TECHNOLOGY
Strategic Technology Planning
What is the overall district mission?
The mission of the Corning-Painted Post Area School District is “Students are the center of all we do.” That mission encapsulates the student-centered focus of the district, and informs all district decisions, including technology and technology purchases.
What is the vision statement that guides instructional technology use in the district?
The Corning-Painted Post Area School District is a diverse, challenging, high performing teaching and learning community that develops inquiring knowledgeable and caring young people who help create a better and more peaceful world.
We believe that:
Students will be capable of achieving personal success.
Students will be prepared to succeed in an ever-changing global society.
Students will be lifelong learners.
Student success requires family and community involvement.
Student success requires a safe and nurturing learning community.
Student success requires a culture of productive relationships through effective collaboration and communication.
Student success requires the development of appropriate curricula, instruction and assessments through data-driven decisions.
Staff requires professional development to enhance student success.
Goals that will drive the attainment of the vision.
Summarize the planning process used to develop answers to the Instructional Technology Plan questions and/or your district comprehensive instructional technology plan. Please include the stakeholder groups participating and the outcomes of the instructional technology plan development meeting
The stakeholder groups that worked on this plan are:
Technology Administrative Committee (Directors of Technology, Assistant Superintendents of Instruction, Director of Pupil Personnel Services, Representative Principals)
K-12 Technology Team (All members of the Technology Administrative Committee, all Building Instructional Technology Specialists, District Digital Learning Coordinator, Representatives of the Corning Area Teachers Bargaining Association)
Master Plan Focus Area Workgroups
Timeline of the Planning Process:
2019-2021 School Years:
Master Plan Focus Area Workgroups assemble, gather data, and set forth a long-term plan for the district.
December 2021:
Initial planning session with central office to establish a timeline for the Instructional Technology Plan, reviewed potential alignment with other district plans, and establish responsibilities for completion of the Instructional Technology Plan.
Introduction of the template, timeline, and potential alignment with our Technology Administration Committee.
January 2022:
Introduction of the template, timeline, and potential alignment with our K-12 Technology Steering Committee.
Workgroups assume responsibility for their portion(s) of drafting the plan.
February 2022:
Assistant Superintendents for Instruction compile the products from the workgroups.
Technology Administrative Committee review complete plan and seek approval from the K-12 Technology Steering Committee.
Assistant Superintendents submit written report to Board of Education of the process and overview.
Assistant Superintendents input initial plan responses into the Business Portal Survey.
April 2022:
Technology Directors work with our Regional Information Center (RIC) reviewers.
Technology Directors bring necessary changes back to the Steering Committee.
Committee make necessary adjustments and approve the plan for submission.
Technology Directors post link on our district webpage.
Assistant Superintendents submit plan through the Business Portal for SED approval.
May-June 2022:
Plan will be reviewed and approved by SED
July 2022:
Formally begin implementation
How does the district’s Instructional Technology Plan build upon, continue the work of, and improve upon the previous three-year plan?
Over the past few years, we have had multiple stakeholder groups work to identify strengths, opportunities, and long-term vision in a Master Plan for the district that addresses all areas, not just in the area of technology. The K-12 technology team was able to build on focus areas from the Master Plan and outline how instructional technology will further those goals. The biggest difference in our plan is that our prior plans were about acquiring technology and now our plans are about how to best use the technology that we have.
How does the district Instructional Technology Plan reflect experiences during the COVID pandemic?
This plan reflects our experiences during the COVID pandemic in that we moved to an online learning environment for all teachers and students almost overnight. While we had a 1:1 ratio of devices for students, not all students took their devices home prior to COVID. Our elementary and office staff did not have portable devices in most cases. As we come out the other side of the pandemic, we are maintaining much of our online capability, such as our expectation that every classroom maintain a Google Classroom, making instructional materials accessible 24/7 to our families.
We are continuing our expectation that staff and students can engage with school from anywhere and that our instructional model includes a deep integration of technology. Additionally, we found that we could virtually take our students anywhere and bring others into our schools from anywhere. We will continue with a virtual option for many things, such as our parent-teacher conferences and many interactions with professionals from outside our region.
Our continued needs are around building the digital fluency of our entire school community, from students to staff and families. The expansion of technology has brought safety concerns. We continue to refine our system to ensure we are providing the safest and most supportive technology backbone that we can for our school community. Access remains necessary. We are committed to getting all staff in portable devices and having them on a replenishment cycle to allow for sustainable fiscal planning. Many of our students live in areas without reliable broadband, so we continue to explore ways to fill that gap for students and make sure they have all they can on their devices before they lose internet connectivity each day.
And our last connection from COVID is our need for a quick, consistent, reliable communication plan. We frequently need to communicate with a wide audience and technology has allowed us to target timely communications to different audiences on a moment’s notice. We are working to streamline this process even more over the next few years.
Please describe the professional development plan for building the capacity of educators and administrators in the attainment of the instructional technology vision.
The Professional Development Plan for the Corning-Painted Post Area School District describes a vision for learning which is collaborative, continuous, fluid, and embedded in daily practice. It is focused on ensuring our ultimate goal: student growth and success. Quality professional development is a dynamic and fluid process with the intent of ensuring educators have the best possible skills, content knowledge and preparation for teaching. Opportunities for professional development are designed to target and be relevant to the needs of both the educator and the learner. By this motivation, the District will offer a myriad of on-going opportunities at regularly-scheduled and consistent intervals. We believe that when appropriate structures are in place, a variety of best-practices are used, and appropriate knowledge and skill acquisition are occurring, professional learning activities are the most beneficial.
Professional development in the Corning-Painted Post Area School District is an opportunity to model lifelong learning through activities, workshops, and classes which impact the whole school community. Twenty-first century learners demand innovative, progressive, and responsive instruction that is sustained over time; activities should connect to our Master Plan goals, standards for college and career readiness, language acquisition addressing the needs of ELLs (English Language Learners), as well as to State and Federal regulations. The Corning-Painted Post Area School District Professional Development plan is to educate, inspire, and graduate students who excel in scholarship and character, and are empowered to reach their individual potential as responsible and productive members of society.
We commit to:
Ensure that all district staff develop the skills, knowledge, and strategies to enable all students in the District to meet or exceed the NY state standards and IB standards.
Support all district staff to effectively implement curriculum, strategies, and approaches that support the growth and success of the student:academically, socially and emotionally.
Provide professional development opportunities that are dedicated to language acquisition in alignment with core content area instruction, including a focus on best practices for co-teaching strategies and integrating language and content instruction for English Language Learners.
Reflect a commitment to ongoing and continuous professional development that is based on the analysis of multiple sources of data.
Professional Development Trainings will:
Align to improving and sustaining a safe and supportive learning environment for all students.
Enhance student access to improve student achievement (curriculum access, physical access, personal success plan, community resources/engagement).
Incorporate the development of programs, content skills, systems/structures to meet all student needs, enhance learning and enable experiences that prepare students to take advantage of opportunities.
Ensure safety, promote inclusion, diversity and equity, and build partnerships throughout the community, families, staff and students.
The process of professional development in the Corning-Painted Post Area School District is as follows:
Identify common district/building goals : a.) Comply with state regulations and mandates; b.) Analyze student achievement data: past, present, projected trends; c.) Diagnose needs using various tools; d.) Establish improvement with measurable goals expressed in terms of student outcomes and within the context of the learning standards and the district’s mission statement
Plan for implementation. Outline flexible and integrated professional development strategies that address the needs as identified through the district/building goals
Implement professional development. Integrate learning models that provide choice, differentiated learning opportunities and ongoing support
Monitor progress. Collect staff implementation data and student achievement data
Evaluate impact. Analyze data to determine subsequent professional development efforts
How will the instructional technology goals be measured and evaluated during and after implementation? Be sure to include any tools or metrics that are part of this evaluation process.
We will measure progress toward our first goal through a district-wide survey of teachers responsible for implementing the K-12 scope and sequence of Computer Science and Digital Fluency Skills. The survey will be conducted as a baseline to the revision of our scope and sequence and again once the scope and sequence has had a full year of implementation to identify necessary adjustments. The goal is that 100% of respondents understand their role in implementing our scope and sequence of Computer Science and Digital Fluency Skills. Once the scope and sequence is in place, it will merge into the district-wide pattern of curriculum review.
We will measure progress toward our second goal through a district-wide survey of teachers responsible for implementing the K-12 scope and sequence of Computer Science and Digital Fluency Skills. The survey will be conducted as a baseline to the revision of our scope and sequence and again once the scope and sequence has had a full year of implementation to identify necessary adjustments. The goal is that 100% of respondents understand their role in implementing our scope and sequence of Computer Science and Digital Fluency Skills. Once the scope and sequence is in place, it will merge into the district-wide pattern of curriculum review.
We will measure progress toward our third goal, through an annual review of all software to ensure we have Digital Privacy Agreements to comply with NYS Education Law 2-D and district policies. Our K-12 professional development team will also ensure annual training in compliance with our cybersecurity efforts.
Our last goal will be monitored through our Master Plan focus groups to monitor our progress at implementing our communication plan.Our focus groups consist of a sampling of student, staff, and community stakeholders. It is our goal that 100% of our focus group members understand how to access district communications appropriate to their stakeholder group and report feeling that our communication is meeting their needs.