. Resources Needed 1. Funding: substitute coverage 2. Online professional development

subscription 3. Presenter fees

A. Teacher proficiency using existing and emerging technologies for formative assessments

B. Increase in student achievement C. Workshop evaluations completed by

all participants D. Anonymous pre- and post-

assessment

Step 3: Research and develop a plan to implement the creation of electronic student portfolios K-12

P- Executive Director for Educational Services Instructional Coordinators S-Teachers Technology Integration Specialists T-Library Media Specialists

Phase II: 6/15

A. Resources Available 1. Scanners

B. Resources Needed 1. Online electronic portfolio vendors

A. Successful implementation of an electronic student portfolio program for K-12 students

Step 4: Develop and execute a plan to administer the Partnership for the Assessment of Readiness for College and Careers Online Assessments

P- Executive Director for Educational Services Instructional Coordinators S-Principals T-Technology Staff

Phase II: 6/15 A. Resources Available 1. Computers 2. Professional development 3. Partnership for the Assessment of

Readiness for College and Careers website

4. Technology support staff B. Resources Needed

1. Additional computers or clickers to administer online assessments

2. Online assessment 3. Funding for release time

A. Partnership for the Assessment of Readiness for College and Careers Online Assessments administered

53

AE-4: Academic Excellence: Instructional Technology: Strategy 2: Integrate technology into formative assessments




Completion Date)


political & other)


Step 5: Continue to integrate the use of hand-held clickers in classroom instruction so that teachers can conduct innovative micro-assessments with students for the purpose of improving instruction and helping each student reach his/her highest potential

P-Teachers S-Instructional Coordinators T-Principals


A. Resources Available 1. Hand-held clickers 2. Software 3. Teachers 4. Trainers

B. Resources Needed 1. Funding to purchase clickers

A. Integration of clickers into lessons and plans

Step 6: Provide the necessary resources so that every community has the infrastructure to support learning with technology, including formative assessments (including Partnership for the Assessment of Readiness for College and Careers Online Assessments) and virtual learning opportunities

P- Executive Director for Educational Services S-Technology Integration Specialists Library Media Specialists Turnkey Trainers Instructional Coordinators T-Technology Committee


A. Resources Available 1. Fiscal Team 2. Equipment 3. Contracted vendors 4. Online resources 5. Meetings

B. Resources Needed 1. Funding for infrastructure TBD

A. Infrastructure in place that supports learning with technology, including formative assessments (including Partnership for the Assessment of Readiness for College and Careers Online Assessments) and virtual learning opportunities

54

Goal AE- 5 Academic Excellence: Academic Alignment - ACTION PLAN (AE-5) Academic Excellence: Academic Alignment The Rocky Point Union Free School District will create alignment of assessments for each course

of study through the development and implementation of collaboratively developed assessment instruments.

Sub-Goals:

(AE-1) Academic Excellence: Core Curriculum (AE-2) Academic Excellence: Increased Rigor (AE-4) Academic Excellence: Instructional Technology (OD-1) Organizational Development: Professional Development (OD-3) Organizational Development: Accountability (OD-4) Organizational Development: Data Analysis and Feedback (FS-1) Fiscal Sustainability: Resource Allocation

Action Team Members: Anja Groth, Director of Instruction - Chairperson Coordinators: Melinda Brooks, Mike Gabriel, Vinny LaSorsa, Stephanie Weeks Director: Amy Agnesini Principal: Carol Tvelia Assistant Principal: Jimmy Moeller Teachers: Erin Ladani, Tanya Meehan, Dawn Callahan, Anne Kalinowski, Shari Hull School Related Personnel: Karen Wade Parent: Kim Picciotti

Strategy 1: Develop assessment instruments collaboratively

(All formal, graded assessments including cumulative tests, quarterly exams, and final exams)

Strategy 2: Implement collaboratively developed assessment instruments

55

AE-5: Academic Excellence: Academic Alignment Strategy 1: Develop assessment instruments collaboratively





Completion Date)


political & other)


Step 1: To improve student understanding, create K-12 common vocabulary & key terms assessments guide that will define assessment language and terminology

P-Teachers S-Instructional Coordinators T-Director of Instruction

Phase I: 9/13 A. Resources Available 1. Previous New York State Assessments 2. www.nysed.gov


A. K-12 Common Vocabulary & Key Terms Assessments Guide

Step 2: Review current and past assessments to identify those questions which align with the Common Core State Standards

P-Teachers Instructional Coordinators S-Principals T-Director of Instruction

Phase I: 1/12 A. Resources Available 1. Current test creation software programs 2. Previous New York State Assessments 3. www.nysed.gov

B. Resource Needed: None

A. Databank of questions aligned with Common Core State Standards & Strands

Step 3: Review Vendor assessments and programs to identify alignment with the Common Core State Standards Test generators: 1. Examgen 2. ThinkLink 3. DIBELS 4. AIMSweb 5. Test Wizard

P-Teachers Instructional Coordinators S-Director of Instruction T-Principals


meetings 2. Professional development periods 3. Vendor assessments & programs 4. SpringBoard

B. Resources Needed: 1. Funding for updates from vendor

assessment programs

A. Selected test generators

Step 4: Review and revise grading procedures by building, grade level & department

P-Teachers Instructional Coordinators S- Director of Instruction T- Principals



meetings 2. Professional development periods 3. Current grading procedures

B. Resources Needed: 1. Professional books for teachers and

administrators: Dr. Thomas R. Guskey, Robert J. Marzano, Rick Wormeli

A. Documented Grading Procedures



56






Completion Date)


political & other)


Step 5: Develop timeline for assessment administration that parallels Interim & Common Core State Standards Partnership for Assessment of Readiness for College and Career Assessments

P-Instructional Coordinators S-Director of Instruction T-Teachers


meetings 2. Professional development periods 3. New York State Education Department

Implications Calendar and Updates 4. www.corestandards.org


A. Assessment Administration Timeline

Step 6: Develop end of year/ final exams A. K-5: 3rd trimester =final exam B. 6-12: 4th quarter =final exam




meetings 2. Professional development periods 3. Common Core State Standards

Curriculum Guides 4. Databank of questions aligned with

Common Core State Standards & Strands

B. Resources Needed: 1. Funding for In-District & Off Campus

Conference fees 2. Substitutes 3. Consultant(s) for:

a. Grading Practices & Best Practices b. Assessment Design

A. End-of-Year/Final Exams


57






Completion Date)


political & other)


Step 7: Develop trimester and quarterly exams A. K-5: two trimester exams B. 6-12: three quarterly exams




meetings 2. Common Core State Standards

Curriculum Guide 3. Databank of questions aligned with





A. Trimester and quarterly exams

Step 8: Develop K-12 unit exams




meetings 2. Common Core State Standards

Curriculum Guide 3. Databank of questions aligned with





A. K-12 unit exams

58






Completion Date)


political & other)


Step 9: Update, edit, and revise newly written end-of-year & final exams, trimester & quarterly exams, and unit exams



A. Resources Available 1. Subject and grade level end-of-year &

final exams, trimester & quarterly exams, and unit exams

2. Released copies of Partnership for Assessment of Readiness for College and Career Assessments


A. Revised newly written end-of-year & final exams, trimester & quarterly exams, and unit exams

AE-5: Academic Excellence: Academic Alignment Strategy 2: Implement assessment instruments collaboratively


Step 1: Implement end of year/ final exams A. K-5: 3rd trimester =final exam B. 6-12: 4th quarter =final exam



A. Resources Available 1. Previous New York State assessments 2. Teacher created classroom assessments


A. End of year/ final exams B. Student assessment results

Step 2: Implement trimester and quarterly exams A. K-5: two trimester exams B. 6-12: three quarterly exams



A. Resources Available 1. Previous New York State assessments 2. Teacher created classroom assessments 3. Released copies of Interim Assessments


A. Trimester and quarterly exams B. Student assessment results

Step 3: Implement K-12 unit exams



A. Resources Available 1. Previous New York State assessments 2. Teacher created classroom assessments 3. Released copies of Interim Assessments


A. K-12 unit exams B. Student assessment results

59

Goal – OD 1 Organizational Development: Professional Development: - ACTION PLAN (OD-1) Organizational Development: Professional Development

The Rocky Point Union Free School District will promote excellence in delivery of instruction and support services through a comprehensive, targeted professional development program

Sub-Goals:

(AE-1) Academic Excellence: Core Curriculum (AE-2) Academic Excellence: Increased Rigor (AE-3) Academic Excellence: Academic Support (AE-4) Academic Excellence: Instructional Technology (AE-5) Academic Excellence: Academic Alignment (OD-2) Organizational Development: Human Resources (FS-1) Fiscal Sustainability: Resource Allocation

Action Team Members: Anja Groth, Director of Instruction - Chairperson Coordinators: Melinda Brooks, Maria Dorr, Andrea Moscatiello Principal: Ken Crawford Assistant Principal: Joe Tapler Teachers: Liz Filippi, Jessica Stalters, Audra Hallock, Laura Flanagan School Related Personnel/Parent: Dawn Krase

Strategy 1: Create and implement comprehensive, targeted professional development through turnkey training




Completion Date)


political & other)


STEP 1: AE-1 Inform all stakeholders about New York State’s adoption of the Common Core State Standards

P-Director of Instruction S-Instructional Coordinators T-Administrators Teachers

Phase I: 2/11 A. Resources Available 1. Common Core State Standards folders

on the Extranet 2. Professional Development Periods 3. Faculty, Grade Level, Department and

Shared Decision Making Meetings 4. Soaring Newsletters 5. www.rockypointschools.org


A. All stakeholders are informed B. New York State Implications

Calendar posted on Extranet and District website


60

Goal OD-1 Organizational Development: Professional Development: Strategy 1: Create and implement comprehensive, targeted professional development through turnkey training




Completion Date)


political & other)


STEP 2: AE-1 Provide professional development on the Common Core State Standards to Instructional Coordinators and Director of Instruction who will serve as turnkey trainers for the District

P-Director of Instruction S-Instructional Coordinators T-Assistant Superintendent

Phase I: 8/11 On-Going

A. Resources Available 1. Pearson Education Webinar: Common

Core Math Standards-Transition and Next Steps

2. Pearson Education Webinar: English Language Arts Common Core State Standards with an Emphasis on Reading

3. http://www.clihome.com/Events/EventList.aspx?wn=0

4. Collaborative Learning webinars B. Resources Needed

1. http://www.curriculuminstitute.org/ Curriculum Improvement Institute a. National Conference on Common

Core State Standards 6/24-26/2011, Chicago, IL

A. Conference evaluation forms B. Professional development calendar

activities detailing turnkey training to administrators and teachers

C. Department, grade level, and faculty meeting agendas and minutes detailing turnkey training

D. Handouts from turnkey training sessions posted on Extranet

STEP 3: AE-1 Provide teachers and administrators professional development on Common Core State Standards

P-Instructional Coordinators S-Director of Instruction T-Administrators Teachers


A. Resources Available 1. Common Core State Standards folders

on Extranet 2. Department, grade level, and faculty

meetings 3. Professional development periods 4. Pearson Education Webinar: Common

Core Math Standards-Transition and Next Steps

5. Pearson Education Webinar: English Language Arts Common Core State Standards with an Emphasis on Reading

6. http://www.clihome.com/Events/EventList.aspx?wn=0 Collaborative Learning webinars


A. Department, grade level, and faculty meeting minutes detailing conversations regarding Common Core State Standards as they relate to subject areas and grade levels

B. Highlighted copy of Common Core State Standards identifying new expectations beyond the current 2005 New York State Learning Standards

http://www.clihome.com/Events/EventList.aspx?wn=0


http://www.curriculuminstitute.org/



61





Completion Date)


political & other)


STEP 4: AE-1 Provide curriculum mapping training to teachers and administrators

P-Instructional Coordinators Director of Instruction S-Principals T-Teachers


A. Resources Available 1. Various vendor products such as

Curricuplan, Atlas, and Curriculum Mapper

2. Vendor training B. Resources Needed

1. Funding for curriculum mapping program

A. A program is selected and purchased B. Curriculum writers are trained on

curriculum mapping software

Step 5: AE-1 Provide curriculum writing training



A. Resources Available 1. Vendor training 2. Turnkey training

B. Resources Needed 1. Curriculum mapping program

A. Curriculum writer training materials B. Curriculum projects written using

purchased curriculum mapping program

Step 6: AE-1 Provide Common Core State Standards curriculum guide implementation training



A. Resources Available 1. New curriculum projects 2. Department, grade level & faculty meetings 3. Professional development periods


A. Evidence of Common Core State Standards and use of new curriculum in formal and informal observations

Step 7: AE-1 Provide new textbooks and resources training



A. Resources Available 1. Vendor training


A. New textbooks purchased B. Conference evaluation forms C. Faculty is trained on new textbooks

and resources D. Use of new materials is evident in

lesson planning. Step 8: AE-1 Implement professional development on unit and lesson planning integrating new resources, textbooks and curriculum maps



A. Resources Available 1. New curriculum guides 2. Curriculum maps 3. New textbooks and resources 4. Department, grade level & faculty



A. Conference evaluation forms B. Department, grade level & faculty

meeting agendas and minutes C. Professional development calendars

B.

62





Completion Date)


political & other)


Step 9: AE-1 Provide training on interim assessments as updates and guidance become available from the New York State Education Department



A. Resources Available 1. www.nysed.gov 2. Interim Assessment information when

released 3. Department, grade level & faculty



A. Interim assessment training materials B. Conference evaluation forms

Step 10: AE-1 Provide Partnership for Assessment of Readiness for College and Careers assessment training



A. Resources Available 1. http://www.achieve.org/PARCC 2. http://www.achieve.org/files/PARCCOv

erview12-2-10.ppt 3. Department, grade level & faculty



A. Conference evaluation forms B. Partnership for Assessment of

Readiness for College and Careers assessment training

Step 11: AE-1 Provide professional development on data analysis to inform instruction

P-Instructional Coordinators Eastern Suffolk BOCES Staff Developer/ Shared Data Expert Director of Instruction S-Principals T-Teachers

2010-2015 As needed

A. Resources Available 1. Eastern Suffolk BOCES Shared Data

Services: BOCES Assessment Reporting System (BARS), ReportNet, DataMentor, NYSTART

2. www.datacentral.esboces.org 3. http://www.discoveryeducation.com/


A. Conference evaluation forms


http://www.achieve.org/PARCC

http://www.achieve.org/files/PARCCOverview12-2-10.ppt

http://www.achieve.org/files/PARCCOverview12-2-10.ppt

http://www.datacentral.esboces.org/

http://www.discoveryeducation.com/

63





Completion Date)


political & other)


STEP 12: AE-1 Provide teachers and administrators with training on lesson and unit design integrating new resources, textbooks, instructional strategies, and curriculum maps

P-Instructional Coordinators S-Director of Instruction T-Administrators Teachers




Assessments 3. Partnership for Assessment of Readiness

for College and Careers Assessments 4. Curriculum guides 5. State assessments 6. Professional books on lesson and unit

design 7. SpringBoard materials and workbooks 8. Professional development periods 9. Vendor training for new textbooks,

resources, and curriculum mapping software


A. Conference evaluation forms B. Evidence of Common Core State

Standards documented in weekly lesson plans

C. Evidence of Common Core State Standards documented in formal written lesson plans

D. Evidence of Common Core State Standards in formal and informal observations

Step 13: AE-2 Provide professional development for the integration of SpringBoard: A. 4-day mandated training to designated

SpringBoard teachers and administrators B. 2-day mandated training to designated

SpringBoard teachers and administrators C. ½ -Day training to administrators

P-Director of Instruction Instructional Coordinators S-Principals T-Teachers

Phase II: 9/12 A. Resources Available 1. SpringBoard materials

B. Resources Needed 1. College Board trainer, travel & materials

fees 2. Travel costs for out-of-district training

location


64





Completion Date)


political & other)


Step 14: AE-2 Provide Advanced Placement teachers with opportunities to attend: A. 5-Day Advanced Placement Summer

Institutes to new and prospective Advanced Placement teachers

B. 5-Day Advanced Placement Summer Institutes to current AP teachers every 5 years

C. 5-Day Advanced Placement Summer Institutes to current Advanced Placement teachers if there are change in the Advanced Placement test

D. One-Day Advanced Placement Update Workshops to all current Advanced Placement teachers each year

P-Director of Instruction Instructional Coordinator

of Science and Advanced Placement Program

S-Instructional Coordinators Principal

T-Teachers


A. Resources Available 1. http://apcentral.collegeboard.com for

updates on changes to Advanced Placement courses or tests, workshops & institutes

B. Resources Needed 1. Funds for 5-Day Advanced Placement

Summer Institutes registration 2. Funds for One-Day Advanced

Placement Update Workshops 3. Teacher travel expenses


Step 15: AE-2 Participate in professional development programs as required by colleges that sponsor college credit courses (Syracuse University Project Advance, Adelphi, Farmingdale, Suffolk Community College Excelsior)

P-Director of Instruction Instructional Coordinators

S-Principal T-Teachers

Phase II: 1/12

A. Resources Available 1. Teachers participating in college credit

courses B. Resources Needed

1. Travel expenses to attend conferences 2. Substitute teachers

A. Conference evaluation forms C.

Step16: AE-2 Provide teachers teaching grades 7-12 scientific research classes with opportunities to attend conferences and workshops on scientific research

P-Instructional Coordinator of Science S-Director of Instruction T-Teachers

Phases II-V: On-Going:

A. Resources Available 1. Listservs 2. Director/Coordinator/Principal Meetings

B. Resources Needed 1. Travel expenses to attend conferences 2. Conference fees 3. Substitute teachers



65





Completion Date)


political & other)


Step 17: AE-2 Provide newly appointed Joseph A. Edgar Intermediate School GATES teacher with gifted and talented education professional development so that he/she is equipped to provide effective gifted and talented or enrichment program to students in September 2012 for grade 3, September 2012 for grade 4, and September 2013 for grade 5

P-Director of Instruction S-Principal T-GATES Teacher




3. Grade level and department meeting time

B. Resources Needed 1. Professional Development Courses in

gifted and talented education at St. John’s University (six courses)

2. Gifted and talented education conference at Long Island University

A. Conference evaluation forms B. www.mylearningplan.com transcript or

portfolio

Step 18: AE-2 Provide newly appointed Joseph A. Edgar Intermediate School GATES teacher with professional development in how to implement the new student selection instrument

P-Director of Instruction S-Principal T-GATES Teacher




3. Grade level and department meeting time

4. Student selection instrument & vendor identified

B. Resources Needed 1. Professional development by vendor if

needed

A. Conference evaluation forms B. Teacher and principal feedback

regarding selection instrument’s identification of students for gifted & talented or enrichment program

Step 19: AE-2 Provide professional development for creation of college articulated course curricula for Career and Technical Education courses

P-Executive Director of Educational Services

Instructional Coordinator of Social Studies & Business Education

S-Instructional Coordinators Principal T-Teachers



B. Resources Needed 1. Travel expenses to attend conferences 2. Substitute teachers

A. Conference evaluation forms D. E.


66





Completion Date)


political & other)


Step 20: AE-2 Provide training to Career and Technical Education self-study team

P-Executive Director of Student Services

Instructional Coordinator of Social Studies & Business Education

S-Instructional Coordinators Principal T-Teachers

Phase III: 9/14 A. Resources Available 1. Department, grade level & faculty

meetings 2. Professional development periods 3. http://www.p12.nysed.gov/Career and

Technical Education (CTE)/ 4. Eastern Suffolk BOCES


A. Career and Technical Education self-study training materials

Step 21: AE-3 Provide District Response to Intervention Team, Building Intervention Teams, faculty and staff with professional development in three tier Response to Intervention Framework to meet the needs of all students Tier I-Core Program Tier II- Intervention Tier III-Intensive

P-Director of Instruction Director of Special Ed Assistant Superintendent Instructional Coordinators Coordinator of Special Ed S-Principals Assistant Principals T-Psychologists Teachers Support Staff

Phase I: 5/11


meetings 2. New York State Education Department’s


3. Response to Intervention research and professional resources

4. Building based Response to Intervention student information sheets (Former Instructional Support Team-IST-Student Information sheets)


A. Written report detailing District Response to Intervention processes and procedures

B. Response to Intervention District Team membership list (includes the chair of each building level Response to Intervention team)

Step 22: AE-3 Provide turnkey training in newly developed curriculum and assessments to staff teaching scheduled Academic Intervention Services/Response to Intervention Program classes




State assessments 2. New curriculum 3. New materials and resources





67





Completion Date)


political & other)


Step 23: AE-3 Provide professional development in electronic assessment portfolios, technology for scanning assessments

P-District Response to Intervention Team Coordinators Director of Instruction Director of Special Ed Executive Director for Student Services S-Building Response to Intervention Teams T-Teachers Support Staff

Phase II-IV: 7/13 On-Going

A. Resources Available 1. Student assessment data 2. http://rtimdirect.com 3. Eastern Suffolk BOCES Student Data

Services 4. Department, grade level and faculty


tenured staff 7. Time to perform specific assessments

B. Resources Needed: TBD

A. Conference evaluations forms B. Electronic portfolios accessed and used

by Response to Intervention instructional staff

Step 24: AE-3 Provide professional development to District Response to Intervention Team, building Response to Intervention teams administrators, teachers, and support staff on how to implement the District’s three tier Response to Intervention Framework Tier I-Core Program Tier II- Intervention Tier III-Intensive

P-Instructional Coordinators Coordinator of Special Ed S-Director of Instruction Director of Special Ed T-Administrators Teachers






student information sheets 6. Criteria document


A. Conference evaluation forms B. Integration of new academic and

behavioral interventions to meet the needs of students

Step 25: AE-3 Provide professional development to teachers and administrators on how to implement criteria for student selection information to prescribe intervention plan

P-Instructional Coordinators Coordinator of Special Ed S-Director of Instruction Director of Special Ed T-Administrators Teachers






student information sheets 6. Criteria document


A. Conference evaluation forms B. Integration of new academic and

behavioral interventions to meet the needs of students

http://rtimdirect.com/

68





Completion Date)


political & other)


Step 26: AE-3 Provide professional development on new curriculum and assessments to teachers and administrators for scheduled Academic Intervention Services/Response to Intervention Program classes

P-Instructional Coordinators Coordinator of Special Ed Curriculum Writers S-Director of Instruction Director of Special Ed T-Administrators Teachers



State assessments 2. New curriculum and assessments for

scheduled Academic Intervention Services/Response to Intervention Program classes

B. Resources Needed 1. Funds for grade level subject specific

curriculum projects for scheduled Academic Intervention Services Program

A. Conference evaluation forms B. Student achievement data

Step 27: AE-3 Provide professional development to staff on individual comprehensive academic response for excellence initiative and plans for identified ―critical care‖ students

P-Instructional Coordinators Coordinator of Special Ed Guidance Counselors S-Principals T-Director of Instruction Director of Special Ed Assistant Superintendent


Framework 2. Comprehensive student portfolio folders

for each ―critical care‖ student B. Resources Needed: None

A. Conference evaluation forms B. Individual comprehensive academic

response for excellence plans for identified at-risk students

Step 28: AE-3 Provide professional development in alternative disciplinary strategies and Disciplinary Guide for Referrals and Alternate Interventions to Referral Review Team, Disciplinary Committee and faculty

P-Director of Special Ed Coordinator of Special Ed S-Principals T-Guidance Counselors Social Workers Psychologists Teachers Teacher Aides

Phase II: 2/13


meetings 2. Professional development periods 3. Detention & Suspension data 4. Disciplinary Guide for Referrals and

Alternate Interventions 5. VADIR Reports


A. Conference evaluation forms B. Informal/formal observations evidence

embedded classroom activities for disciplinary issues

69





Completion Date)


political & other)


Step 29: AE-4 Provide professional development to teachers and administrators in interactive white boards

P-Executive Director for Educational Services Technology Integration Specialists Library Media Specialists Turnkey Trainers S-Instructional Coordinators T-Administrators Teachers

Phase I: 5/11 A. Resources Available 1. 2010-11 budget

B. Resources Needed 1. Equipment

A. Conference evaluation forms B. Integration of white boards into

classroom instruction

Step 30: AE-4 Provide professional development in how to use Google Apps




development

A. Conference evaluation forms B. Use of Google Apps accounts

Step 31: AE-4 Provide professional development in how to implement technology literacy curriculum including internet safety, hardware, software, and web-based tools

P-Executive Director for Educational Services S-Technology Integration Specialists Library Media Specialists Turnkey Trainers T-Administrators Teachers

Phase I: 6/12 A. Resources Available 1. Technology committee 2. Subcommittee 3. Online resources 4. The International Society for Technology

in Education (ISTE®) Standards B. Resources Needed

1. Funding for release time 2. Curriculum writing

A. Conference evaluation forms B. Implementation of technology literacy

curriculum and related assessments C. Student achievement data

70





Completion Date)


political & other)


Step 32: AE-4 Provide profession al development to teachers implementing selected programming curriculum including, but not limited to Microsoft Office, Alice, Scratch, JAVA, C++, Visual Studio, and other emerging programming languages.

P-Executive Director for Educational Services Technology Integration Specialists Turnkey Trainers S-Instructional Coordinator of Mathematics Instructional Coordinator of Science and Advanced Placement Program T-Administrators Teachers


A. Resources Available 1. Software programs 2. Addition of programming courses or

requirements 3. The International Society for Technology

in Education (ISTE®) Standards B. Resources Needed

1. Funding for additional software 2. Release time 3. Curriculum writing

A. Conference evaluation forms B. Student achievement data

Step 33: AE-4 Provide professional development to teachers implementing distance or virtual learning programs


Phase I: 6/13

A. Resources Available 1. Report detailing state approved distance

learning opportunities for higher level learners

2. Department, grade level & faculty meetings

3. Professional development periods 4. List of distance learning providers



Step 34: AE-4 Provide professional development through access to professional learning communities, online courseware, and education portals with resources, best practices and lesson plans.



A. Resources Available 1. Equipment 2. Department, grade level & faculty

meetings 3. Profession al development periods

B. Resources Needed 1. Funding for additional software 2. Funding for release time

A. Conference evaluation forms B. Teacher proficiency using existing and emerging technologies through

anonymous pre- and post- assessments

71





Completion Date)


political & other)


Step 35: AE-4 Provide professional development to teachers and administrators in how to implement Castle Learning and other online assessment programs in core subject areas

P-Instructional Coordinators S-Director of Instruction Executive Director for Educational Services T-Teachers Administrators


A. Resources Available 1. Equipment 2. Department, grade level & faculty

meetings 3. Profession al development periods

B. Resources Needed 1. Funding 2. Castle Learning (Online assessment

program) 3. Funding for substitute for release time

A. Conference evaluation forms B. Successful implementation of online

assessment program

Step 36: AE-4 Implement professional development workshops to help teachers to maximize the use of existing and emerging technologies for formative assessments



A. Resources Available 1. Turnkey trainers 2. Technology equipment 3. Contracted vendors 4. Online resources 5. Department, grade level & faculty

meetings 6. Profession al development periods 7. Questionnaires for staff

B. Resources Needed 1. Funding for substitute coverage 2. Online professional development

subscriptions 3. Presenter fees

A. Conference evaluation forms B. Integration of existing and emerging

technologies for formative assessments in classroom practice

C. Anonymous pre- and post- assessment

Step 37: AE-4 Provide professional development to teachers in how implement electronic student portfolios K-12

P-Executive Director for Educational Services Technology Integration Specialists Library Media Specialists S-Instructional Coordinators T-Administrators Teachers

Phase II: 6/15

A. Resources Available 1. Scanners 2. Department, grade level & faculty


B. Resources Needed 1. Online electronic portfolio vendors 2. Online electronic portfolio

A. Conference evaluation forms B. Implementation of an electronic

student portfolio program for K-12 students

72





Completion Date)


political & other)


Step 38: AE-4 Provide professional development to teachers in how to administer the Partnership for the Assessment of Readiness for College and Careers Online Assessments

P-Director of Instruction Instructional Coordinators S-Administrators T-Teachers


meetings 2. Professional development periods 3. Partnership for the Assessment of

Readiness for College and Careers website

4. Technology Support B. Resources Needed

1. Additional computers or clickers to administer online assessments

2. Online assessment 3. Funding for release time

A. Conference evaluation forms B. Feedback from teachers and

administrators following administration of Partnership for the Assessment of Readiness for College and Careers Online Assessments

Step 39: AE-4 Provide professional development to teachers and administrators in how to integrate the use of hand-held clickers in classroom instruction so that teachers can conduct innovative micro-assessments with students for the purpose of improving instruction and helping each student reach his/her highest potential

P-Executive Director for Educational Services S-Model Schools Trainers Technology Integration Specialists Turnkey Trainers T-Administrators Teachers



meetings 2. Professional development periods 3. Hand-held clickers 4. Software 5. Teachers 6. Trainers

B. Resources Needed 1. Funding to purchase additional clickers

A. Conference evaluation forms B. Integration of clickers into lessons and

lesson plans

Step 40: AE-5 Provide professional development to teachers and administrators in development and use of the District’s K-12 Common Vocabulary & Key Terms Assessments Guide

P-Director of Instruction Instructional Coordinators S-Director of Special Ed Coordinator of Special Ed Principals Assistant Principals T-Teachers

Phase I: 9/13 A. Resources Available 1. Department, grade level & faculty

meetings 2. Professional development periods 3. Previous New York State assessments 4. www.nysed.gov 5. K-12 Common Vocabulary & Key Terms

Assessments Guide B. Resources Needed: None

A. Conference evaluation forms B. Integration of Common Vocabulary &

Key Terms Assessments Guide into lessons and lesson plans


73





Completion Date)


political & other)


Step 41: AE-5 Provide professional development to teachers and administrators in test generators: A. Examgen B. ThinkLink C. DIBELS D. AIMSweb E. Test Wizard

P-Instructional Coordinators S-Teachers Administrators T-Director of Instruction


meetings 2. Department, grade level & faculty

meetings 3. Professional development periods 4. Vendor assessments & programs 5. SpringBoard 6. Selected test generators

B. Resource Needed: None 1. Funding for updates from vendors

assessment programs

A. Conference evaluation forms B. Integration of test generators into

classroom instruction

Step 42: AE-5 Provide professional development to teachers and administers in latest research and best practices in grading

P-Director of Instruction Instructional Coordinators S-Director of Special Ed Coordinator of Special Ed Principals Director of Physical Education and Health Assistant Principals T-Teachers



meetings 2. Professional development periods 3. Current grading procedures

B. Resources Needed 1. Professional books for teachers and

administrators: Dr. Thomas R. Guskey, Robert J. Marzano, Rick Wormeli

2. Consultant for best practices in grading

A. Conference evaluation forms B. Documented Grading Procedures C. Integration of research and best

practices in grading into classroom instruction and assessment practices

74





Completion Date)


political & other)


Step 43: AE-5 Provide professional develop to K-12 teachers and administrator in how to design, implement, and evaluate data from A. end of year/ final exams B. trimester and quarterly exams C. unit exams




meetings 2. Professional development periods 3. Common Core State Standards

Curriculum Guides 4. Databank of questions aligned with

Common Core State Standards K-12 end-of-year/final exams

5. K-12 trimester/quarterly 6. K-12 unit exams

B. Resources Needed 1. Funding for In-District & Off Campus

Conference fees 2. Substitutes 3. Consultant(s) for assessment design


Step 44: OD-2 Provide professional development on new mentoring program for teachers

P-Executive Director for Student Services S-Teacher Mentors T-Teacher Mentees


A. Resources Available 1. Updated Mentoring Program for

Teachers 2. Department, grade level & faculty


B. Resources Needed 1. Available Mentor Grants 2. Mentor/Mentee Training for Teachers

A. Mentee logs B. Surveys/feedback C. Continuation of probation D. Tenure

Step 45: OD-2 Provide professional development on mentoring program for new administrators

P-Executive Director for Educational Services S-Administrator Mentors T-Administrator Mentees


A. Resources Available 1. New Mentoring Program for

administrators B. Resources Needed

1. Available Mentor Grants 2. Mentor/Mentee Training for

administrators

A. Mentor training materials B. Mentee logs C. Surveys/feedback D. Continuation of probation E. Tenure

75





Completion Date)


political & other)


Step 46: OD-2 Provide professional development on mentoring program for new school related professionals

P-Executive Director for Student Services S-School Related Personnel Mentors T-School Related Personnel Mentees


A. Resources Available 1. Mentoring Program for school related

professionals B. Resources Needed

1. Available Mentor Grants 2. Mentor/Mentee Training for school

related personnel


Step 47: OD-2 Provide professional development on My Learning Plan to track professional development including: A. 175-hours of required professional

development B. In-service and graduate courses C. Workshops & Conferences D. Professional meetings

P-Executive Director for Educational Services Assistant Superintendent S-Directors Principals Coordinators T-Teachers


A. Resources Available 1. www.MyLearningPlan.com training

during New Teacher Orientation Program

B. Resources Needed 1. 2-day My Learning Plan training

A. My Learning Plan reports, logs, and portfolios

B. Conference evaluation forms

Step 48: OD-3 Provide Charlotte Danielson training for non-teacher members of the Rocky Point Teachers Association

P-Executive Director for Educational Services Assistant Superintendent Director of Instruction Director of Special Education S-Administrators T-Teachers

Phase III: 6/13

A. Resources Available 1. Professional Development Plan

Committee 2. Charlotte Danielson’s Enhancing

Professional Practice: A Framework for Teachers, 2nd Edition pages 109-167

B. Resources Needed 1. Charlotte Danielson training

A. Observations and Annual Professional Performance Reviews (APPRs) reflect adopted Charlotte Danielson rubrics for specialists

Step 49: OD-3 Provide professional development in new Charlotte Danielson observation and Annual Professional Performance Review (APPR) forms

P-Professional Development Plan Committee Chair S-Professional Development Plan Committee T-Administrators Teachers

As per negotiations A. Resources Available 1. Revised teacher observation and

evaluation forms 2. Department, grade level & faculty

meetings 3. Professional development periods 4. New Teacher Orientation Program




76





Completion Date)


political & other)


Step 50: OD-3 Create and implement targeted professional development on instructional practices to improve identified content deficiencies

P-Director of Instruction S-Instructional Coordinators Principals T-Teachers


A. Resources Available 1. SpringBoard materials 2. Textbooks & resources 3. Literacy Collaborative resources 4. DIBELS resources 5. www.ascd.com 6. Department, grade level and faculty



A. Professional development calendar activities

B. Department, grade level & faculty meeting agendas and minutes

C. Conference evaluation forms

http://www.ascd.com/

77

Goal – OD 2 Organizational Development: Human Resources: - ACTION PLAN

(OD-2) Organizational Development: Human Resources The Rocky Point Union Free School District will recruit and retain a highly-qualified staff necessary to deliver improved academic outcomes for all students.

Sub-Goals:

(OD-1) Organizational Development: Professional Development (OD-3) Organizational Development: Accountability (OD-4) Organizational Development: Data Analysis and Feedback


Action Team Members: Susan Wilson, Executive Director for Educational Services - Chairperson. Dr. D. De Luca, Assistant Superintendent Anja Groth, Director of Instruction Coordinators: Melinda Brooks, Maria Dorr, Mike Gabriel, Vinny LaSorsa, Stephanie Weeks Principal: Bill Caulfield Assistant Principal: Susann Crossan Teachers: Cecilia Doolittle, Craig Knapp, Jim McCormick, Joyce Connolly School Related Personnel/Parent: Linda Apicella

Strategy 1: Recruit diverse, highly-qualified staff

Strategy 2: Retain diverse, highly-qualified staff

(tenure criteria: ineffective, developing, effective (indicator of retention), highly effective (indicator of retention)

78

OD-2: Organizational Development: Human Resources: Strategy 1: Recruit diverse, highly-qualified staff




Completion Date)


political & other)


Step 1: Hire Instructional Leadership Team

P-Executive Director for Educational Services S-Assistant Superintendent Director of Instruction T-Hiring Committees

7/10-11/10 A. Resources Available 1. Restructure coordinator positions


A. Instructional team in place

Step 2: Create a Hiring Practices Manual for A. Teachers: Phase II B. Administrators: Phase III C. School Related Professionals: Phase IV

P-Executive Director for Educational Services S-Personnel Office Staff T-Teachers Administrators School Related Professionals Hiring Committees


A. Resources Available 1. Eastern Suffolk BOCES’ Hiring Manual 2. New Hiring Practices Manual

implementation training 3. Hiring committee training


A. Hiring Practices Manual B. Hiring Practices Manual training

materials C. Hiring committee training materials

Step 3: Develop and/or expand affiliations with colleges, universities, and professional organizations to recruit staff

P-Executive Director for Educational Services S-Administrators T-Teachers School Related Professionals


A. Resources Available 1. Professional Networks

B. Resources Needed 1. Membership Fees

A. Affiliations with colleges, universities, and professional organizations to recruit staff

Step 4: Evaluate and revise current mentoring program for teachers

P-Executive Director for Educational Services S-Administrators T-Teachers


B. Resources Available 1. Current Mentor Program 2. PDP Committee 3. Mentor programs from other districts


A. Updated mentoring plan B. Mentoring materials

Step 5: Compile and analyze personnel data to plan for future hiring needs

P-Executive Director for Educational Services S-Personnel Office T-Assistant Superintendent


A. Resources Available 1. Tenure lists 2. Seniority lists 3. Preferred eligibility lists 4. Student population trends 5. Personnel timelines


A. Personnel analysis report

79

OD-2: Organizational Development: Human Resources: Strategy 2: Retain diverse, highly-qualified staff




Completion Date)


political & other)


Step 1: Implement new mentoring program for teachers

P-Executive Director for Educational Services S-Teacher Mentors T-Teacher Mentees


B. Resources Available 1. Updated Mentoring Program for

Teachers 2. Department, grade level & faculty

meetings 3. professional development periods

B. Resources Needed 1. Available Mentor Grants 2. Mentor/Mentee Training for Teachers

A. Mentee logs B. Surveys/feedback C. Continuation of probation D. Tenure

Step 2: Develop mentoring program for new administrators

P-Executive Director for Student Services S-Assistant Superintendent T-Administrators

Phase III: 6/13


Teachers 2. Mentoring programs for administrators

from other school districts B. Resources Needed: None

A. Mentoring plan for administrators B. Mentoring program for administrators

materials

Step 3: Implement mentoring program for new administrators

P-Executive Director for Educational Services S-Administrator Mentors T-Administrator Mentees


A. Resources Available 1. New Mentoring Program for

administrators B. Resources Needed

1. Available Mentor Grants 2. Mentor/Mentee Training for

administrators


Step 4: Develop mentoring program for new school related professionals

P-Executive Director for Educational Services S-Administrators T-School Related Personnel

Phase IV: 6/14

A. Resources Available 1. Updated Mentoring Program for school

related personnel 2. Mentoring programs for administrators

from other school districts B. Resources Needed: None

A. Mentoring plan for school related personnel

B. Mentoring program for school related personnel materials

80





Completion Date)


political & other)


Step 5: Implement mentoring program for new school related professionals

P-Executive Director for Educational Services S-School Related Personnel Mentors T-School Related Personnel Mentees



Teachers 2. Mentoring programs for administrators

from other school districts B. Resources Needed

1. Available Mentor Grants 2. Mentor/Mentee Training for school

related personnel


Step 6: Develop and implement an online professional portfolio system for non-tenured teachers



A. Resources Available 1. Secure web-based tool 2. Models from other districts 3. Teaching Standards


A. Professional portfolios B. Continuation of probation C. Tenure

Step 7: Expand the District’s new teacher induction program to include: A. 2-4 Days in August B. 15-hours after school hours



A. Resources Available 1. Current New Teacher Orientation

Program 2. Current New Teacher Orientation

Program curriculum 3. Administrators-presenters 4. www.MyLearningPlan.com


A. Updated New Teacher Orientation Program

B. New teacher orientation materials and handouts

C. Conference evaluation forms D. Surveys/feedback


81





Completion Date)


political & other)


Step 8: Expand use of My Learning Plan to track professional development including: A. 175-hours of required professional

development B. In-service and graduate courses C. Workshops & Conferences D. Professional meetings

P-Executive Director for Educational Services Assistant Superintendent S-Directors Principals Coordinators T-Teachers


A. Resources Available 1. www.MyLearningPlan.com training

during New Teacher Orientation Program

B. Resources Needed 1. 2-day My Learning Plan training

A. My Learning Plan reports, logs, and portfolios

B. Conference evaluation program

Step 9: Adopt Charlotte Danielson rubrics for non-teacher members of the Rocky Point Teachers Association A. Instructional specialists B. Library Media Specialists C. School Guidance Counselors D. School Psychologists E. Therapeutic Specialists: Speech

P-Executive Director for Educational Services Assistant Superintendent S-Administrators T-Teachers

Phase II: 6/12





A. Adoption of the rubrics for non-teaching RPTA members

Step 10: Implement Charlotte Danielson rubrics for non-teacher members of the Rocky Point Teachers Association


Phase III: 6/13




B. Resources Needed 1. Charlotte Danielson training for

specialists

A. Observations and Annual Professional Performance Reviews (APPRs) reflect adopted Charlotte Danielson rubrics for specialists

Step 11: Modify Charlotte Danielson rubrics, observations, and APPRs to reflect the new categories in NYSED regulations: ineffective, developing, effective, highly effective


Phase II: 6/12


Committee 2. http://www.p12.nysed.gov/memos/perfo

rmeval/qa.html B. Resources Needed: None

A. Observations and Annual Professional Performance Reviews (APPRs) reflect new NYSED regulations


http://www.p12.nysed.gov/memos/performeval/qa.html

http://www.p12.nysed.gov/memos/performeval/qa.html

82

Goal – OD 3 Organizational Development: Accountability: - ACTION PLAN

(OD-3) Organizational Development: Accountability The Rocky Point Union Free School District will construct a comprehensive accountability system to measure and report on instructional efficacy.

Sub-Goals:

(AE-5) Academic Excellence: Academic Alignment (OD-1) Organizational Development: Professional Development (OD-2) Organizational Development: Human Resources (OD-4) Organizational Development: Data Analysis and Feedback

Action Team Members: Dr. D. De Luca, Assistant Superintendent – Chairperson Susan Wilson, Executive Director for Educational Services Anja Groth, Director of Instruction Director: Amy Agnesini Coordinators: Melinda Brooks, Mike Gabriel, Andrea Moscatiello Principals: Ken Crawford, Dr. Scott O’Brien Assistant Principal: Susan Sullivan Teachers: Ann Castro-Crowell, Michael Friscia, Sherin Shanahan, Amy Schecher Parent: Jill Setaro

Strategy 1: Measure instructional efficacy 1. 60% APPR (Composite Score of 100%)

1. Content knowledge 2. Preparation 3. Instructional delivery 4. Classroom management 5. Student development 6. Student assessment 7. Collaboration 8. Reflective and responsive practice 9. Student growth (added 4/22/10 for 2011-2012 school year)

2. 20% NYSED assessments (will change to 25%) 3. 20% Locally developed assessments (will change to 15%)

Strategy 2: Use instructional data to inform curriculum and assessment Strategy 3: Use instructional data to improve instructional practices Strategy 4: Use instructional data to inform professional development

83

OD-3: Organizational Development: Accountability: Strategy 1: Measure instructional efficacy Action Steps



Completion Date)


political & other)


Step 1: Define weighted distribution of supervision and evaluation components to determine a composite score of 100 that evaluates teacher effectiveness as per New York State Education Regulations

P-Rocky Point UFSD Negotiating Team Rocky Point Teachers’ Association Negotiating Team S-Administrators T-Teachers

As per negotiations A. Resources Available 1. Negotiations meetings 2. Department, grade level & faculty



A. Implementation of new Annual Professional Performance Review

Step 2: Communicate aligned components of domains 1-4 from current supervision and evaluation system based on Charlotte Danielson domains with eight New York State mandated requirement to teachers and administrators


As per negotiations A. Resources Available 1. Negotiations meetings 2. Department, grade level & faculty



A. Stakeholders informed

Step 3: Update and revise rubrics to align with NYSED regulations and information is distributed, specifically on value added student growth component


As per NYSED release of information Spring 2011

A. Resources Available 1. Negotiations meetings 2. Department, grade level & faculty



A. Revised rubrics

Step 4: Communicate updated and revised rubrics to teachers and administrators

P-Executive Director for Educational Services Assistant Superintendent Director for Instruction S-Administrators T-Teachers

As per negotiations A. Resources Available 1. Department, grade level & faculty

meetings 2. Professional development


A. Department, grade level, and faculty meeting agendas and minutes

Step 5: Convert Charlotte Danielson observation and Annual Professional Performance Review (APPR) forms from individual component designations to one overall holistic designation


As per negotiations A. Resources Available 1. Professional Development Plan

Committee meetings 2. Department, grade level & faculty



A. Revised teacher observation and evaluation forms

84

OD-3: Organizational Development: Accountability: Strategy 1: Measure instructional efficacy Action Steps



Completion Date)


political & other)


Step 6: Communicate New York State Education Department regulations on new APPR teacher evaluation regarding 20% New York State assessment data and 20% locally created assessment data to teachers and administrators.

P- Executive Director for Educational Services Assistant Superintendent Director for Instruction S-Administrators T-Teachers

As per negotiations A. Resources Available 1. www.nysed.gov 2. Department meetings 3. Grade level meetings


A. Department, grade level, and faculty meeting agendas and minutes.

Step 6: Provide professional development in new Charlotte Danielson observation and Annual Professional Performance Review (APPR) forms


As per negotiations A. Resources Available 1. Revised teacher observation and

evaluation forms 2. Department, grade level & faculty

meetings 3. Professional development periods 4. New Teacher Orientation Program



OD-3: Organizational Development: Accountability: Strategy 2: Use instructional data to inform curriculum and assessment Step 1: Edit and revise current curriculum guides based upon student assessment data including New York State Education Department and locally developed assessments

P-Director for Instruction S-Instructional Coordinators Principals T-Teachers


A. Resources Available 1. State exams 2. Interim exams 3. PARCC assessments 4. Locally developed assessments

B. Resources Needed 1. Funds for curriculum writing

A. Updated curriculum guides

Step 2: Edit and revise current locally developed assessments based upon New York State Education Department and locally developed assessment student data



A. Resources Available 1. State exams 2. Interim exams 3. PARCC assessments 4. Locally developed assessments 5. Department, grade level and faculty



A. Updated locally developed assessments


85

OD-3: Organizational Development: Accountability: Strategy 3: Use instructional data to improve instructional practices Action Steps



Completion Date)


political & other)


Step 1: Evaluate trends in student data from New York State Education Department and locally developed assessments to identify content deficiencies



A. Resources Available 1. New York State exams 2. Common Core State Standards Interim

Assessments 3. Partnership for Assessment of Readiness

for College and Careers Assessments 4. Locally developed assessments 5. Department, grade level and faculty



A. Report detailing student assessment trend data

Step 2: Research instructional practices to improve identified content deficiencies





B. Resources Needed: 1. Professional books and journals 2. Conference fees and travel costs for

administrators

A. Report detailing professional development needed to improve content deficiencies

OD-3: Organizational Development: Accountability: Strategy 4: Use instructional data to inform professional development Step 1: Analyze trends and patterns in identified areas of weakness based on student data and Annual Professional Performance Reviews (APPRs) of teachers to inform targeted professional development

P- Executive Director for Educational Services Assistant Superintendent Director for Instruction S-Administrators T-Teachers


A. Resources Available 1. New York State assessment data 2. Common Core State Standards Interim

Assessment data 3. Partnership for Assessment of Readiness

for College and Careers Assessment data 4. Locally developed assessment data 5. Professional development periods

Annual Professional Performance Reviews (APPRs) of teachers

B. Resources Needed 1. In-Service Course Provider Fee


B. In-service courses


86

OD-3: Organizational Development: Accountability: Strategy 4: Use instructional data to inform professional development Action Steps



Completion Date)


political & other)


Step 2: Create and implement targeted professional development on instructional practices to improve identified content deficiencies







B. Department, grade level & faculty meeting agendas and minutes

C. Conference evaluation forms


87

(OD-4) Organizational Development: Data Analysis & Feedback The Rocky Point Union Free School District will Develop school based and district-wide inquiry teams to collect and analyze instructional data and to provide feedback for professional reflection.

Sub-Goals:

(AE-1) Academic Excellence: Core Curriculum (AE-2) Academic Excellence: Increased Rigor (AE-3) Academic Excellence: Academic Support (AE-4) Academic Excellence: Instructional Technology (OD-1) Organizational Development: Professional Development (OD-3) Organizational Development: Accountability

Action Team Members: Anja Groth, Director of Instruction Director: Eileen Manitta Coordinators: Melinda Brooks, Vinny LaSorsa, Stephanie Weeks Eastern Suffolk BOCES Shared Data Expert/Staff Developer: Dee Dee Hangartner Principal: Bill Caulfield Interim Assistant Principal: Jen Golding Teachers: Nancy Starke, Theresa O’Brien, Denise Valvo, Matt Poole

Strategy 1: Develop building inquiry teams

Strategy 2: Develop District inquiry team

Strategy 3: Collect student assessment data

Strategy 4: Analyze student assessment data

Strategy 5: Provide feedback for professional reflection

Strategy 6: Use data to inform curriculum, instruction, and assessment

Strategy 7: Use data to inform professional development

88

OD-4 Organizational Development: Data Analysis & Feedback: Strategy 1: Develop building inquiry teams Action Steps



Completion Date)


political & other)


Step 1: Expand role of the proposed Building Response to Intervention Teams to also serve as Building Inquiry Team members to support AE-3

P-Principals S-Instructional Coordinators Coordinator of Special Ed T-Teachers

Phase II: 6/11

A. Resources Available 1. Response to Intervention Team members 2. New team member volunteers 3. Department, grade level & faculty



A. Building Inquiry Team membership lists

B. Identification of Building Inquiry Team meeting dates

OD-4 Organizational Development: Data Analysis & Feedback: Strategy 2: Develop District inquiry team Step 1: Integrate members of the District Data Team with representatives from the Building Response to Intervention Inquiry Teams to serve as members of District Inquiry Team

P-Assistant Superintendent Director of Instruction Director of Special Ed Instructional Coordinators Coordinator of Special Ed S-Principals Assistant Principals T-Response to Intervention Team

Phase II: 6/12 A. Resources Available 1. District Data Team members 2. District Response to Intervention Team

members 3. Department, grade level & faculty



A. District Inquiry Team membership list

Step 2 Share information from Building Inquiry/Response to Intervention Teams with District Inquiry Team

P-Building Inquiry/Response to Intervention Team

Principals Assistant Principals S-District Inquiry Team T-Assistant Superintendent Director of Instruction Director of Special Ed

Phase II: 6/15 A. Resources Available 1. Building Inquiry Team reports on

student data 2. Department, grade level & faculty



A. District Inquiry Team meeting agendas and minutes

89

OD-4 Organizational Development: Data Analysis & Feedback: Strategy 3: Collect student assessment data Action Steps



Completion Date)


political & other)


Step 1: Develop a list of core academic subject area data points for at-risk students preK-12

P-Director of Instruction Director of Special Ed Instructional Coordinators Coordinator of Special Ed Eastern Suffolk BOCES Shared Data Expert/ Staff Developer S-Principals Assistant Principals T-Assistant Superintendent

Phase II: 6/12 A. Resources Available 1. RtIm Direct 2. AIMSweb 3. IEP Direct 4. BARS 5. ReportNet 6. Data Mentor 7. NYSTART

B. Resources Needed 1. Continued funding for Eastern Suffolk

BOCES Shared Services for RtIm Direct IEP Direct, BARS, ReportNet, Data Mentor

2. Continued funding for AIMSweb

A. Data Points Document

Step 2: Research methods for district data warehousing

P-Director of Instruction Director of Special Ed Instructional Coordinators Coordinator of Special Ed Eastern Suffolk BOCES Shared Data Expert/ Staff Developer S-Executive Director for Educational Services/ Chief Information Officer (CIO) Office Applications Specialist T-Assistant Superintendent

Phase II: 6/12 A. Resources Available 1. RtIm Direct 2. AIMSweb 3. IEP Direct 4. BARS 5. ReportNet 6. Data Mentor 7. NYSTART

B. Resources Needed 1. Continued funding for Eastern Suffolk

BOCES Shared Services for RtIm Direct IEP Direct, BARS, ReportNet, Data Mentor

2. Continued funding for AIMSweb

A. District warehousing method acquired

90

OD-4 Organizational Development: Data Analysis & Feedback: Strategy 4: Analyze student assessment data Action Steps



Completion Date)


political & other)


Step 1: Create a calendar of Building Inquiry and District Inquiry Team meetings and update as needed

P-Director of Instruction Director of Special Ed Principals S-Instructional Coordinators Coordinator of Special Ed T-Assistant Superintendent

Phase II: 6/15 A. Resources Available 1. List of building faculty meeting dates


A. Calendar of Building Inquiry and District Inquiry Team meetings and tasks to be performed

Step 2: Analyze data provided by Building Inquiry Teams and Response to Intervention Teams

P-Directors Coordinators S-Principals Teachers T-District Office

Phase II: 6/15 A. Resources Available 1. RtIm Direct 2. AIMSweb 3. IEP Direct 4. BARS 5. ReportNet 6. Data Mentor 7. NYSTART 8. Collegial Conversations 9. Literacy Collaborative 10. Department, grade level, and faculty



A. Summary report of data analysis

OD-4 Organizational Development: Data Analysis & Feedback: Strategy 5: Provide feedback for professional reflection Step 1: Use data and reports from Building and District Response to Intervention Inquiry Teams to inform staff of patterns, trends and gaps

P-Principals S-Teachers T-Coordinators




A. Teacher course program report detailing plans to drive instruction based on strengths and weakness patterns, trends and gaps

91

OD-4 Organizational Development: Data Analysis & Feedback: Strategy 6: Use data to inform curriculum, instruction and assessment Action Steps



Completion Date)


political & other)


Step 1: Revise curriculum, instruction and assessments based on data analysis

P-Director of Instruction Director of Special Ed Instructional Coordinators Coordinator of Special Ed S-Principals T-Teachers



B. Resources Needed 1. Funding for curriculum revisions as

needed

A. Revised written curriculum guides B. Revised written lesson plans and unit

plans C. Revised assessments D. Revised lessons, units and assessments

evident during formal and informal observations

92

OD-4 Organizational Development: Data Analysis & Feedback: Strategy 7: Use data to inform professional development Action Steps



Completion Date)


political & other)


Step 1: Use data to inform targeted, professional development based on identified gaps in areas in need of remediation

P-Director of Instruction Director of Special Ed S-Instructional Coordinators Coordinator of Special Ed T-Teachers



B. Resources Needed: 1. Funding for curriculum revisions as

needed

A. Trend data charts and reports B. Formal and informal observation

reports C. Conference evaluation forms D. Professional Development Calendar E. Department, grade level & faculty

meeting agendas and minutes

93

Goal – FS1 Fiscal Sustainability: Resource Allocation - ACTION PLAN


The Rocky Point Union Free School District will identify the resources necessary to support the academic and organizational initiatives necessary to ensure improved outcomes for all students. In recognition of the limited nature of fiscal resources, the District will endeavor to support new initiatives through the reallocation of existing resources.

Sub-Goals:

(AE-1) Academic Excellence: Core Curriculum (AE-2) Academic Excellence: Increased Rigor (AE-3) Academic Excellence: Academic Support (AE-4) Academic Excellence: Instructional Technology (AE-5) Academic Excellence: Academic Alignment (OD-1) Organizational Development: Professional Development (OD-2) Organizational Development: Human Resources (OD-3) Organizational Development: Accountability (OD-4) Organizational Development: Data Analysis and Feedback

Action Team Members: Dr. D. De Luca, Assistant Superintendent - Chairperson Susan Wilson, Executive Director for Educational Services Greg Hilton, Business Manager Anja Groth, Director of Instruction

Coordinators: Vinny LaSorsa Director: Amy Agnesini Principal: Bill Caulfield Assistant Principal: Susann Crossan Teachers: Michael Yanucci, Mike Friscia School Related Personnel: Pat Scalone

Strategy 1: Identify resources to support academic and organizational initiatives

Strategy 2: Reallocate existing resources to support academic and organizational initiatives

94

Strategy 1: Identify resources to support academic and organizational initiatives

Strategy 2: Reallocate existing resources to support academic and organizational initiatives




Completion Date)


political & other)


Step 1: Create Excel spreadsheet to document existing funding from 2010-11 grants and the District’s budget to support Next STEP academic and organizational initiatives

P-Director of Instruction S-Coordinator of Reading & Compensatory Services T-Business Official

Phase I: 1/11 A. Resources Available 1. Current Budget 2. FS-10s from Consolidated Application


A. FS-1 Excel Spreadsheet (See appendix hereto, pages 98-109)

95

Goal – FS2 Fiscal Sustainability: New Funding Sources - ACTION PLAN

(FS-2) Fiscal Sustainability: New Funding Sources The Rocky Point Union Free School District will endeavor to fund academic and organizational initiatives by seeking and acquiring new sources of funding such as private and public grants.

Sub-Goals:

(AE-1) Academic Excellence: Core Curriculum (AE-2) Academic Excellence: Increased Rigor (AE-3) Academic Excellence: Academic Support (AE-4) Academic Excellence: Instructional Technology (AE-5) Academic Excellence: Academic Alignment (OD-1) Organizational Development: Professional Development (OD-2) Organizational Development: Human Resources (OD-3) Organizational Development: Accountability (OD-4) Organizational Development: Data Analysis and Feedback

Action Team Members: Anja Groth, Director of Instruction - Chairperson Coordinator: Maria Dorr Director: Eileen Manitta Principal: Carol Tvelia Teachers: Mary Vuolo, Cathy Richardson, Pat Panella School Related Professional: Dorothy Tis

Strategy 1: Apply for public and private grants to support District academic (such as Response to Intervention Grant)

and organizational (Readiness and Emergency Management for Schools Grant) initiatives

96

FS-2 Fiscal Sustainability: New Funding Sources: Strategy 1: Apply for public and private grants to support District academic and organizational initiatives Action Steps



Completion Date)


political & other)


Step 1: Create Next STEP Grant Opportunities Chart

P-Director of Instruction S-Teachers: Patrick Panella Cathy Richardson Mary Vuolo T-Office of Instruction Senior Clerk Typist

Phase I: 1/11 A. Resources Available 3. www.2.ed.gov 4. www.grantsforteachers.com 5. www.neafoundation.org 6. www.crisisprevention.com/BPBIS


A. Next STEP Grant Opportunities Chart

Step 2: Initiate Grant Writing Team to research available grant opportunities that support Next STEP initiatives

P-Director of Instruction S-Administrators T-Teachers

Phase II: 12/11 A. Resources Available 1. www.nysed.gov 2. Next STEP Grant Opportunities Chart


A. Grant Writing Team membership list B. Schedule of Grant Writing Team

meetings C. Grant Writing Team meeting agendas

and minutes D. List of grants to pursue

Step 3: District Grant Writing Team will establish procedures and protocols for grant review prior to submission

P-Director of Instruction S-District Grant Writing Team T-District Treasurer


A. Resources Available 1. Grant applications 2. Professional development periods


A. Document detailing grant writing procedures and protocols

Step 4: Update Next STEP Grant Opportunities Chart

P-Director of Instruction S-Grant Writing Team T-Office of Instruction Senior Clerk Typist


A. Resources Available 1. www.2.ed.gov 2. Professional development periods


A. Updated Next STEP Grant Opportunities Chart

Step 5: Create list of targeted grants

P-Director of Instruction S-Grant Writing Team T-Office of Instruction Senior Clerk Typist


A. Resources Available 1. www.2.ed.gov 2. Professional development periods


A. List of targeted grants

Step 6: Work with NIA Solutions to write grants that support Next STEP initiatives

P-Director of Instruction S-District Grant Writing Team Designee T-Office of Instruction Senior Clerk Typist


A. Resources Available 1. www.2.ed.gov 2. Grant Writing Code to fund grant

writing with NIA Solutions B. Resources Needed: None

A. Completed grant applications

http://www.2.ed.gov/

http://www.grantsforteachers.com/

http://www.neafoundation.org/

http://www.crisisprevention.com/BPBIS





97

FS-2 Fiscal Sustainability: New Funding Sources: Strategy 1: Apply for public and private grants to support District academic and organizational initiatives Action Steps



Completion Date)

Resources C. Resources Available D. Resources Needed (financial, human,

political & other)


Step 7: Hold grant writing opportunities workshop with teachers and District Grant Writing Team

P-Director of Instruction S-Grant Writing Team T-Executive Director for Educational Services


A. Resources Available 1. Document detailing grant writing

procedures and protocols 2. Next STEP Grant Opportunities Chart 3. List of grants to pursue 4. Department, grade level & faculty



A. Schedule of grant writing opportunities workshops

B. Professional development calendars

Step 8: Develop and post folder of completed grants samples on the Extranet

P-Director of Instruction S-Grant Writing Team T-Executive Director for Educational Services


A. Resources Available 1. Document detailing grant writing

procedures and protocols 2. Next STEP Grant Opportunities Chart 3. List of grants to pursue 4. Department, grade level & faculty



A. Samples of completed grants posted on Extranet

Step 9: Develop District and building demographics chart

P-Director of Instruction S-Grant Writing Team Eastern Suffolk BOCES Shared Data Expert/ Staff Developer Office Applications Specialist T-Office of Instruction Senior Clerk Typist


A. Resources Available 1. eSchoolData 2. Office Applications Specialist 3. Department, grade level & faculty



A. District demographics chart B. Building demographics charts

Rocky Point UFSD - FS1 - Next STEP

Goal Description 10-11 Funding Source 11-12 Funding Source 12-13 Funding Source 13-14 Funding Source 14-15 Funding Source

AE1 AE1

Curriculum Writing English 9 Regents 45 hours $2,250 Curr./Instr. CodesCurriculum Writing English 9 Regents Revisions 10 hours $500 Curr./Instr. CodesCurriculum Writing English 9 Honors 30 hours $1,500 Curr./Instr. CodesCurriculum Writing English 9 Honors Revisons 10 hours $500 Curr./Instr. CodesCurriculum Writing English 10 Regents 45 hours $2,250 Curr./Instr. CodesCurriculum Writing English 10 Regents Revisions 10 hours $500 Curr./Instr. CodesCurriculum Writing English 10 Honors 30 hours $1,500 Curr./Instr. CodesCurriculum Writing English 10 Honors Revisions 10 hours $500 Curr./Instr. CodesCurriculum Writing English 11 Regents 45 hours $2,250 Curr./Instr. CodesCurriculum Writing English 11 Regents Revisions 10 hours $500 Curr./Instr. CodesCurriculum Writing English 11 Advanced Placement 10 hours $500 Curr./Instr. CodesCurriculum Writing English 11 Advanced Placement Revisions 10 hours $500 Curr./Instr. CodesCurriculum Writing English 12 Regents 45 hours $2,250 Curr./Instr. CodesCurriculum Writing English 12 Regents Revisions 10 hours $500 Curr./Instr. CodesCurriculum Writing English 12 Advanced Placement 10 hours $500 Curr./Instr. CodesCurriculum Writing English 12 Advanced Placement Revisions 10 hours $500 Curr./Instr. Codes

Curriculum Writing Math Algebra Regents 45 hours $2,250 Curr./Instr. CodesCurriculum Writing Math Algebra Regents Revisons 10 hours $500 Curr./Instr. CodesCurriculum Writing Math Algebra Honors 30 hours $1,500 Curr./Instr. CodesCurriculum Writing Math Algebra Honors Revisions 10 hours $500 Curr./Instr. CodesCurriculum Writing Math Geometry Regents 45 hours $2,250 Curr./Instr. CodesCurriculum Writing Math Geometry Regents Revisions 10 hours $500 Curr./Instr. CodesCurriculum Writing Math Geometry Honors 30 hours $1,500 Curr./Instr. CodesCurriculum Writing Math Geometry Honors Revisions 10 hours $500 Curr./Instr. CodesCurriculum Writing Math Trigonometry Regents 45 hours $2,250 Curr./Instr. CodesCurriculum Writing Math Trigonometry Regents 10 hours $500 Curr./Instr. CodesCurriculum Writing Math Trigonometry Honors 30 hours $1,500 Curr./Instr. CodesCurriculum Writing Math Trigonometry Honors 10 hours $500 Curr./Instr. Codes

Curriculum Writing ELA Grade K 45 Hours $2,250 Curr./Instr. CodesMath Grade K 45 Hours $2,250 Curr./Instr. Codes

Curriculum Writing ELA K Revisions 10 Hours $500 Curr./Instr. CodesMath Grade K Revisions 10 Hours $500 Curr./Instr. Codes

Curriculum Writing ELA Grade 1 45 Hours $2,250 Curr./Instr. CodesMath Grade 1 45 Hours $2,250 Curr./Instr. Codes

Curriculum Writing ELA Grade 1 Revisions 10 Hours $500 Curr./Instr. CodesMath Grade 1 Revisions 10 Hours $500 Curr./Instr. Codes

Curriculum Writing ELAGrade 2 45 Hours $2,250 Curr./Instr. CodesMath Grade 2 45 Hours $2,250 Curr./Instr. Codes

Curriculum Writing ELA Grade 2 Revisions 10 Hours $500 Curr./Instr. CodesMath Grade 2 Revisions 10 Hours $500 Curr./Instr. Codes

Curriculum Writing ELA Grade 3 45 Hours $2,500 Curr./Instr. CodesCurriculum Writing Math Grade 3 45 Hours $2,500 Curr./Instr. CodesCurriculum Writing ELA 3 Revisions 10 Hours $500 Curr./Instr. CodesCurriculum Writing Math Grade 3 Revisions 10 Hours $500 Curr./Instr. CodesCurriculum Writing ELA Grade 4 45 Hours $2,500 Curr./Instr. CodesCurriculum Writing Math Grade 4 45 Hours $2,500 Curr./Instr. Codes

ELA Grade 4 Revisions 10 Hours $500 Curr./Instr. CodesMath Grade 4 Revisions 10 Hours $500 Curr./Instr. CodesELAGrade 5 45 Hours $2,500 Curr./Instr. CodesMath Grade 5 45 Hours $2,500 Curr./Instr. CodesELA Grade 5 Revisions 10 Hours $500 Curr./Instr. CodesMath Grade 5 Revisions 10 Hours $500 Curr./Instr. Codes

Curriculum Writing ELA Grade 6 45Hours $2,250 Curr./Instr. Codes

Curriculum Writing

98



Curriculum Writing ELA Grade 6 Revisions 10 Hours $500 Curr./Instr. CodesCurriculum Writing ELA Grade 7 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing ELA Grade 7 Revisions 10 Hours $500 Curr./Instr. CodesCurriculum Writing ELA Grade 8 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing ELA Grade 8 10 Hours $500 Curr./Instr. CodesCurriculum Writing ELA Grade 8 Honors 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing ELA Grade 8 Honors Revisons 10 Hours $500 Curr./Instr. Codes

Curriculum Writing Math Grade 6 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Math Grade 6 Revisions 10Hours $500 Curr./Instr. CodesCurriculum Writing Math Grade 7 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Math Grade 7 Revisions 10 Hours $500 Curr./Instr. CodesCurriculum Writing Math Grade 7 Honors 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Math Grade 7 Honors Revisions 10 Hours $500 Curr./Instr. CodesCurriculum Writing Math Grade 8 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Math Grade 8 Revisions Hours $500 Curr./Instr. Codes

Curriculum Writing Advanced Mathematical Concepts 15 Hours $750 Curr./Instr. CodesCurriculum Writing Pre-Calculus Honors 15 Hours $750 Curr./Instr. CodesCurriculum Writing Pre-Calculus 15 Hours $750 Curr./Instr. CodesCurriculum Writing Calculus 15 Hours $750 Curr./Instr. CodesCurriculum Writing Advanced Placement Calculus 15 Hours $750 Curr./Instr. Codes

Curriculum Writing Living Enivironment Honors 30 Hours $1,500 Curr./Instr. CodesCurriculum Writing Living Enivironment Regents 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Earth Science Honors 30 Hours $1,500 Curr./Instr. CodesCurriculum Writing Earth Science Regents 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Chemistry Honors 30 Hours $1,500 Curr./Instr. CodesCurriculum Writing Chemistry Regents 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Physics Regents 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Marine Science 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Advanced Placement Chemistry 15 Hours $750 Curr./Instr. CodesCurriculum Writing Advanced Placement Physics 15 Hours $750 Curr./Instr. CodesCurriculum Writing Advanced Placement Chemistry 15 Hours $750 Curr./Instr. CodesCurriculum Writing Advanced Placement Biology 15 Hours $750 Curr./Instr. Codes

Curriculum Writing 9th Grade Global $2,250 Curr./Instr. CodesCurriculum Writing 10th Grade Advanced Placement World History 15 Hours $2,250 Curr./Instr. CodesCurriculum Writing 11th Grade U.S. History 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing 11th Grade Advanced Placement U.S. History 15 Hours $750 Curr./Instr. CodesCurriculum Writing 12th Grade Economics/Government 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing 12th Grade Advanced Placement Macro Economics 15 Hours $750 Curr./Instr. CodesCurriculum Writing 12th Grade Advanced Placement Government 15 Hours $750 Curr./Instr. Codes

AE2 AE2

Curriculum Writing 7th Grade Science Research/Honors 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing 8th Grade Science Research 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing 9th Grade Science Research 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing 10th Grade Science Research 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing 11th Grade Science Research 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing 12th Grade Science Research 45 Hours $2,250 Curr./Instr. Codes

Curriculum Writing GATES Grade 3 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing GATES Grade 4 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing GATES Grade 5 45 Hours $2,250 Curr./Instr. Codes

Curriculum Writing CTE Cosmetology 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing AIS English 11/12 $2,250 Curr./Instr. Codes $2,250 Curr./Instr. CodesCurriculum Writing AIS English 6 $2,250 Curr./Instr. Codes $2,250 Curr./Instr. CodesCurriculum Writing AIS English 7 $2,250 Curr./Instr. Codes $2,250 Curr./Instr. CodesCurriculum Writing AIS English 8 $2,250 Curr./Instr. Codes $2,250 Curr./Instr. Codes

Curriculum Writing

99



AE4 AE4

Curriculum Writing Step 5: Technology Literacy Curriculum 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Step 9: FJC Computer Programming 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Step 9: JAE Computer Programming 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Step 9: M.S. Computer Programming 45 Hours $2,250 Curr./Instr. CodesCurriculum Writing Step 9: H.S. Computer Programming 45 Hours $2,250 Curr./Instr. Codes

OD3 OD3

Curriculum WritingCurriculum Revision Based on NYSED & Locally Developed Student Assessment Data

OD4 OD4

Curriculum Writing Curriculum Revision Focused on Identified Gaps in Areas in Need of Improvement $20,000 Curr./Instr. Codes

Total: $51,500 $48,000 $16,250 $25,750 $51,750 $193,250

Curriculum Writing

100

Rocky Point UFSD - Next STEP - FS1

Goal Description

# of

Teachers 10-11 Funding Source

# of


# of


# of


# of


AE1 AE1 5 $500Release Time for Curriculum Writing English 9 Regents 5 $500 Dist. Sub Code 5 $500Release Time for Curriculum Writing English 10 Regents 5 $500 Dist. Sub Code 5 $500Release Time for Curriculum Writing English 11 Regents 5 $500 Dist. Sub Code 5 $500Release Time for Curriculum Writing English 12 Regents 5 $500 Dist. Sub Code

Release Time for Curriculum Writing Math Algebra Regents 5 $500 Dist. Sub Code 5 $500 Dist. Sub CodeRelease Time for Curriculum Writing Math Geometry Honors 5 $500 Dist. Sub Code 5 $500 Dist. Sub CodeRelease Time for Curriculum Writing Math Trigonometry Honors 5 $500 Dist. Sub Code 5 $500 Dist. Sub Code

Release Time for Curriculum Writing ELA Grade K 9 $900 TIIA 9 $900 TIIAMath Grade K 7 $700 TIIA 7 $700 TIIA

Release Time for Curriculum Writing ELA Grade 1 11 $1,100 TIIA 11 $1,100 TIIAMath Grade 1 7 $700 TIIA 7 $700 TIIA

Release Time for Curriculum Writing ELA Grade 2 8 $800 TIIA 8 $800 TIIAMath Grade 2 6 $600 TIIA 6 $600 TIIA

Release Time for Curriculum Writing ELA Grade 3 10 $1,000 TIIA 10 $1,000 TIIAMath Grade 3 6 $600 TIIA 6 $600 TIIA

Release Time for Curriculum Writing ELA Grade 4 9 $900 TIIA 9 $900 TIIAELA Grade 4 7 $700 TIIA 7 $700 TIIA

Release Time for Curriculum Writing ELAGrade 5 10 $1,000 TIIA 10 $1,000 TIIAMath Grade 5 8 $800 TIIA 8 $800 TIIA

Release Time for Curriculum Writing ELA Grade 6 7 $700 TIIA 7 $700 TIIARelease Time for Curriculum Writing ELA Grade 7 5 $500 TIIA 5 $500 TIIARelease Time for Curriculum Writing ELA Grade 8 5 $500 TIIA 5 $500 TIIA

Release Time for Curriculum Writing Math Grade 6 4 $400 TIIA 4 $400 TIIARelease Time for Curriculum Writing Math Grade 7 4 $400 TIIA 4 $400 TIIARelease Time for Curriculum Writing Math Grade 8 4 $400 TIIA 4 $400 TIIA

Release Time for Curriculum Writing Advanced Mathematical Concepts 2 $200 Dist. Sub Code 2 $200 Dist. Sub CodeRelease Time for Curriculum Writing Pre-Calculus 2 $200 Dist. Sub Code 2 $200 Dist. Sub CodeRelease Time for Curriculum Writing Calculus 2 $200 Dist. Sub Code 2 $200 Dist. Sub Code

Release Time for Curriculum Writing Living Enivironment Regents 5 $500 Dist. Sub Code 5 $500 Dist. Sub CodeRelease Time for Curriculum Writing Earth Science Regents 5 $500 Dist. Sub Code 5 $500 Dist. Sub CodeRelease Time for Curriculum Writing Chemistry Regents 2 $200 Dist. Sub Code 2 $200 Dist. Sub CodeRelease Time for Curriculum Writing Physics Regents 2 $200 Dist. Sub Code 2 $200 Dist. Sub CodeRelease Time for Curriculum Writing Marine Science 2 $200 Dist. Sub Code 2 $200 Dist. Sub Code

Release Time for Curriculum Writing 9th Grade Global 6 $600 Dist. Sub Code 6 $600 Dist. Sub CodeRelease Time for Curriculum Writing 10th Grade Global 6 $600 Dist. Sub Code 6 $600 Dist. Sub CodeRelease Time for Curriculum Writing 11th Grade U.S. History 5 $500 Dist. Sub Code 5 $500 Dist. Sub CodeRelease Time for Curriculum Writing 12th Grade Economics/Government 5 $500 Dist. Sub Code 5 $500 Dist. Sub Code

$16,200 $4,400 $16,200 $4,400 $41,200

AE2 AE2

Release Time for Curriculum EvaluationTime to Evaluate other District Honors Programs In all Subject areas 5 $500 Dist Sub Code 2 $200 Dist. Sub Code 2 $200 Dist. Sub Code 2 $200 Dist. Sub Code 2 $200 Dist. Sub Code

Release Time for VisitationsVisitations to Schools with Scientific Research Programs 2 $200 Dist Sub Code 2 $200 Dist. Sub Code 2 $200 Dist. Sub Code 2 $200 Dist. Sub Code 2 $200 Dist. Sub Code

Release Time for Conferences Science Research Conferences 1 $100 Dist Sub Code 1 $100 Dist Sub Code 1 $100 Dist Sub Code 1 $100 Dist Sub Code 1 $100 Dist Sub Code

Release Time or VisitationsVisitations to Schools with G&T/Enrichment Programs 1 $100 Dist Sub Code 1 $100 Dist. Sub Code 1 $100 Dist. Sub Code

Release Time for Conferences G&T/Enrichment Program Conferences 1 $100 Dist Sub Code 1 $100 Dist. Sub Code 1 $100 Dist. Sub Code 1 $100 Dist. Sub Code 1 $100 Dist. Sub Code

Release Time for Vertical ArticulationGrade 2, GATES, & Grade 6 Honors Teachers 3 $300 Dist Sub Code 3 $300 Dist Sub Code 3 $300 Dist Sub Code 3 $300 Dist Sub Code 3 $300 Dist Sub Code

Release Time for CTE Site Visit Site Visits to Nassau/ES BOCES 1 $100 Dist Sub Code

AE3 AE3

Release Time for MeetingsRelease time for District & Building RtI Team Articulation Meetings 4 $200 Dist Sub Code 4 $200 Dist Sub Code 4 $200 Dist Sub Code 4 $200 Dist Sub Code 4 $200 Dist Sub Code

Release Time CurrWr, Visits, Mtgs.

101


Goal Description

# of


# of


# of


# of


# of


AE4 AE4

Release Time for PDSteps 3+4:Train Turnkey Trainers for Google Apps 16 $1,600 Dist. Sub Code

Release Time for PDTime to participate in online learning communities etc 16 $1,600 Dist. Sub Code

Release Time for Committee Meetings Step 8: Quarterly meetings 4 $1,600 Dist Sub Code 4 1,600$ Dist Sub Code 4 1,600$ Dist Sub Code 4 1,600$ Dist Sub Code 4 1,600$ Dist Sub Code

$6,300 $2,900 $2,800 $2,700 $2,700 $17,400

Grand Total $22,500 $7,300 $19,000 $7,100 $2,700 $58,600

Release Time CurrWr, Visits, Mtgs.

102



AE1 AE1

PD-Conference

AE2 AE2

Conf Fees/Travel Costs Strat 1A Step 1:Honors Conference Fees/Travel Costs/Site Visit Travel Costs $500 Conference Code

PD-Consultant SpringBoard English Honors Professional Development 6 Days $6,500 TIIA $10,000 TIIA $4,000 TIIA $4,000 TIIA $4,000 TIIA

PD-Conference Strat 1B Step 7&8/Strat 2B Step 2: AP 5-Day Institutes each for 5 Teachers $5,000 TIIA $5,000 TIIA $5,000 TIIA $5,000 TIIA $5,000 TIIA

PD-Conference Strat 1B Step 1&2/Strat 2B Step 1: AP 1-Day Update Workshop $250 each for 10 Teachers $2,500 TIIA $2,500 TIIA $3,000 TIIA $3,000 TIIA $3,500 TIIA

PD-Conference Strat 2B Step 1: SUPA, Adelphi $500 TIIA $500 TIIA $500 TIIA $500 TIIA

PD-Conference Strat 1C Step 1:Scientific Reasearch Conference $300 TIIA $300 TIIA $300 TIIA $300 TIIA

PD-Conference Strat 1D Step 1: Gifted & Talented Conference $200 TIIA $200 TIIA $200 TIIA $200 TIIA

PD-Conference Strat 1D Step 5: Gifted & Talented Online Courses at St.John's University $10,000 TIIA $10,000 TIIA $5,000 TIIA $5,000 TIIA

PD-Conference PARCC Assessment Conferences/Workshops

PD-Conference Locally Developed Assessment Item Writing Training

AE3 AE3

PD-Consultant RTI Behavioral Consultants PBIS $13,000 IDEA Funding

AE5 AE5

PD-Consultant Strat 1 Step 6: Grading and Assessment Development Consultants $20,000 Shared Services 531 $20,000 Shared Services 531

OD2 OD2

PD-Consultant Mentor/Mentee Training for Teachers $2,000 TIIA $2,000 TIIAPD-Consultant Mentor/Mentee Training for Administrators $1,000 TIIA $1,000 TIIA

PD-Consultant Mentor/Mentee Training for School Related Personnel $1,000 TIIA $1,000 TIIA

PD-Conference 2-Day MyLearningPlan Academy $600 TIIA

OD3

PD-Consultant Charlotte Danielson Training $5,000 TIIA/RTTT

PD-Conference Instructional Practices to Improve Identified Content Deficiencies $2,000 TIIA/RTTT $1,000 TIIA

PD-In-Service CourseTargeted Professional Development Focused on Identified Areas of Weakness from Student Data and APPRs $2,500 TIIA/RTTT

PD-ConferenceTargeted Professional Development Focused on Identified Gaps in Areas in Need of Improvement $2,000 TIIA/RTTT

Grand Total $27,000 $49,000 $46,600 $31,500 $22,500 $176,600

PD-Conferences

103



AE2 AE2

Supplies Supplies for New AP Courses Varied as Courses are approved Dist. Supply Code 500$ Dist. Supply Code 1,500$ Dist. Supply Code

Supplies GATES New Selection Instrument 3,000$ ARRA SP EDSupplies GATES Supplies and Materials 5,000$ Dist. Supply Code 5,000$ Dist. Supply Code 5,000$ Dist. Supply CodeProfessional Books Guskey Grading Books for Grading Policies 1,000$ ARRA SP ED 1,000$ Dist. Supply Code

AE2 AE2

Science Research Supplies & Materials

Strat 2C Step 1: 7th Grade Science Research/Honors $3,000 Dist. Supply Code

Science Research Supplies & Materials Strat 2C Step 1: 8th Grade Science Research $4,000 Dist. Supply CodeScience Research Supplies & Materials Strat 2C Step 1: 9th Grade Science Research $7,500 Dist. Supply CodeScience Research Supplies & Materials Strat 2C Step 1:10th Grade Science Research $7,500 Dist. Supply CodeScience Research Supplies & Materials Strat 2C Step 1:11th Grade Science Research Future PhasesScience Research Supplies & Materials Strat 2C Step 1:12th Grade Science Research Future Phases

OD3 OD3

Instructional Practices to Improve Identified Content Deficiencies 1,500$

Grand Total 4,000$ 6,500$ 9,500$ 10,500$ 15,000$ 45,500$

Supplies

104



Science Research Competitions/Science Fairs 7th Grade Science Research/Honors $1,200 Dist. Supply CodeScience Research Competitions/Science Fairs 8th Grade Science Research $1,200 Dist. Supply CodeScience Research Competitions/Science Fairs 9th Grade Science Research $1,200 Dist. Supply CodeScience Research Competitions/Science Fairs 10th Grade Science Research $1,200 Dist. Supply CodeScience Research Competitions/Science Fairs 11th Grade Science Research Future PhasesScience Research Competitions/Science Fairs 12th Grade Science Research Future Phases

Grand Total $1,200 $1,200 $2,400 4,800$

Transportation

105



AE2 AE2

Textbooks Purchase Textbooks for New AP Macro Economics/AP US Government & Politics 16,715$ Dist. Textbook Code

Textbooks Purchase Textbooks for New AP Music Theory 4,000$ Dist. Textbook CodeOnline Textbooks Kindle Textbooks

Textbooks Purchase Textbooks for New GATES G&T or Enrichment Program 5,000$ Dist. Textbook Code 5,000$ Dist. Textbook Code 5,000$ Dist. Textbook Code

Grand Total 9,000$ 21,715$ 5,000$ 35,715$

Textbooks

106



AE1 AE1

Curriculum Mapping Software Atlas Curriculum Mapping $18,500 TIIA $11,500 TIIA $11,500 TIIA $11,500 TIIA $11,000 TIIA

AE4 AE4

WhiteBoardInstallation of Smart Boards in K Classrooms $30,000 General Fund

Software I-Safe Curriculum $300 Software Code $300 Software Code $300 Software Code $300 Software Code $300 Software Code

Software Programming Software for Software Programming Course $7,000 Software Code

e-Readers e-Readers for Electronic Textbooks $360,000 Tech Cd/Lease

Castle Learning Online instruction and assessment program $17,000 TIA $12,000 TIA $12,000 TIA $12,000 TIA $12,000 TIA

ClickersClickers for classroom instruction and assessment $11,600 Perkins Grant $11,600 Perkins Grant $11,600 Perkins Grant $11,600 Perkins Grant $11,600 Perkins Grant

AE5 AE5

Software Assessment Software-DIBELS $30,000 TIA $30,000 RtI Grant $30,000 TIA/RtI Grant $30,000 TIA/RtI Grant $30,000 TIA/RtI GrantSoftware Assessment Software-ThinkLink $12,000 BOCES Code $12,000 BOCES Code $12,000 BOCES Code $12,000 BOCES Code $12,000 BOCES CodeSoftware Assessment Software-Examgen $5,000 Supplies $1,000 Supplies $1,000 Supplies $1,000 SuppliesSoftware Assessment Software-Test Wizard $845 Software Code $2,000 Software Code $8,000 Software Code $2,500 Software Code $3,000 Software Code

SoftwareAssessment Software-Pearson AP Physics/Chem $1,200 Software Code $1,200 Software Code $1,200 Software Code $1,200 Software Code $1,200 Software Code

Software AIMSweb $5,500 RtI Grant

Grand Total $126,945 $85,600 $87,600 $442,100 $89,100 $831,345

Technology

107



AE2 AE2

Stipend Stat 1 Step 3: CAP Advisor 1,296$ General Fund

AE3 AE3

GATES Staff Member for JAE

Strat 1D Step 4: .5 or 1.0 FTE G&T or Enrichment Teacher 50,000$ Title IIA 52,500$ Title IIA 55,000$ Title IIA

Tutoring Rate Tutoring for I Care 9-12 15,000$ General Fund 15,000$ General Fund 16,000$ General Fund 16,000$ General Fund 17,000$ General FundTutoring for I Care 6-8 10,000$ TIA 10,000$ TIA 11,000$ TIA 11,000$ TIA 12,000$ TIATutoring for I Care 3-5 4,000$ TIA 4,000$ TIA 4,500$ TIA 4,500$ TIA 5,000$ TIATutoring for I Care K-2 2,000$ TIA 2,000$ TIA 2,500$ TIA 2,500$ TIA 3,000$ TIATutoring for I Care LEP/ELL K-12 19,200$ TIII-Immigrant 19,200$ TIII-Immigrant 19,200$ TIII-Immigrant 19,200$ TIII-Immigrant 19,200$ TIII-Immigrant

Grand Total 50,200$ 50,200$ 104,496$ 105,700$ 111,200$ 421,796$

Salaries

108



AE2 AE2

Membership School-Buisness Partnership 200$ General Fund 200$ General Fund 200$ General Fund

OD2 OD2

MembershipMembership Fees For Professional Affiliations(Directors, Coordinators) 500$ Membership Code 500$ Membership Code 500$ Membership Code 500$ Membership Code

Grand Total 500$ 700$ 700$ 700$ 2,600$

Next STEP 5-Year Total $1,770,206

Memberships

109

Rocky Point Union Free School District Technology Plan

Documents

Transcript of Rocky Point Union Free School District Technology Plan