Technology+Minutes

The team was asked to develop a definition of //Technology//:
//Technology is:// Effective use, integration, and modeling of real world applications while maximizing current resources in promoting enduring 21st Century skills.



October 25, 2010 - Strategic Plan Priorities
INCREASING RIGOR AND PROVIDING ACADEMIC SUPPORT

7) Transform the school buildings into multi-faceted learning centers.

20) Provide enrichment opportunities for all students on a desire to learn basis.
4) The District will provide programs and resources in technology to support and enhance all academic disciplines in a PK-12 continuum. 12) To offer learning environments that maximize student strengths.

COMMUNICATION ====3) To increase community awareness through a series of media classes in which students gather and disseminate information about district to local media and community at large. ==== ====5) Create a proactive initiative in all Rondout Valley classrooms PK-12 to bring parents and community members into class as observers, participants, helpers and supportive presences. ==== 7) To improve communication flow between district and all members of the community through development and implementation of intensive communication plan. 2) Communicate information within and throughout the district. 2) To develop a communication network that will inform and increase support from all stakeholders. 6) Achieve internal communication to insure that all district employees are informed.

PROFESSIONAL DEVELOPMENT 3) Provide PreK-12 district-level curriculum coordination. 7) Develop efficient ways of reporting and recording information with procedures that are used consistently throughout the district. <span style="font-family: Georgia,serif;">4) To offer services to increase the effectiveness of educators. <span style="font-family: Georgia,serif;">10) Provide teachers with the training, resources, and planning time needed to implement a variety of teaching strategies into their classrooms. <span style="font-family: Georgia,serif;">11) Individual plan for professional growth will be developed.

<span style="font-family: 'Arial Black',Gadget,sans-serif;">October 25, 2010 - CDEP Priorities
Data Guide || Tara Hyland || All staff working with students who use Assistive Technology || Agendas of staff development Analysis of impact on student performance || Analysis of impact on student performance || TechPaths, Performance Tracker || BOCES TechPath Trainers || All teachers, grades K-12, as related to teaching assignments
 * ==**Strategies**== || ==** Major Tasks Activ ities**== || ==**Target Population**== || ==**What Evidence Will We Collect**== ||
 * Establish a guaranteed and viable curriculum || Develop curriculum maps at all levels aligned with NYS Standards || Cross-Building Vertical teams and horizontal teams || Maps ||
 * || Incorporate best practices in literacy development into maps across content areas, K-12 || Vertical and horizontal teams || Maps with evidence of literacy best practices ||
 * Use data to plan for and monitor student outcomes, to track student progress, to support improved student learning || Establish a written protocol for the dissemination and regular use of data: State, School-wide Local, Classroom Specific || Teachers, Grades K-12 || Student data, Record of analysis: dates, items; cohorts; etc. Written protocol
 * || Development of Benchmark Assessments || Vertical and horizontal teams || Benchmark Assessments ||
 * || Revisit and revise benchmark assessments || Vertical and horizontal teams || Benchmark Assessments; documentation of revision activities ||
 * || Collaborative Review of Student Work || Vertical, horizontal, or flexible groups || Student work; meeting agendas and minutes ||
 * Develop interventions per RTI model || Conduct annual review of AIS(Academic Intervention Services)/RTI (Response to Intervention) programs in the district; broaden committee to include parents || Students, K-12 || Report ||
 * || Develop and publish a guiding document for RTI/AIS district-wide; based upon best practices || Students, K-12 || RTI/AIS Guidance Document (Pyramid of Interventions at all levels with entrance and exit criteria) ||
 * Assistive Technology Training || Marguerite Wolf
 * Orientation to use of data using Performance Tracker || In House || All K-12 teachers || Agendas of staff development
 * Mapping Curriculum Alignment || Tech Paths Performance Pathways || Business, Art, Music, Technology teachers || Agendas of staff development Analysis of impact on student performance ||
 * Systems Training: AISM Direct,SchoolTools,IEP Direct,

All staff, grades K-12, as related to job responsibilities || Agendas of staff development ||
 * Technology Integration Tools: focus on use of Smartboards || BOCES || Staff, grades K-12 || Agendas of staff development Analysis of impact on student performance ||

(Statement of group thinking based upon review of descriptors of a “Rondout Valley CSD Graduate”, district plans, research, and literature and stakeholder lens.)  ||  Check ( √ ) // if Priority is from // ** Strategic Plan **  ||  Check ( √ ) // if Priority is // ** New **ly // identified //  ||  Check ( √ ) // if priority has been included in current // ** CDEP **  ||  **   Recommendations   ** (Actionable item to respond to the priority statement. If included within CDEP Action Plan, please reference.)  || ||    ||     ||     ||   a) Develop an e-portfolio for Rondout Valley graduates.      b) Replace local written formative and summative assessments with computer-based assessments. c) Develop a monitoring system that can be accessed by parents, teachers and administrators.       ||     ||     ||     ||     ||   a) Identify grade level specific technology skills b) Establish professional learning timeframes to engage staff in sharing of knowledge.     c) Identify professional development needs in the area of technology integration. ||    ||     ||     ||     ||   a) Utilize real-world applications in cross-curricular activities.      b) Develop enrichment activities that are technology-rich. c) Identify and research best practices to develop performance based activities at multiple levels.     d) Engage professionals in collaborating with students and teachers in authentic work. Utilize multiple streams of communication. e) Community-based initiatives that synthesize content expertise to solve problems.       ||   b) Identify other opportunities (businesses, higher education, faith-based organizations) to provide accessibility. c) Establish a cadre of parents that serve as ambassadors to promote technology literacy.     d) Provide job training and workplace competencies for community members. ||  ||   ||   ||   ||   ||
 * **  Priorities   **
 * [1] Utilize technology to assess student achievement.
 * [2] Utilize the structure of a professional learning community to identify and prioritize needs in the integration of technology.
 * [3] Performance-based application of student knowledge
 * [4] Promote increased connectivity and accessibility to technology in the community.  ||     ||     ||     ||   a) Extended school day opportunities that provide access to technology.