1. Our Vision

Contained within its plan for shared decision-making, the HPCSD embodies the philosophy that all children can learn and that learning is a life long process. Utilizing these tenets, it becomes readily apparent that there be a consistent plan which enables students the access to technology on an ongoing basis, which supports their preparation for the workforce of the twenty-first century, and which empowers them to be the problem solvers for their community.

Coupled with this are the New York State Learning Standards, which are being implemented each year, which raise the bar of acceptable performance, necessitating an integrated approach to delivering curriculum as well as providing the necessary resources needed to ensure successful performances by our students. More than ever, process learning becomes the focal point of every day lessons. Students are no longer limited to their classroom but rather enjoy access capabilities to the world. Lessons no longer are limited by physical presence, but rather can be linked to professionals, world-class resources and authorities. In a word, we have become web-centric, a reference brought home to the Hyde Park Community through presentations by the Superintendent of Schools.

To this end, the District Web Committee has been convened and is tackling the details for developing, maintaining and providing the leadership for implementing this technology into the district. In the absence of a district Technology Director, this group will provide the stability and consistency needed to ensure that all schools are informed topics under discussion, and provided information regarding them.

The Hyde Park Central School District believes in an integrated approach to learning that infuses technology into all curriculum area. We recognize the fundamental importance of technology

as a tool for communication and problem solving and that access for all learners is essential for the quality and equity for students
as an information network to the world and that by providing direct access to this world will improve the educational opportunities for all our students.
as a support for academic achievement and career success by bridging the cultural, political and geographic diversities of our communities and the world
as an ever changing forum which demands ongoing training to be effective and efficiently used.
quas a collaborative process which undergoes heuristic review in order to be continuously assessed and evaluated to ensure enhanced learning.

The varied uses of technology in the twenty-first century call for a new form of literacy that encompasses technological understanding and competence. Experience with a variety of technological tools and their applications will provide students with a sense of personal empowerment, open a new window on the world, enable them to solve problems and explore new frontiers, excite joint ventures and information exchange, and facilitate increased productivity.

The major instructional goals of our Technology Plan are:

to make the Internet a viable tool of instruction, and to integrate the components of digital learning throughout the curricula.
to support the development of thinking skills, problem solving strategies and communication strategies in the context of curriculum based learning experiences that foster understanding and use of relevant technological tools and applications.
to use technology to enhance and effectively represent student oral and written communication. Students will learn to locate and analyze information from a multitude of electronic sources.
to organize, analyze and process data for a variety of purposes. Students will learn to use tools for problem solving, organization, and investigation. They will learn to design products and produce them.
to understand and appreciate the interrelationships of mathematics, science, technology as well as language arts and develop responsible and ethical attitudes about the use of technology.

Realizing that we are a global society, we must prepare our students to take their place within this new structure. Information is instantaneously made known via the vast network of telecommunications available today. Information barrages us on a daily basis. Today’s student must be able to know where to go to access pertinent information, be able to interpret that data, make an informed judgment about it and use this data to reach a reasonable conclusion.

Defining the Challenge: The Current Environment

Currently, the Hyde Park Central School District is regrouping its forces and consolidating its efforts to manage the changes brought upon by an ever-changing technology. We are becoming more Web centric and less PC centric, necessitating some reallocation of resources and the introduction of some addition staff development options. We are still addressing some basic issues of infrastructure (lack of electricity! wiring closet configurations) while balancing the push for WAN and LAN options. Although there is now a district committee to address technology needs, its priorities lie with design and maintenance of Web Sites. Although the need for a Technology Director is evident, the proposal for that position will not be addressed until the next budget year. Changes in personnel on all levels have also occurred within the district, placing people at different places on the learning curve. A summary of district hardware and wiring outlines is included.

Meeting the Challenge: Recommendations

The world is drastically changing every day. The computer has become an integral part of this evolving scene. To ensure that our students will be prepared with the technological skills being called for by the US Education Department s prediction that “by 2000, 60 percent of the new jobs in America will require more advanced skills,” it is imperative that technology be woven into the fabric of education. It is also necessary that any technology planning encompasses the present strengths and needs while flexible enough to forecast into the future.

Technological Personnel/Leadership:

As part of the ongoing re-assessment of our technological capabilities, it has become apparent that a central figure is necessary to coordinate and disseminate information pertinent to technology within the district. Thus, the Superintendent of Schools in his report to the Board of Education has indicated his intention to request the position of Director of Technology be restored in next year’s budget (2001-2002).

Continue the leadership of the District Web Committee to forge a consistent format for site presentation throughout the district, and to serve a point guard for changes to occur

Additionally, with the State’s requirements for a yearly Professional Development Plan, there will be a request that the PDP Committee considers options that promote the inclusion of opportunities for teachers and staff members to hone their technology skills.

There is a need to provide technical support for the maintenance of the hardware and LANs in operation. The function of a systems operator (SysOp) in the buildings is another issue for discussion.

Technical Management and Support

No one uses equipment if it isn’t functional or doesn’t do the job. The job of procuring the appropriate equipment for a district of seven schools as well as keeping it in running order is a tall order and needs to be part of a well thought out plan. The plan considers this to be a multi-faceted task and places responsibilities for ordering, maintaining, servicing and training in this area.

Since the technology plan is a constantly evolving document, the periodic review of hardware and software offerings is mandatory. For this purpose an annual inventory of hardware and software is proposed. Wiring schematics and wiring closets are of great importance for the maintenance of service as well as for projected improvements. Copies of the building inventories are included.

Professional Development

“Outstanding technology programs seem effortless. Students know what they are expected to do, technology applications are seamlessly woven into lessons, and the teacher functions as a learning consultant who supports students’ efforts. Students easily make the transition from independent to collaborative work, and they are comfortable evaluating their own efforts and learning from their successes and failures. Underlying this dream scenario, however, is enormous effort.” Technology & Learning August 1998

All the research on instruction points out the obvious — there is little success with implementation of a program without extensive teacher training. Working with technology is not different. Section 7 Professional Staff Development on page 10 details the district’s engagement with Dutchess County BOCES as a provider of staff development training and follow-up on site collaborations for many technology-related initiatives.

Equity and Access

Section 11 Equity and Access on page 17 details opportunities for all members of the Hyde Park Community to gain access and information. Our district Web Page as well as its links to all the district schools provide common information about the programs, events and policies. The District has made a concerted effort to provide equity of access in ensuring that all libraries, as well as third grade, fourth grade and fifth grade classrooms in the district have Internet access.

Realizing that the superhighway is just a click away, the District has endeavored to provide members of the Hyde Park Community with the knowledge and access possible to be participants in this process. This section highlights some of the ways in which this access is provided to one and all.

Budget and Resources

Enclosed in this plan is an outline of expenditures proposed as well as a short history of occurring financial support of the technology in place in the district. The Superintendent of Schools has developed a working dialogue with the Board of Education regarding the windows of opportunity for implementing technology initiatives over the nest five years as well as their potential cost factors. This dialogue has afforded all constituents the opportunity to plan ahead with some certainty, toward the goal of functional technological resources in place and used by all students throughout the district.

5. Background

The Hyde Park Central School District’s Technology Plan is a compilation of several previous plans. The first long-range plan submitted to the Board of Education in November 1993 proposed the incorporation of multi-media options, and distance learning into the schools. It also detailed the pilot for a Local Area Network in the third grade at North Park Elementary to serve as a prototype for delivery of the Teaching with Computers (TLC) collaboration with 11DM Corporation. The Plan delineated five Student Outcomes for the Knowledge and Application of Technology:

1. Communication

2. Information Processing

3. Data Collection and Organization

4. Investigations and Production

5. Functional Technological Literacy

Its vision was the incremental addition of hardware and software options to the buildings each year, eventually connecting each of the sites via a WAN.

The next Technology Plan, presented to the Board of Education in 1996, centered about the acquisition of hardware and infrastructure to provide access to all buildings. Conditions within the district did not permit the passage of most of the proposals within the plan and left the buildings to develop their own adaptations to the demands for more technology in the classrooms. This lack of centralization resulted in some differences in hardware and software options for students. In 1998 a Director of Technology was employed by the school district.. He was able to redevelop connections with Dutchess BOCES and other service providers to make more consistent decisions regarding upgrading and reallocating resources. Unfortunately, when the Director of Technology retired, the position was left vacant due to budget considerations.

The present Technology Plan builds upon the last two attempts and broadens the scope to encompass the twenty-first century. Its scope lies in the organization of present resources. It is taking the time to assess what are the district’s assets as well as areas of need. It is bringing equal access to all schools first with the web site design and hopefully with a continuation of the district hardware initiative affecting all third, fourth and fifth grade classrooms across the district. It attempts to solidify those areas functioning well while pinpointing areas where more work is needed. The plan is designed to give flexibility and discretion to the newly appointed Director of Technology, effective July 1, 2001.

This plan is broadly based due in part to the ever-changing nature of technology. It supports the idea of self-reflection to assess what is presently available within the district as well as open to the needs still evident in providing consistent access to and instruction with these resources. It incorporates past technology committees’ efforts in establishing an inclusive use of technology as a tool for instruction. It looks to incorporate telecommunications options throughout the district, realizing that the Internet is the next avenue of learning. It seeks to develop differentiated opportunities for students to access these resources It recognizes that instruction is paramount in the classroom and that teachers and other providers of instruction must be constantly upgrading their own skills. Students must constantly look beyond the confines of their experiences to seek a broader understanding of the world in which we live. Thus, the technology plan is forever unfolding, undergoing constant scrutiny and revision.

District Demographics

The Hyde Park Central School District has an enrollment of 4605 students in grades Kindergarten through 12. The District houses these students in five elementary buildings (Grades K-5), one middle school (Grade 6-8) and one high school (Grades 9-12). Enrollment numbers for each of the buildings are as follows:

            Hyde Park Elementary 308 students
            Netherwood Elementary           530
            North Park Elementary 475
            Ralph R. Smith Elementary        450
            Violet Avenue Elementary         432
            Haviland Middle School            1116
            F.D.R. High School      1294

Approximately 21.70 % of the District’s students qualify for free and reduced lunches, while less than 2% are considered Limited English Proficient. In terms of race and ethnicity, approximately 85.42 % of the students are white; 3.68 % are Hispanic; 1.4% are Asian/Pacific Islander; 9.44 % are Black; and .04 % are native American/Alaskan.

The Hyde Park District offers a comprehensive academic program to its students as well as a variety of enrichment opportunities. In addition to a full sports and extracurricular program, the district offers Advanced Placement and college level courses in science, math, foreign language, foreign language, English, art, music.

Approximately 81% of last year’s graduating seniors went on to college or post secondary education. The District is fortunate to be able to forge working relationships with the five colleges within its proximity — Bard College, the Culinary Institute of America, Dutchess Community College, Marist College and Vassar College. The District has a strong association with the regional BOCES units — Dutchess BOCES as well as Ulster BOCES

6. Teaching and Learning

The teaching staff was surveyed in February 2000 for input to the 2000-200 1 Professional Development Plan and two questions dealt with technology. Survey results indicated that access to technology is a concern throughout the district. There was a perception that resources were not equally distributed among the district schools and departments. Several changes have already been implemented this school year to address these concerns:

The reconfiguration of the computer labs at Haviland Middle School to provide more updated hardware and software options. Redeployment of computers to another site to provide access for younger students.
Connection to the Internet at each school in the district, as well as District Offices, Facilities and Operations, and Transportation providing a WAN for all school facilities.
Establishment of e-mail capabilities linking all offices in the district.
Connectivity of the library and the third, fourth, fifth grade classrooms to the Internet within each elementary school.

On the Basic Educational Data System forms filed by each of the schools in the district in October, 2000, the following were listed as the top three areas of concern or continued need by each building:

Needs / Concerns	HPE	NES	NPE	RRS	VAS	HMS	FDR
Hardware	X		X		X		X
Software							X
Hardware / Software Training	X	X		X		X
Software Support / Training		X		X		X	X
Hardware Maintenance	X	X	X	X	X
LAN & WAN			X
Internet Connection					X	X
Internet Content Filtering
Internet / Intranet Security
Distance Learning
Other

It is ever important to review and assess present positions and to take a serious look at what is presently occurring with the resources already in place. To that end, the Dutchess County BOCES Technology Evaluation Committee’s Evaluation Needs Assessment Survey was completed by the members of the Administrative Council in February, 200l representing the district as well as all the building levels, provided input via this form.

Survey Results, tabulated to denote significance based on a two-thirds or greater rating in a particular category indicate that there is high concern or importance attached to the following questions:

With a Rating of Very Important:

#3. How frequently is technology used? How is it used (e.g. drill/practice, authentic learning,

management)

#6 To what extent is technology used to communicate with parents, other staff, other schools,

the community at large?

# 7 What mechanisms are in place to ascertain what staff needs are and to ensure that they are

met with current and future professional development activities?

#16 To what extent has technology been linked to identifiable instructional priorities in your

school, such as the New York State Learning Standards or SCANS skills? How clear are these

linkages?

#20 What are the characteristics of teachers who are willing to use computer technology in

innovative ways? What steps have they taken to reach their current level of

competence/willingness to be innovative?

#21 To what extent are students “constructing” their own learning by using technology?

#22 To what extent are teachers using computers to help students develop higher order

thinking skills, such as problem solving, collaborative learning?

#23 To what extent are Computer programs, such as word processing and desktop publishing,

being used to stimulate authentic environments and/ or systems?

#27 To what extent is technology being incorporated into other school reform initiatives,

such as Goals 2000, Title I, School —to-Work?

With a Rating of Critical:

#4 Is there quality technical assistance and support available? Is it used? How often?

#17 How can the integration of technology into the curriculum be facilitated?

#18 What is the degree of teacher buy-in to the use of computers in innovative ways in their

instructional practice?

Those surveyed acknowledged the importance of connectivity with the Internet, as well as the leadership role of the administrator in fostering the integration and use of technology in the classroom. The importance of training was echoed within each question dealing with staff development.

7. Professional Staff Development

Professional Development is a vital piece of the plan. For without training there is no consistent implementation of either process or program. The district has relied heavily on its association with the Dutchess BOCES to provide much of the training. Participation in several grants and related services CoSers provide the framework under which staff training has occurred in the past. The plan looks to be more diversified once a Technology Director is in place and other options can be explored more fully by the school district.

1. The Hyde Park Central School District participates in the Technology Literacy Challenge Fund (TLCF) Grant Consortia through the Dutchess County BOCES. This grant provides the collaboration in several programs and projects with non-public schools and public libraries.

The TLCF CELEBRATE Program is based on the premise that schools must collaborate effectively with families, community agencies, business and government. The success of the program requires a degree of inter-organizational communication and cooperation focused on the shared goal of early literacy achievement. Organizations such as the Poughkeepsie YMCA, Literacy Volunteers of America, the twenty-four Dutchess County libraries within the Mid-Hudson Library System, The Mid-Hudson Teacher Center at SUNY New Paltz, and Dutchess BOCES coordinate with schools to develop activities which better serve their constituents. This collaborative cooperates with area schools in the design and implementation of interdisciplinary units targeted to early literacy instruction.

This grant is in its third year. Third and Fourth grade teachers throughout the Hyde Park District have participated in the program during this period of time. Developing the common focus of reading, writing, speaking and listening, these teachers have taken training in use of hardware, digital imaging, peripherals, web quests, desktop publishing and other software options. They are skilled in use of presentation software and corresponding projection tools. Teachers in the grant are expected to develop and share standards-focused lessons integrated with technology, known as a LEO. Hyde Park teachers have contributed to the archive of learning experiences outcomes (LEOs) posted on the BOCES website (http://www.dcboces.org ) Peer Review is another component of the LEO and allows teachers to coach their peers following the presentation of a learning experience. Another part of the grant provides these teachers hardware and software options for use in their classrooms.

Staff development options are provided through two days of on-site training and assistance provided by BOCES personnel for each school in the project. Additionally, the TLCF grant provides the proviso for the further establishment of in-house project facilitators to develop other building based training options. These facilitators are commissioned to coordinate at least twenty hours of demonstrations, hands-on learning opportunities and assistance to colleagues within their buildings during the year.

The Hyde Park District participates in the Model Schools through Dutchess BOCES which enables the purchase of hardware and software for the schools. Part of this is the provision for five professional development-training days for the district. This year training was used for the members of the Web Committee as well as district wide awareness of the organizational software program entitled, Inspiration. This software was reviewed on March 2,2001.

Through the Model Schools program, the district has the capacity to access training for electronic mail systems. All offices are presently linked via the Pegasus system, allowing interconnectivity throughout the district. In the future teacher accounts will be established to encourage professional sharing throughout the region.

Support in the compilation of this technology plan was provided through the provision in the Model Schools program Special thanks are extended to Katherine Parsons who met with a sub committee to ensure all component parts would be included in this package.

The Hyde Park School District recognizes the importance of being duly certified for a teaching position in the public school system. To that end, the District supports candidates equipped with or working toward a professional technology certificate. According to the provisions of the contracts under which the administrators, faculty and staff operate, appropriate compensation is provided for the satisfactory completion of professional courses in the technology field.

9. Hyde Park Central School District Technology Plan

Year	Infastructure I Planning	Staff Development	Outcomes	Status
2001 - 2002	Establish WEB Committee	BOCES WEB Quest Training	WEB Master at each school	BOE approved
	Inventory District hardware and software		Determine Hardware / Software options by building
	Continue participation in TLCF grant	3rd, 4th Grade Teacher Training	Learning Experience Outcomes (LEO’s)
	Internet access for grades 3,4,5	Use of Internet resources	Student / teacher use of internet sites as integral part of studies
	Purchase INSPIRATION software	Training via TLCF grant or Staff development day (3/2101)	Elementary staff aware of graphic organizer software options
	Establish building level technology committees	Training through BOCES as needed	All sites have building plan which reflect district goals
2002 - 2003	Establish Director of Technology	Workshop Training	Leader at District Level
	Continued use of TLCF grant opportunities	Staff Development options	Trained Staff
	Exploration of WEB based learning components to meet NYS Standards (grades 4,8, high school)	Staff development for said disciplines	Integrated lesson plans using varied internet sources
	Awareness of strategies for using telecommunications to gather information to enhance learning.	Staff development options to explore use of technologies for gathering resources to build stronger delivery systems for curricular units	Integrated units of study which utilize Internet communication patterns and content for up-to-date rich content lessons
2003-2004	Periodic assessment of how effective the strategies, sites and plans are in assisting students in demonstrating skills	Practice by staff of looking at data to determine effectiveness of practices	Realignment of practices for the more effective use of resources in the delivery of instruction