The Common Core State Standards, the New York State Board of Regents, and the International Society for Technology in Education require students to develop the technological skills and knowledge they will need to learn, work, create, and communicate in the world they will soon enter. Therefore, our mission is to develop productive, literate, life-long 21st century learners who demonstrate personal well-being and civic responsibility. We must continue to view information and communication technologies as a fundamental tool of education in alignment with the Common Core State Standards and commit to providing adequate resources and staff development opportunities. We will accomplish this mission in collaboration with parents, students, and the community. We will be knowledgeable, positive professionals, who strive for excellence, work as team players, and are open to growth. We will provide a student-centered, relevant and challenging standards-based curriculum for all in a welcoming, safe and supportive environment. We will initiate a phased approach in the proposed plan of cyclical, ongoing support and periodic upgrades.
The mission of the Goshen Central School District is to create lifelong learners who demonstrate personal well-being and civic responsibility. Our mission is accomplished through the knowledgeable professionals who provide a quality education for our students and who themselves are lifelong learners. Our welcoming and supportive school environment provides a student-centered, standards-based curriculum that is relevant, challenging, and instills an appreciation for learning that will last a lifetime.
The GCSD technology mission is to integrate technology to enhance student achievement and literacy; to
support standards-based instructional goals and delivery as well as technological literacy for the staff; provide administrative functions and data access through technology; and augment communication within the district and with parents and the community. The desired outcome of technology integration throughout all aspects of the educational process is to ensure that our students are technologically literate, well-equipped for the work place and/or post-secondary education.
In Goshen Central School District we envision technology:
- Promoting lifelong learning by engaging, challenging, and nurturing diverse learners.
- Supporting the educational process as a tool to access information, analyze and solve problems,
think critically, and communicate ideas.
- Being an integral part of the way we work, teach, and learn.
- Promoting 21st Century Skills
- Meeting student individualized learning needs.
- Being approached in an ethical, responsible, and innovative manner.
We believe that:
- Students must be competent and confident using diverse technology skills in a wide range of settings. They must have consistent access to technology in their classroom environments so they may become
proficient with technology skills to the level of fluency and become technology savvy problem solvers.
- Teachers play a critical role in developing and nurturing technology skills, positive attitudes toward technology and creative critical problem solving skills incorporating technology. Therefore, teachers must have adequate up-to-date hardware and software access combined with appropriate training and technical support in order to take advantage of the wide range of opportunities that an interconnected classroom offers.
- Administrators should inspire a shared vision and value a system of comprehensive and seamless technology integration through providing a support network for working, teaching, learning, and professional training.
- Parents play an integral role in the education of the students and are responsible for supporting and
collaborating with the school district in the effort to increase technological literacy and fluency. We
believe that parents must play a role in the technology committees in order to help foster support
ideologically, academically, and financially.
During the planning process, the GSCD Technology Committees focused on four populations and their
- Students: success and achievement in their current school environment as a forerunner to college or
career readiness through technology literacy, fluency, and 21st century skills in the work place or in the
- Teachers: sustained and on-going staff training and support in technology integration and
implementation to assist them with instructional innovation and administrative duties
- Administrators: leadership and support for technology as a teaching tool and a data management system and collaboration
- Parents and Community: involvement and support in the education of our students.
The District understands the wide-ranging factors that must be studied in order to establish equitable technology access for all these stakeholders and will address these issues during the three-year plan and beyond.
The current District infrastructure were assessed and recommendations were made to improve and maintain a reliable and high-quality nucleus in order to provide access for our stakeholders and to reach our educational goals. The Committees studied immediate needs, analyzed our current strengths and weaknesses, and recommended short- and long-term objectives for achieving a strong backbone of technology for the District.
The District Technology plan was presented to the district Board of Education for adoption. Upon approval of the plan, the document was made available to the public through posting it to the district web page. Community members will be encouraged to view the document to understand the vision and direction of the school district.
Central School District Technology Goals
Every student will have the opportunity to use learning technologies to access and analyze information in ways that develop higher order thinking skills, increase their ability to use technology as a tool in solving problems, and support their confident use of the technology skills they will need for success in college or future careers.
1.1 Standards-based technology literacy programs will be supported throughout the curriculum. The
Common Core State Standards (CCSS) as well as the International Society for Technology in
Education (ISTE) NETS (National Educational Technology Standards) for Students will identify performance indicators for students.
1.2 Every student, regardless of race, ethnicity, gender, family income, geographic location, or
disability, will have technology literacies upon graduation and prepared for success in future
studies or employment. PPS and other pertinent departments will be considered partners in the
tech instruction to meet all goals.
1.3 Support student and staff resources by providing funds for up-to-date technology hardware,
peripherals, and software. Including: Cloud computing and access to Course Management
1.4 Portfolios or benchmark checklists of technology competencies for students will be developed in
order to evaluate student achievement and technology literacy. A District developed Technology
Assessment/Survey will be done to determine student and needs in grades 8 and 12.
1.5 Teachers will be encouraged to incorporate technology into their own professional teaching
1.6 Study, make recommendations, and consider online courses for students that meet content
requirements and align with Common Core State Standards.
1.7 The Technology Department will work with each instructional building to plan for classroom
configurations, laptop carts, tablet computers, mobile devices, presentation equipment, etc. in
order to support student learning and technology literacy.
1.8 The District Technology Committee, the building Technology Committees, and the technical
support staff, will work together to plan for a unified instructional approach to technology skills.
The ISTE NETS will provide a foundation and guidelines for instruction.
1.9 The integration of technology and computers for grades 7-12 through specific technology related
courses such as STEM and Coding will be explored as well as embedding plans for meeting
technology and computer standards in each curriculum area.
Every teacher and prospective teacher will meet technology competency standards that ensure their ability to use learning technologies effectively in supporting student achievement of the Common Core State Standards.
2 Professional development will be ongoing, sustained, intensive, tailored to teacher needs, and
high-quality to ensure that all teachers attain high levels of technology competencies.
2.1.1 Staff development will be provided in district by the technology coordinator, computer teachers or teaching assistants, as well as teaching staff. Outside trainers may also be brought into the district for in-house training.
2.1.2 Staff development and graduate work for professional development may occur out of district by approval by administration.
2.1.3 Informal and formal embedded staff development will be provided within buildings for grade levels, departments, interest groups, or for individuals.
2.1.4 Staff will be provided with information about copyright issues, acceptable use policies, and other district policies that apply to technology use.
2.1.5 Staff will be made aware of resources such as hardware, peripheral, software, online resources, etc. that are within the district and each building. Training will be provided for these resources.
2.1.6 Software inventories will be maintained by GCSD. Inventories will be available for teachers to review.
2.1.7 Staff will receive training and support for district data management tools.
2.1.8 Online Course Management software will be developed further and appropriate staff training will be an integral part of teacher training.
2.2 Provide resources to support staff development, enabling the staff to integrate technology into the classroom and impact student achievement and technology literacy.
2.2.1 Funding will be available in the budget to provide in-service courses within the district and from outside resources.
2.2.2 Participate in the Orange-Ulster BOCES Model Schools CoSer. Staff development days will be utilized each year to support technology integration.
2.2.3 Time will be provided for staff development, collaborative collegial support groups,
collaborative planning for technology integration, and an official coaching and mentoring
program to encourage best practices and pedagogical change.
2.2.4 Train and support teachers to aggregate and analyze student data.
2.2.5 Ongoing staff development will be incorporated into a routine schedule by building or by topic throughout the school year and for summer seminars.
2.2.6 Staff development will exist periodically in short sessions that can be fit in the contractual day through quick training or review sessions.
2.2.7 Staff development will become embedded with the appropriation of finances for technology
coaches and mentors to train colleagues throughout daily activities.
2.3 GCSD will develop appropriate processes and evaluation measures to ensure that all teachers meet the technology standards identified by CCSS and the ISTE NETS for Teachers.
2.3.1 A survey of teacher technology literacy will be developed and used to customize staff
development by levels.
2.3.2 Teachers will be required to make technology integration part of their formal Annual
Professional Performance Review (APPR) for every year. Teachers will be supported throughout
the school year with resources and training to meet their APPR goals.
2.3.3 Teachers will be aware of the ISTE NETS for Teachers and Students and base their staff
development requests on these standards.
2.4 Prospective teachers will be identified as technologically competent.
2.4.1 The interviewing process for new teachers will include questions about technology literacy.
2.4.2 Prospective teachers will have a familiarity with ISTE NETS for Teachers and ISTE NETS for
2.5 Technology training and support will be incorporated into the District mentoring program for new teaching staff.
2.5.1 A survey of technology literacy will be conducted with new staff members in order to determine technology literacy levels and plan for appropriate professional development.
2.5.2 Training on district systems, subscriptions, software, and hardware will be provided to new
2.5.3 District level new teacher training sessions will cover the specific GCSD programs that are
2.6 Teacher aides and support staff will receive technology professional development, as needed, to enable them to more effectively assist the teaching staff and students.
2.6.1 Support staff will be provided with information about copyright issues, acceptable use policies, and other district policies that apply to technology use.
2.6.2 Support staff will receive training in programs such as attendance recording, basic computing programs, and skills (such as web browsing, copy/paste, etc.)
Every administrator will be technologically literate; will provide leadership in integrating technology into curricula, instruction and student learning activities; and will have access to technology resources that support them in developing management systems and in creating a school climate and culture that results in high student achievement for all population groups.
3.1 Provide resources to provide administrators and administrative support staff with adequate
training and support.
3.2 Administrators will be encouraged to lead by example in the realm of technology professional
development. Release time will be offered for them to train in technological proficiency.
3.3 Provide data and data analysis in a timely manner to teachers and administrators to allow time for data interpretation and planning for remediation.
3.4 Work with the district and building technology committees to ensure the success of the
technology plan, including instructional goals as well as infrastructure upgrades, maintenance,
and the scheduling and funding of new and replacement hardware and software.
In order to support parents in monitoring and reinforcing the instruction their child receives at school, parents will have the opportunity to access some web-based information about their children’s learning environment, climate, and outcomes, as well as a wide range of student activities that can help them to assist their children at home.
4.1 Provide a timely web-based informational support system for students, staff, parents/guardians, and the community.
4.2 Design the district web pages for easy access, navigational ease, and site search capabilities.
4.3 Resources linked to the GCSD website will include, but not be limited to: Common Core aligned Curriculum maps.
4.4 Provide and revise web-based informational resources for parents to support their child’s
4.5 Student handbooks will be published on the district web page for easy access.
4.6 Contact information for administrators and teachers will be published.
4.7 Board of Education members and meeting schedules and minutes will be published.
4.8 The school calendar, lunch menus, sports schedules, and other time sensitive dates will be
4.9 The District Policy manual, which includes technology policies, will be published.
4.10 The District’s Acceptable Use Policy (AUP) will be published.
4.11 Provide links to NYSED Virtual Learning Space.
4.12 Provide links to the CCSS Learning Standards
4.13 Provide links to ISTE NETS Technology Standards for Students, Teachers, and administrators
4.14 Post forms, permission slips, field trip forms, and other pertinent forms on the district web page for easy access.
4.15 Continue to support email and text message (SchoolMessenger) communications
4.16 Continue to support remote access for student grades and other student records.
4.17 GCSD will provide training and support for teachers to publish web pages and course
management pages through the Internet for their classes.
4.18 GCSD administrators will demonstrate social media use for staff for public relations.
GCSD will develop, implement, and evaluate a plan for technology use that a) supports the achievement of high performance standards, including those of technology literacy, by all students, teachers and other education professionals; b) includes Federally mandated protection from inappropriate materials; and c) ensures that every school library media center is an electronic doorway library with Internet access, library and other electronic content, and training in the use of technology.
5.1 Foster computer literacy objectives for students, teachers, and administrators in accordance with the NYS Technology Plan, the CCSS, and the ISTE NETS.
5.2 Collaborate with OUBOCES to ensure the technology plans are consistent with NYS plans.
5.3 Maintain an Internet filtering system to provide protection from inappropriate materials.
5.4 Provide professional development about Internet safety, email accounts, and District technology policies for all staff members with Internet access.
5.5 Provide training for faculty and students in the use of library media centers’ online databases and other electronic library resources.
5.6 Provide instruction about Internet safety and the district’s Acceptable Use Policy for all students. Curriculum programs are being considered to implement this goal. A Public Forum for Internet Safety was held on 3/25/15 and one is planned for September 2015.
5.7 The technology plan will include strategies to ensure that all school library media programs achieve electronic doorway library status.
5.8 Investigate and plan for library and electronic access during non-instructional hours for the community.
5.9 Allow GCSD employees and students Internet access through their personal wireless devices over the GCSD network.
5.10 Purchase new hardware in order to comply with the expectations that standardized assessments will be done on computers.
5.11 Offer access for district guests to a Guest Wireless Internet connection.
5.12 Offer the students and teachers BYOD Wireless access.
GCSD will seek ongoing input, feedback and assistance from representatives of all sectors of the education community (PreK-adult school teachers and administrators, post-secondary teacher preparation program faculty, parents, students, and community members/business partners) to collaboratively develop, implement, evaluate, and revise the educational technology plan for GCSD, to continue to build educational technology capacity, and
to ensure the most relevant and highest possible quality of support for all members of the teaching and learning community.
6.1 The building level and district level technology committees will continue to seek
recommendations and implementation support for meeting the district and state technology goals.
6.2 Evaluations throughout each school year will be conducted to revise, support, maintain, and evaluate the district technology plan.
6.3 Evaluation of hardware, peripherals, software, and online resources will be conducted by building administrators and technology committees.
6.4 Maintain open lines of communication with all stakeholders to solicit concerns and
recommendations for achieving our technology goals.
6.5 Explore infrastructure systems that will enhance security, accessibility, reliability and data management.
6.6 Study and make recommendations for hardware configurations for classrooms, computer labs, and wireless networks.
6.7 Study and make recommendations for remote access systems to allow for student, parent and community access to appropriate resources.
6.8 Study and make recommendations for intranet communications and programs.
6.9 Implement VOIP telephone system.
6.10 Study and make recommendations for online delivery of classes with authentic content for students and staff using online course management and delivery systems.
6.11 Analyze data about staff technology literacy and student literacy and achievement in order to reach the technology goals.
6.12 GCSD will use the School Dude data to maintain repair records, analyze building needs and problems, and recommend actions.
GCSD will support equitable access to high-quality learning technologies for the district’s high need/low resource students to ensure that teachers, administrators, students and families have equitable access to high-speed connectivity, up-to-date hardware and software, and intensive and ongoing professional development to support high quality use of learning technologies.
7.1 All students and staff will have access to:
Library media centers will provide access for all students and staff.
Classrooms will have Internet access and appropriate hardware and software.
Wireless network will be supported and improved to allow for access.
7.2 District will evaluate building and classroom technology infrastructure to ensure equitable access.
7.3 E-mail access for administrative, teaching, and support staff will have email accounts.
7.4 Students without Internet access and hardware and software access at home will be provided time during, before and after the school day to use technology to support student literacy and achievement.
7.5 Equitable Access
Survey to determine level of support needed to provide equitable access at home.
Investigate community and business partnerships to lessen the digital divide.
Access to library and tech systems for students, parents, and the community
7.6 District will pursue grants to maintain and improve equitable access.
7.7 Pupil Personnel Services (PPS)
Support and train students and staff overseen by PPS.
Supply home versions of software purchased through PPS if licensing permits.
Supply appropriate assistive technologies for special needs students.
7.8 Provide support and accessibility for continued use of a computer lab for an after school program for English Language Learners to have open access to instructional technology supervised by an instructor.
7.9 Evening tutoring program for keeping struggling at-risk students in school and headed toward graduation, prepare drop-outs for GED exams, and improve performance of underachieving students. Students in this program have accessibility to computers in the GHS library, computer lab and/or laptop carts as necessary. Computer access is sufficient and will continue to remain steady due to the small class sizes.
7.10 Students may be able to utilize their personal mobile devices under the direction and approval from building principals and classroom teachers.
7.11 Students are all given access to cloud computing resources in order to maintain cloud computing and productivity from many devices and across different types of data access.
State of Technology
- Jonathan Redeker, K-12 technology coordinator (district-wide, part-time)
- James Sterett, Network administrator (district-wide)
- Bill Smith, technician
- Tony Chisholm, technician
- Melissa Bailey, administrative technical support (o.5 FTE)
- Celeste Cummings, teaching assistant at GHS
- Donna Meaney, teaching assistant at CJH
- Kendra Parchinski, teaching assistant at GIS
- Michelle Girardi, teacher at SAS
- N/A, part-time computer aide at GHS
- Jill Quackenbush, part-time computer aide at CJH
- Sandra Cordero, part-time computer aide at GIS
- Lisa Hojnacki, part-time computer aide at SAS
GCSD has maintained a core structure of instructional technology support personnel in the form of technicians and a network administrator. A part-time (formally full-time) District Technology Coordinator fulfilled the role of connecting the technicians to the teachers in the buildings under the guidance of the Assistant Superintendent for Curriculum and Instruction. The daily work of implementing instructional technology was driven by Teaching Assistants and Teacher Aides. Occasionally an instructional technology teaching position existed in some of the buildings as budgets allowed.
GCSD maintains the same core structure of the instructional technology department. The current technicians are led by the network administrator. In 2011-2012, a part-time Technology Coordinator Position was created but is limited in scope compared to the former full time position. Teaching Assistants and Teachers’ Aides still run most of the computer labs and do the daily work of connecting resources with teachers. Their time is divided between doing more of the technical work as well as programming and instructing.
Vision of the Future
GCSD hopes to increase the support of the instructional technology department through hiring more professional developers, re-installing a full-time District Technology Coordinator, and obtaining more teacher training in order to bolster the department. The district hopes that teachers would also become teacher trainers through a technology mentoring program.
Proposed Technology Department: 2015-16
The Technology Department recommends the following staff changes for the 2015/2016 school year:
- Hiring a district technology coordinator for curriculum and support.
- Create a Director of Technology position which would more appropriately encompass the
duties being performed by and responsibilities of the current Computer Network Administrator.
- Adjust teaching duties for SAS and GIS tech positions to be embedded classroom technology
Strategy for Change
Allocation of money through the budget must be a component of changing our current scenario. With
the type of support GCSD needs with personnel and hiring, grants and gifts do not provide that sort of growth.
GCSD will need to rely on the school budget and state aid to hire more support for the technology staff vision to increase.
District CAI: $165,510
District Central Processing: $69,150
Grand total: $346,564
The schools’ hardware and software annually budgeted monies are determined by a state mandated
equation allocating a specific dollar amount per enrolled student for both hardware and software. Additional funds are budgeted for schools’ virtual learning programs, materials, supplies, equipment maintenance and repair. Also included in the District wide Computer Assisted Instruction budget are funds for private school hardware and software, PPS software, District software and monies used for BOCES CoSers and CAI equipment purchased from BOCES. Funds have been allocated separately from the budget as “technology infusion” funds in in each of the last four years to update and replace aging computers, monitors, laptops, peripherals, and network infrastructure equipment. During the summer of 2011, many classroom workstations were updated and/or replaced. From 2013-2015, more funds were allocated to improve and expand the District’s wireless network creating increased opportunities for portable/mobile computing experiences throughout the district. Additional funding must always be investigated to support technological growth in the district. Grants, NYS aid such as the SMART Schools Bond, private donations, and partnerships with businesses must continually be explored.
The current commitment to upgrading our technology infrastructure, student and teacher workstations,
interactive devices and increasing availability of mobile devices for students and faculty has been pursued and encouraged by Superintendent Connor and the central administration. Through tough economic times, the central administration has begun allocating funds through investments and BOCES financing in order to get our schools 21st century ready.
Vision of the Future
New York State’s budget to the public school system combined with the limitations due to the tax cap
have continued to challenge the GCSD in its planning for the future as related to the integration of technology and technology devices. GCSD has worked hard both through internal audit and control and through the district efficiency plan to responsibly budget for the addition of devices in classrooms in every building in the district. GCSD hopes to build connections with organizations, universities, and private businesses in order to develop different avenues of financial support beyond relying on the GCSD tax base and NYS aid. GCSD hopes that partnerships will be developed to become large supporters of technological hardware, innovation, and change in GCSD. The district vision proposes that the technology we have is used to its greatest potential before new purchasing of software and hardware can commence. GCSD must continually evaluate and assess the products we have based on level of use and effectiveness in order to decide about spending, saving, or re-allocating money for products.
Strategy for Change
The vision of the future has been set be district office and the Board of Education. Grants and
partnerships with OUBOCES are underway and technology infusions are underway and we have been able to gain new devices for an infusion for the past few years. We expect that to continue. More support is needed to further develop these programs and it is strongly encouraged that the district hires a District Technology Coordinator to work in collaboration on these projects.
GCSD: Network Services/Infrastructure
The current GCSD infrastructure is presented in diagram form in Appendix F.
The backbone of the network and infrastructure connect over district owned 1 GB single mode fiber
optic backbone with Scotchtown Avenue Elementary School (SAS) being the physical center, feeding fiber optic lines to GHS, CJH and GIS where the lines are connected to a main, Ethernet switch in each building that connects to edge switches for classroom, office, etc. connections.
- Buildings are interconnected by a 1 GB Fiber Optic Backbone. Scotchtown Avenue Elementary School
(SAS) is the physical center of the District Computer System network connections with individual
connections going to and from each of the other buildings from the core switch at SAS.
- The District administrative offices and business office at Main Street are connected to the District Network via a dark fiber optic line leased from Frontier Communications.
- In the summer of 2014, the GCSD Computer Network System was migrated from Novell NetWare to
Microsoft Active Directory platform, with our primary file servers and application servers being virtualized using VMWare’s VSphere system. There are currently nine (9) virtual servers and six (6) standalone servers performing specific tasks operating in the District.
- GCSD’s networking infrastructure is currently running on capable hardware/equipment, including, but not limited to, our core switch, wireless network controller and access points. Each schools’ convergence switch as well as the majority of edge switches the current demand on network by students, faculty and staff is taxing the performance of the network and available network resources.
- In February 2015, a firewall device was configured and installed between the district and BOCES for
increased network performance and security.
Vision of the Future
- Improve Network infrastructure: Redesign the physical layout of the network for efficiency and performance. Rewire all buildings in the district with high performance Ethernet and fiber optic cable. Increase throughput speed between campus buildings.
- Meet the Common Core State Standards technology requirements as spelled out by The Partnership for the Assessment of Readiness for College and Careers (PARCC.)
- Explore mobile device options that will enhance student learning while meeting PARCC requirements.
- Continue to research and implement alternate, cost reducing, performance increasing methods of bringing technology into any and all classrooms, labs, media centers, etc. that would benefit from it.
- Increase Internet bandwidth allotment through BOCES to meet the increasing demands of District students, faculty, staff, administration as well as the PARCC requirements.
Strategy for Change
Increasing educational technology integration staff as well as technical support personnel would greatly
enhance the use of technology throughout the district. The continued support for technology advancement by GCSD’s Board of Education, Superintendent, Assistant Superintendent for Curriculum, Instruction, Personnel and Technology and Assistant Superintendent for Business is tantamount to the success and usefulness of technology in educating and preparing GCSD students for the 21st century world.
- As of summer 2014, the standard workstation operating system is Windows 7 Professional, the standard office suite of applications is Microsoft Office 2013.
- With GCSD’s annual enrollment into the Microsoft Campus License Agreement, we will ultimately save GCSD money in Microsoft licensing fees, allowing us to more precisely budget annually for all our required Windows workstation and server operating systems, MS Office Suite, Anti-Virus solution, Updates, Upgrades, etc, while also giving GCSD faculty and staff the opportunity to purchase the MS Office Suite at a discounted rate.
Microsoft Windows is our standard workstation OS based on the compatibility between the Windows OS and our Network Operating System; compatibility with the workstation administration utilities employed by the district’s Computer Technology Department; application compatibility/availability; and technical support. The purchase of Apple/Mac PCs will be evaluated on a per-use basis. Mac PCs will be configured to authenticate to the district’s Active Directory network. The unified arts program is an area that may benefit from access to specific graphic or music software that the Mac OS provides.
Replacement cycle will be implemented for PCs that can no longer meet the demands of today’s classrooms, labs, media centers, etc. GCSD’s goal for replacement plan is to refresh them every 5-7 years. Old PCs that are still functional get re-purposed and/or rotated back into the production environment in areas of lesser demand.
Vision of the Future
As OS and system updates and upgrades become available, they will be implemented as necessary to enhance and improve GCSD’s technology. Any technology becomes available to us and/or is learned about that can improve the learning experience for GCSD students will be researched and considered for implementation.
Strategy for Change
Operating systems and the appropriate hardware will be evaluated as they become available.
In 2012 the wireless network was expanded and updated. Increasing the number of access points throughout the school buildings. In 2014, the wireless network was again expanded, increasing the number of access points in the school buildings.
The District currently has over 1300 Chromebooks, tablets, laptops and desktop computers with wireless capability in the schools. All areas of all four schools as well as PPS, District Administrative Offices, Technical Services, etc. receive a secure, wireless signal enabling District owned wireless devices to attach to the District Wireless Network as well as personally owned devices the district wireless network that has been created and configured specifically for BYOD initiatives throughout the schools. GCSD also employs a Guest WLAN that is separate from our production environment and accessible with a username/password that is changed monthly and acquired through administrative offices throughout the district.
During the 2014-15 school year, with GCSD wireless devices as well as personal devices establishing connections to GCSD wireless network simultaneously, the demand on the wireless network did at times eclipse the capability of the GCSD wireless network.
Vision of the Future
Plan, design, purchase, configure and install an entire new wireless network system that will meet the current demands of GCSD students, faculty and staff while being scalable enough to meet future demand.
Strategy for Change
Wireless connectivity will experience an increase in demand from devices throughout the next few years and beyond. GCSD will need to invest in infrastructure upgrades to make this a reliable, high performance network that will support the needs of students, faculty and staff into the future.
Technology changes faster than it can be adopted. Upgrades, new operating systems, new products, and
improved products all incur new costs but also require training for the technical staff. The District will provide support and training for the technical staff to ensure that they can perform at a high level of competence and professionalism.
BOCES Supported Training: Training opportunities may be provided through the local and
neighboring BOCES as well as the regional and neighboring MHRIC.
Out-of-District Training: Training provided directly by the companies, whose products are being used, or other organizations will be investigated for content and recommended when appropriate.
On-Site Consultants: When products and/or equipment are purchased by the District, consultants may provide on-site installation assistance and training. Additional monetary investments may be required to take advantage of these opportunities and will be considered and recommended if ascertained to be advantageous to the district. Expert consultants may enhance the efficient use of the product, save time in the implementation and use of the product, save time for the District Technicians, and in turn, save the District money in the form of efficient use of resources.
Embedded Professional Developers: Training is available during the school day and regularly
available through support from the tech TA’s and Teacher (SAS) as well as the K-12 Technology
Vision of the Future
GCSD envisions the technology department having enough personnel and support in order to allow
more “release time” for professional development and training for support personnel. Trainers will also be embedded into the school buildings through the development and establishment of teacher trainers and technology mentors or coaches.
Strategy for Change
GCSD will explore the idea of creating a position for Director of Instructional Technology and Data to
help lead the development of new training and support. The district will try to employ more technology support personnel to enable the members of the department to handle the daily projects while allowing “release time” for job training and further professional development. The district also will consider implementing an official program of teachers becoming technology mentors and coaches in order to develop further support and training. This program should also provide more time for the technicians in order to handle the technical aspects of our networks, and infrastructures while the mentors/coaches handle more of the in-class issues.
Summaries of equipment inventories are provided at the end of this plan. A complete inventory of
specific equipment, model, manufacturer, identification number, serial number and location are maintained at the District Technical Services Office.
GCSD Administration has been actively supporting technology within the district by allocating
necessary funds for needed equipment replacement/upgrade. While we are in relatively good shape currently as far as the equipment we have, the PARCC requirements and the further development of technology integrated into curriculum will necessitate an increased number of devices that will allow the appropriate number of GCSD students to take the on-line assessment simultaneously throughout the district.
Vision of the Future
- Usage in classrooms and lab settings will be evaluated to determine needs and purchases.
- Lab configurations and locations will be studied in relation to any future capital project plans.
- Future assessments and acquisitions will create the need to evaluate staffing on the instructional and
technical side of technology integration, implementation, support and maintenance.
- GCSD envisions a more concrete replacement plan for outdated technology equipment.
Strategy for Change
GCSD will add information to the district inventory sheets that will establish what the current condition
and age of the equipment. An item analysis will be done based on the use and age of the equipment to
determine what updates and changes are necessary. The replacement plans proposed should be followed strictly when finances allow.
Electronic data management systems have been used by GCSD for many years. Throughout 2009 the
transition began to transition to web based programs for attendance, scheduling, and grading.
Currently GCSD is using the following data management programs:
- School Tool Student Information System, IEP Direct, RTIM Direct, AESOP Sub Service, Sungard
Performance Plus, Horizon/DYNIX Library Circulation system
Vision of the Future
- SchoolTool Student Information System continues to expand its capabilities and works to incorporate
other data management components.
- Using Google Drive for resources and well as the web-based platforms for data management provide
remote access with an Internet connection.
- Comprehensive Informational Management Systems will be studied and explored.
Strategy for Change
The data management program transitions need to be developed with very specific professional
development and teacher/administrator/support personnel training. This has already begun for the School Tool program for the support personnel but specific coaching will be needed once the Parent Portal opens further. In order to maximize use of the newer programs and limit lag time, many of the programming changes will be rolled out while the old versions are still in use simultaneously.
GCSD Servers and system management devices have had to deal with increasing demands for space,
speed, and use. A continual growth pattern exists among teachers, students, and support personnel using technology so more space is always needed.
Currently, GCSD is utilizing the following servers and system management programs:
- Microsoft Windows Active Directory
- VMWare vSphere server virtualization
- Google Apps for Education
- Finance Manager (locally hosted/supported by MHRIC)
- Lightspeed Rocket web filter (locally hosted)
- Schooldude ITDirect (web hosted)
- Tech support service request system
- Schooldude ITAM Direct (web hosted)
- IT Asset Management system
- Human Kinetics FitnessGram (web hosted)
- Symantec Backup Executive (locally hosted)
- SchoolTool Student Information System (hosted/supported by MHRIC)
- My Learning Plan
- Library Management System (?)
- Safari Video Library (locally hosted)
- Sentry VMS IP Security Camera system (locally hosted)
Vision of the Future
With our enrollment in Microsoft’s campus license agreement leading to the migration of GCSD’s
network architecture to Microsoft’s Active Directory in summer 2014, the groundwork has been laid for an extended partnership with Microsoft and the resources available to us.
Strategy for Change
Continue to research, learn about, determine our needs, evaluate and utilize the resources available to
GCSD through our enrollment in Microsoft’s campus licensing agreement. Improve network security and accessibility for faculty, staff and students.
In accordance with NYSED Laws 753 and 754, the District will provide aid for instructional computer
hardware to be loaned to nonpublic school students within the boundaries of the District. The aid is based upon student populations at each nonpublic school and will be furnished to students legally attending these nonpublic schools.
Overview of Current Instructional/Classroom Building Equipment:
- Classroom computers: 147
- Lab computers: 71
- Library/Media Center computers: 30
- Laptops/netbooks: 68
- Laptop carts: 4
- Chromebooks: 455
- Chromebook carts: 14
- Tablets: 45
- Tablet carts: 1
- Projectors: 72
- Smart Boards: 39
- Printers: 75
- Still cameras: 2
- Video cameras: 0
- Document cameras: 4
- Wireless access points: 36
- Classroom computers: 109
- Lab computers: 67
- Library/Media Center computers: 16
- Laptops/netbooks: 216
- Laptop carts: 4
- Chromebooks: 396
- Chromebook carts: 13
- Tablets: 39
- Tablet carts: 1
- Projectors: 70
- Smart Boards: 36
- Printers: 55
- Still cameras: 10
- Video cameras: 8
- Document cameras: 25
- Wireless access points: 30
- Classroom computers: 70
- Lab computers: 50
- Library/Media Center computers: 15
- Laptops/netbooks: 75
- Laptop carts: 2
- Chromebooks: 450
- Chromebook carts: 15
- Tablets: 18
- Tablet carts:0
- Projectors: 49
- Smart Boards: 36
- Printers: 57
- Still cameras: 5
- Video cameras: 4
- Document cameras: 0
- Wireless access points: 31
- Classroom computers: 44
- Lab computers: 63
- Library/Media Center computers: 2
- Laptops/netbooks: 41
- Laptop carts: 0
- Chromebooks: 30
- Chromebook carts: 1
- Tablets: 172
- Tablet carts: 5
- Projectors: 38
- Smart Boards: 35
- Printers: 25
- Still cameras: 10
- Video cameras: 1
- Document cameras: 4
- Wireless access points: 26
- Classroom computers: 370
- Lab computers: 251
- Library/Media Center computers: 63
- Laptops/netbooks: 400
- Laptop carts: 10
- Computer total: 1,084
- Chromebooks: 1,331
- Chromebook carts: 43
- Tablets: 274
- Tablet carts: 7
- Projectors: 229
- Smart Boards: 146
- Printers: 212
- Still cameras: 28
- Video cameras: 13
- Document cameras:33
- Wireless access points: 123
Building Specific Equipment Inventories
An itemized building by building databases of technology equipment is available in the district.
The Technology Planning Committees will analyze the current technology configurations for each building in the district. Recommendations will consider the planned usage of the equipment from instructional as well as administrative viewpoints, grade levels, needs of the staff and students, and space. The District will study and recommend the use of new technologies as an integral part of the planning process.
Classrooms: The classroom configurations will be studied by grade levels, departments or teams, and
individual usage. Consideration will be giving to classroom space, age of equipment, capabilities and specs of the equipment, software usage, and classroom instructional needs. Recommendations for replacement, upgrades, printer networking options, etc. will be made with the District’s technology and integration goals in mind. Building renovations and additions will be taken into consideration when planning.
Chromebook carts: Evaluation of cart contents as to age of the computers, their capacities and reliability, connectivity, ease of use, and mobility of carts will be undertaken. Current wireless connectivity capabilities have led to more availability for wireless connections. Chromebooks are being rolled out to support programming as well.
iPad carts: Goshen High School and Scotchtown Avenue Elementary school purchased iPad carts in the
summer of 2012. These carts can be signed out and used just like laptop carts for mobile learning. Evaluation of these carts will be done annually to determine upgrades, updates, and future plans.
Computer Labs: Increases in student populations, higher-level staff technology literacy competencies, and the acceleration of computer usage create greater demands on the District’s computer labs. Whole class instruction utilizing technology, with the availability of one-student-to-one computer environments, is escalating. Keeping the current district labs up-to-date and reliable are major considerations. Labs should be seen not as a novel event in the course of a class, but computing needs to become more regular. We acknowledge the value of computer lab time, but strive to develop a more portable, wireless technology environment.
Library Media Centers: Library Media Centers are the hubs for student and staff research. Access to reliable, current, high-quality equipment, and online resources are essential. Current configurations will be assessed in relation to student population growth, space, equipment reliability, and online resources to plan for future needs and usage. Specifications for staff/student and OPAC work stations will be coordinated with Orange Ulster BOCES library resources.
Network Services and Infrastructure: To support the instructional and administrative goals presented in this plan, the district network services and infrastructure, the backbone of our services, must be constantly re-evaluated, upgraded, and maintained.