1. Chappaqua
Central School District
Technology Plan
2007–2010
Prepared by
Darleen M. Nicolosi
Director of Instructional Technology
April 23, 2007

2. TABLE OF CONTENTS
Page
Acknowledgements............................................................................................ 3
District Technology Planning Team.................................................................. 4
Executive Summary .......................................................................................... 5
Planning Process ............................................................................................... 6
District Technology Vision ................................................................................ 7
Current Status .................................................................................................. 8
Goals and Objectives ....................................................................................... 19
Implementation Strategies ............................................................................. 22
Appendices....................................................................................................... 38
A. Network Diagrams ....................................................................................39
B. Blackboard Overview ................................................................................46
C. Application Software Inventory................................................................47
D. K-12 Software Evaluation –How to get new software.............................53
D. Acceptable Use Policy: K–4.......................................................................58
E. Acceptable Use Policy: 5–12......................................................................62
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3. ACKNOWLEDGEMENTS
Chappaqua Central School District Board of Education
Janet Benton Board President
Jay Shapiro Board Vice President
Susan Habermann Board Member
Robert Gursha Board Member
Jeffrey Mester Board Member
Education Center Administration
Dr. David A. Fleishman Superintendent
Dr. Lyn McKay Assistant Superintendent
Thomas Cardellichio Assistant Superintendent
John Chow Assistant Superintendent
Dr. Jerry Wishner Director of Special Education
Brook Pechenko, Susan Lambert, Dr. Lynn Lubow CPSE/CSE Chair
Steve Young Director of Athletics
Building Administration
Andrew Selesnick Principal, Horace Greeley High School
Martin Fitzgerald Principal, Robert E. Bell Middle School
Donna Raskin Principal, Seven Bridges Middle School
Dr. Michael Kirsch Principal, Douglas Grafflin Elementary School
Eric Byrne Principal, Roaring Brook Elementary School
James Skoog Principal, Westorchard Elementary School
Michele Glenn Assistant Principal, Horace Greeley High School
Michael Taylor Assistant Principal, Horace Greeley High School
Mark Bayer Assistant Principal, Horace Greeley High School
Timothy Doyle Assistant Principal, Robert E. Bell Middle School
Frank Zamperlin Assistant Principal, Seven Bridges Middle School
Debbie Alspach Assistant Principal, Douglas Grafflin Elementary School
Amy Fishkin Assistant Principal, Roaring Brook Elementary School
Cathleen Winter Assistant Principal, Westorchard Elementary School
Technology Department
Darleen Nicolosi Director of Instructional Technology
Gunnar Andersen Network Administrator
John Louch Network Administrator
Howard Giebel Support Specialist
Vincent DiBenedetto Support Specialist
John Gorman Database Manager
Edgar Rubinshteyn Programmer Analyst
Joy Guido Senior Office Assistant
Lisa Ribushofski Office Assistant
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4. DISTRICT TECHNOLOGY PLANNING TEAM
Debbie Alspach
Gunnar Andersen
Rachel Ruggeri
Deborah August
Sally Cochran
Fred Ende
Anita Faria
Howard Giebel
Felice Gittelman
John Louch
Chris Louth
Deborah Logan
Darleen Nicolosi
Suzi Novak
Robert Oddo
James Skoog
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5. EXECUTIVE SUMMARY
American education is at a crossroads. As educators work to transform schools
into places that effectively prepare students to live, learn and work in a global,
knowledge-based environment, they are faced with the incompatibility of an
industrial age model attempting to meet the educational requirements of today’s
information based society.
The digital age requires high academic standards, technological fluency,
communication skills, interpersonal skills, information literacy, and independence
in learning and critical thinking abilities. These requirements reflect the need for
educators to rethink current practices and acknowledge that technology is both a
tool and a catalyst for creating pedagogical change.
Technology has been shown to accelerate, enrich and deepen basic skills, but it
also has the ability to enhance the development of basic skills and apply them in
today’s digital age through problem solving, collaboration, analysis, evaluation
and design.
A strategic plan is therefore essential for successfully maximizing the potential of
technology and integrating it into the educational environment to coincide with
the requirements, challenges and demands of the 21st century. Additionally,
educators need to define what it means to be educated in the context of a digital,
knowledge-based society, as well as establish new measures for assessing
progress toward success in today’s world. The following technology plan is a
proactive visionary tool for the development of a planned integration of
technology into new and existing curricula. This document will lay out a plan for
assessing existing facilities, integrating current technology effectively and
developing new facilities and programs throughout the Chappaqua Central
School District.
The Chappaqua Central School District consists of three K–4 elementary
schools, two 5–8 middle schools and one 9–12 high school, with student
enrollment totaling approximately 4,200 students.
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6. PLANNING PROCESS
A district technology committee was established in the fall of 2003, with
representatives from various schools, charged with the mission of creating,
revising and continually updating the district’s three year strategic technology
plan. The committee is chaired by the Director of Instructional Technology, and
addresses the learning and teaching needs of the students, as well as the
technical infrastructure required to support those needs.
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7. District Technology Vision
DISTRICT TECHNOLOGY VISION
The technology vision of the Chappaqua Central School District is to ensure that
technology has a positive impact on learning by integrating it into the curricula
throughout the district to meet existing goals and ideals, as well as in support of
future initiatives. This can be accomplished by providing all staff members with
the tools, information, policies and procedures for encouraging and fostering
technology use. This vision will be reached by focusing on the following:
Curriculum which integrates the use of various technology tools to help
all students succeed in the 21st century.
Professional Development guidelines that provide examples of best
practices, turnkey training, modeling, collaboration, sustained ongoing
support, differentiated instruction, action research, and “cutting-edge”
technology use.
Data Management strategies that use data to inform practice, manage
information for accountability, chart progress, communicate with others in
the school, district, home and community, and enhance instruction for
students.
An Infrastructure that adequately supports a growing district population
and effectively utilizes new networking tools, current hardware and
software, and human resources.
Funding and Budgetary models that allow for current technology tools to
be procured while providing future students and faculty with the monies to
constantly remain up-to-date.
Evaluative and Monitoring methods that help all members of the district
determine the effectiveness of the technology plan and district technology
use while also providing a basis to strive for greater digital equity.
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8. CURRENT STATUS
An overview of the current state of technology with recommendations for improvement.
Network Infrastructure
The Chappaqua Central School District’s network supports connectivity between
seven buildings. Six megabit Internet service is provided over a fiber line
connected to our Internet service provider. Since the fiber is capable of gigabit
speeds, the Internet bandwidth can be increased without additional lines being
run. Additional security is provided by a Cisco PIX firewall. A gigabit Ethernet
backbone connects switching closets within each building. In 2006 the Wide Area
Network (WAN) connecting the 7 buildings was upgraded to gigabit fiber.
Numerous application servers are in operation at the high school, including
servers for e-mail, Blackboard, content filtering, backups, web serving, the
student management system, systems management and Citrix. Each remote site
presently consists of one file/print server.
The current backup strategy includes a central backup device at the high school
and offsite tape storage. A weekly full backup runs every Friday with daily
differentials. Tapes are rotated out and archived with every full tape stored for
two months and every other full backup permanently archived. Archived tapes
are stored in a fire proof safe at the high school for 2 months. After that time they
are permanently stored in an offsite data storage facility.
Servers are ordered with dual network cards and a remote management card in
case of failure. Switches are ordered with expansion capabilities and a lifetime
next-day replacement warranty, resulting in a cost reduction, as this was
previously an added expense.
Wireless laptop carts are used in grades 5–12. The wireless standard used in
these systems is 802.11a, which provides a shared 54mbps connection to the
network.
The district is currently a Microsoft environment that consists of two network
domains. This design suffers an administrative and hardware burden as more
resources are required to support it. The district plans to eliminate the ADMIN
domain, leaving a single domain.
The district has replaced the old Winschool Student management System with
Infinite Campus, a centralized database system with a web interface.
Software
In addition to the Microsoft Office Suite, which is installed district-wide, there are
over 120 software applications installed throughout the district. The software
categories are as follows:
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9. Current Status
Administrative Applications:
Finance Manager: An integrated array of financial programs designed
specifically for school districts, Finance Manager provides accounting, payroll,
budget, requisition and human resources management.
TransFinder: Designed for school districts to manage bus routes, TransFinder
plans and reports on bus routes and schedules.
Infinite Campus - Student Management System: A student database that
provides for the following functions: student registration, enrollment, personal
information, photos, medical and legal information, demographics, scheduling,
attendance, grading, and discipline. SMS provides reports on all of these areas.
Special Education Applications:
Special education software includes administrative programs such as IEPDirect,
a web-based solution for managing New York State special education student
information and Woodcock-Johnson testing programs. Instructional software
includes Aurora, Boardmaker, Edmark Reading, Lexia, Switch Games, Writing
with Symbols, Away we Ride, Co-writer, Earobics, 5-Finger Typist and Picture
This.
Web Server:
The district maintains a web server which hosts the district web site, a distinct
web site for each school and an Intranet.
The Intranet contains information for faculty and staff, including information and
forms from the Human Resources and Benefits departments. It also has links to
applications that produce labels and reports on student demographics, grades
and attendance. Other staff applications include the sports database; emergency
phone broadcast system and administration of the In-Service course database.
Instructional Software:
Blackboard: A web based system; Blackboard provides content management
and sharing, online assessments, student tracking, assignment and portfolio
management, and virtual collaboration.
The instructional software supports a wide variety of disciplines. Many
departments have software specifically for their area, such as the Sibelius,
Finale, Musition, Aurelia, Music Ace and Cakewalk applications used by the
Music departments, or the ArcView, Probeware, LoggerPro, and TI Connect
software used by Science. See appendix C for a complete list of instructional
software.
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Access to Technology
The Chappaqua Central School District has over 1600 PCs and approximately
200 laptops throughout its seven building school district. Currently, every PC and
laptop has been standardized on Windows XP SP2.
The three K–4 elementary schools (Douglas S. Grafflin, Roaring Brook and
Westorchard) all have one computer lab housing 28 Dell computers. All labs are
provided with one large screen color projector to support instruction, one large
color printer, one black and white printer and an image scanner. In addition to the
network and instructional software, all computer labs are configured to utilize a
program called Net-Op. This program allows the instructor to remote control any
computer’s desktop, project that image on the projector screen, or have the
teacher’s desktop image manifest itself on any and all of the computers in the
room. This software has allowed for uniquely innovative approaches in large
group instruction. The labs are also equipped with smart card readers, which
allow teachers to upload digital pictures from their cameras and incorporate them
into daily lesson plans.
Grades 1–4 incorporate a 5 cluster classroom computer model. One computer is
situated at the front of the room, connected to a presentation monitor, while the
remaining four computers are set up in the back with a network printer.
Kindergarten classrooms contain two computers, and a color printer which both
PCs can utilize.
Directly next to each lab are the library media centers which contain eight
computers, a network printer, and an online card catalog system for student
research.
The two 5–8 middle schools (Robert E. Bell and Seven Bridges) have two
computer labs housing 28 Pentium IV Dell computers, a large screen color
projector to support instruction, one large color printer, one black and white
printer and an image scanner. In addition to the large computer labs, labs have
also been set up to support the instructional requirements of the middle
technology program. A technology lab is located in each building with 26
computers and specialized software to support the middle school curriculum.
Additionally, 8 computers are installed in each of the middle school art labs with
access to color printing. Wireless mobile laptop carts with five laptops are also
utilized in the middle schools. These carts are circulated throughout the buildings
to support the curricular infusion of technology, and are configured to execute all
of software titles available on the desktop PCs.
The middle schools each have a library media center equipped with 16
computers available for research/class work. The middle schools also employ the
5 cluster classroom computer model, with a teacher station connected to a large
screen presentation monitor situated in the front of the room, and four PCs set up
in the rear of the room for student use. The only inconsistency to this falls in the
foreign language, music and special education classrooms. Special education
rooms generally are set up with one to four computers, while music has one
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teacher station connected to a large screen presentation monitor. Excluding the
special education and music rooms which have a myriad of customized software
available to address their curriculum requirements, all of the other computers
offer the same software available to anyone with network access.
Chappaqua’s 9–12 high school (Horace Greeley) has three computer labs. Two
are located next to each other, each consisting of 28 Dell computers, sharing 4
black and white printers, and one color printer. The third lab has 24 PCs and one
black and white printer. Each lab has one computer with Net-Op installed for
instructional purposes, and two labs have projectors. Additionally there are two
mini-labs and several clustered classrooms throughout the campus. One mini-lab
is located directly across the hall from the high school’s main computer lab. It is
generally utilized for any demand overflow from the main lab as well as several
after school programs. The other mini-lab is the art lab. This lab accommodates
17 computers, one presentation monitor, and access to both black and white and
color printing. In addition, the science department has two 16 unit wireless laptop
carts, used for science research and physics. The L.I.F.E. school, a specialized
high school program enrolling approximately 43–45 students, has a wireless
laptop cart with 25 computers configured for use on the school network.
The high school library media center has 20 computers. Two off these are
located on kiosks for quick access to the library catalog and online databases.
The Education Center, which houses district administration, consists of 37
computers and 27 printers, each with the Microsoft Office Suite installed, as well
as administrative applications for students, finance, special education and
transportation. A conference room, configured with a computer and a smartboard
is available for presentations.
The district maintains a centralized, online, technical support help desk. Faculty
and staff can submit repair reports or work orders to the technology office online.
The report is stamped and given a number, so that faculty and staff can track the
status of the request online. Every school’s customized web home page provides
a hyperlink directing them to the online support page.
Year round software maintenance is routinely performed for security updates,
which include the continual threat of computer viruses, vulnerabilities in Microsoft
source code as well as unwanted access from internal and external sources.
Additionally, application software updates are periodically pushed out from a
central server, eliminating the need for technicians to travel around the district.
Hardware images are created for implementing major upgrades to operating
systems. Also, as technological needs increase, a structured upgrade process is
necessary to maintain acceptable levels of hardware performance, therefore
desktops and laptops are on a five year replacement cycle.
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CHAPPAQUA CENTRAL SCHOOL DISTRICT
HARDWARE INVENTORY
Building Desktop Computers Laptops Printers
Douglas S. Grafflin 205 1 46
Roaring Brook 182 2 46
Westorchard 182 1 42
Robert E. Bell 364 9 63
Seven Bridges 325 24 54
Horace Greeley 348 123 74
Education Center 37 8 27
Pole Barn 7 0 1
1,650 168 352
Curriculum
Integrating technology into the curriculum means viewing technology as an
instructional tool for delivering subject matter in the curriculum already in place. It
involves students constructing their own learning while using both hardware and
software tools in instructional environments that emphasize collaborative
learning, inquiry-based learning and an overall emphasis on student-centered
approaches for both teacher and student.
Technology integration can transform teaching and learning, but understanding
the pedagogical possibilities is paramount to successful integration. To assist the
instructional staff with integration, the Chappaqua Central School District has
developed K–12 technology and information literacy competencies based upon
standards defined by the International Society of Technology in Education. The
competencies are centered on the basic belief that student achievement is best
enhanced when students first master basic operations and concepts of
technology, understand ethical and responsible use, and then begin to use
technology as a productivity tool for communication, research, problem-solving
and decision-making. These competencies will enable the instructional staff to
effectively integrate technology into the curriculum by providing guidelines and
benchmarks for instructional delivery.
Teacher Uses of Technology
District Wide
Teacher technology use varies, as illustrated below from data derived from the
Net Day 2006 Teacher Survey, a national survey conducted yearly with a high
level of confidence. Approximately 15 % (78 respondents) of the teaching staff
completed the survey. Nationally, over 300,000 teachers participated in the
survey.
In general, teachers in the district are at or above their peers nationally in
technology knowledge, integration and innovation. The vast majority believe that
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technology has improved their effectiveness as a teacher (72%), by improving
student engagement (60%), allowing the creation of richer lesson plans (64%)
and aiding in differentiation (62%). Almost all teachers use e-mail daily, and over
30% maintain a class website. Most teachers have communicated with parents
using e-mail (80%), while 30% have communicated by e-mail with students. A
few teachers are using blogs, wikis and podcasting.
Word processing, recording grades, researching and preparing lessons are tasks
that are performed most frequently (58%). Most teachers believe that technology
has enhanced student performance and achievement (85%), specifically in the
areas of engagement in learning (65%), collaboration/teamwork, critical thinking
and problem solving and learning concepts and skills (all around 40%). The
technology services that teachers believe have the greatest potential to improve
student success at school are having computers in classrooms for student use
(55%) and having assistive technology for students with special needs (46%).
Approximately one-third of respondents also included services such as a school
website, televisions/projectors and DVD’s in classrooms, laptops for students to
use at school, tools that help parents and teachers communicate and digital
curriculum that augments textbooks and print curriculum.
Most teachers (74%) believe that the school is doing a good job preparing
students for success in the 21st century. Skills cited as important for the future
are thinking critically, good work ethic, and problem solving. More than half the
respondents believed that students need good technology skills in order to be
successful in school, including college and graduate work, find a job, be well-
informed, and to keep in touch with family and friends.
Obstacles in using technology include not having enough computers (38%), lack
of time in the school day (56%) and not enough professional development (70%).
Teachers would like more professional development, through learning teams and
district-provided training primarily focused on integrating technology into their
curriculum (47%).
The technology issues that concern a majority of teachers surveyed included
online bullying, privacy and security, safety from online predators, access to
inappropriate websites, and students spending too much time using computers.
Comparing students in the United States with students internationally, teachers
believe that our students need to improve communication skills (61%), have
more experience solving complex problems and thinking through new ideas
(60%), improve creative thinking (53%) and be able to learn new skills
independently (51%). Most teachers (85%) believed that the math and science
curriculums in the district helped students learn critical thinking and problem
solving skills.
The majority of teachers feel that interactive whiteboards in every classroom
(51%) and embedded professional development time (53%) are the most
important future goals of the district.
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Elementary
Primarily, teachers use technology to generate instructional materials and
communicate information. E-mail and word processing are utilized more than any
other available technology. There are small pockets of use in varying degrees
with technologies that include presentation software, graphic organizers, web
publishing, digital imaging, Internet resources, and multimedia production.
Teachers are generating report cards, lesson plans, instructional materials,
organizational tools and share these on our network drives. The sharing of
resources on network drives continues to expand.
Interactive whiteboards have been introduced in a few elementary classrooms,
one computer lab and two library media centers. The Technology Integration
Teachers offer training, support and resources. There is tremendous enthusiasm
for this technology.
Videoconferencing occurs regularly at a pilot school, where the equipment was
installed in December, 2006. The decision for the initial placement of the
equipment was made in conjunction with the building administrators. The
Technology Integration Teachers offer training, support and resources. Lab
Aides have also been trained so that they can supply on-site assistance to
teachers when they are videoconferencing. Videoconferencing workshops
conducted by the Technology Integration Teachers help teachers select
appropriate partners, set-up effective environments and learn basic
videoconferencing skills. Teachers are supported throughout their
videoconferencing work in the following ways: VC partners are located and
arrangements for the videoconferencing session are made for the teacher
planning rubrics and evaluation tools are supplied, and technicians are available
throughout the process to assist with hardware and connectivity issues.
Scanners, digital cameras, microscope probes and other peripheral devices are
also used to create electronic and paper products and projects. Assistive
Technology devices are used to generate writing pieces and communicate ideas.
Students are comfortable using a word processing tool and tutorial programs to
create documents and practice skills. Students also have supervised access to
the Internet where they conduct research, watch instructional videos and
simulations, and gather information. All students are given grade-appropriate
instruction on how to navigate the desktop, access disk drives, view the contents
of folders, print and launch applications. Although several software applications
are used across the grades, including the Microsoft Office suite of productivity
tools, the following highlight a few applications used to address particular
curricula areas:
• In kindergarten classes, students learn the alphabet, and make electronic
books with Wiggleworks, a K–2 literacy program. Graphs are replicated in
a program called the Graph Club.
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• First graders use Kidspiration, a graphic organizer, as a pre-writing tool to
organize and sort words and concepts. Wiggleworks and the Graph Club
are also used at this level.
• Second grade students access CD-ROM encyclopedias for research,
electronic mapping tools to create maps and write directions, and Math
Keys to learn and practice math concepts and skills.
• Third grade students begin formal keyboarding instruction and also use
PowerPoint to present research and information that they have gathered
from electronic and paper resources.
• Fourth grade students use Excel to enter collected data from a science
experiment and graph it to look for trends and patterns. Students are also
learning how to create animations and produce digital movies. Teachers
have carefully designed web searches for students to access relevant
information about what they are studying.
Middle Schools
In discussions with teachers, most described incorporating presentation software
into their daily teaching routines. Whether for “Do-Now” activities, daily agendas,
slideshows or student presentations, quite a few teachers felt that presentation
software, and the use of a large classroom monitor were staple parts of their
instruction. They also indicated this was an area that required the greatest aid.
Many teachers also use the Internet for student-based research, furthering their
own knowledge, as well as maintaining (or designing) web pages. While web
design was not prevalent in the instructional strategies, it is important to note that
many teachers now have individual and team web pages that list everything from
homework assignments, to class links, and important team dates.
Additionally, newer tools are being infused into the curriculum by many teachers.
Science teachers at the middle level are experimenting with the use of a variety
of digital probes for project-based learning opportunities. A number of teachers
currently use distance learning tools such as Blackboard in their instruction, a
tool which also plays a role in instruction at the high school level. Math teachers
have incorporated the use of Geometer’s Sketchpad, as well as using
interdisciplinary sites like Brainpop.com for concept supplements. Forms of high-
tech assistive technology devices are also in use.
Interactive whiteboards have been installed in all 5 – 8 math and science
classrooms. Intensive curriculum based training has been ongoing, during the
school day, in the summer, and through learning teams and professional
development sessions after school. All of the teachers using the interactive
whiteboards are extremely enthusiastic about this tool, and have worked
extensively to redesign their materials to use the enhanced learning features and
interactivity of the whiteboards.
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Videoconferencing equipment is now in place in both middle schools. Teachers
are making use of this communication and distance learning tool, particularly in
the area of world languages.
High School
Technology use by students includes a wide range, including: word processing
and editing of student writing, Blackboard on-line learning, online research in
most disciplines, student presentations, laptop-based data analysis in science
classes with probes, digital calculators in math and advanced programming
courses, use of PhotoShop in Art and for various student publications, use of
digital editing software, and laptops to support individual, performance-based
learning in L.I.F.E., including digital portfolios. Within the high school
environment, students take a great deal of responsibility for their own time and
learning and students naturally choose to use tools necessary for their learning.
Further, since students are not restricted as to when, where, or for what they can
use resources such as e-mail and the Internet, they have naturally developed a
familiarity with using these tools within the context of their educational work.”
Interactive Whiteboards have been installed in most math and science
classrooms in the high school and are being used effectively by the teachers.
Videoconferencing at the high school has also been introduced to students,
particularly in the area of world languages and the arts, and continues to evolve.
In terms of future directions, “At the secondary level, concern shifts to students’
ability to ethically use technology and to critically review technologically mediated
information.” In addition, there is the suggestion that a vision for the future needs
to include students and faculty using technology to truly transform the district’s
teaching and learning environment. Here, the initial emphasis is more on how
teachers might use technologies to support reformed pedagogies such as
collaborative learning, inquiry-based learning, and an overall emphasis on
student-centered environments. One specific approach to achieve this vision is to
deepen professional development offerings to feature study and sharing of
effective and innovative practices. Web 2.0 computing is being used in the most
innovative technology curriculums, including podcasting, blogs, and wikis.
Currently, the district technology planning committee and the Greeley
Technology Competency Committee are engaged in outlining achievable goals to
advance effective technology integration in line with the results from the NetDay
2006 survey.
Assistive Technology
Representatives from the Special Education Department and the Technology
Department regularly met to address the technology needs of students with
disabilities. With guidance from the Director of Special Education, an assistive
technology committee was formed in the fall of 2000. The committee is
comprised of representatives of regular and special education K–12 teachers,
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occupational therapists, speech pathologists, and technology. One of the
accomplishments of this committee was to develop an AT referral procedure.
The technology department supports the special education department in a
variety of ways including providing greater computer access e.g., the control
panel to adapt keyboard access to individual students, technology support for AT
trainings, and a developing database of district-wide hardware and software. In
addition, software such as Boardmaker, Lexia, Aurora and Co-Writer are
networked AT supports. A “Lo-Tech” kit for graphomotor difficulties is also
housed at each of the elementary and middle schools.
Professional Development
Instructional technology support is available through in-service courses and
workshops, summer institutes, project/curriculum work; teacher designed
learning teams, as well as ongoing support from the instructional technology
specialists and district technology staff.
Staffing
The technology staff consists of a Director of Instructional Technology, two
network administrators, two hardware support specialists, a database manager, a
programmer analyst, seven lab aides, two technology integration teachers, and
two clerical assistants.
The Director of Instructional Technology is responsible for guiding the
development and implementation of the district's technology plan; providing
oversight of technical, administrative and building-based support teams; and
collaborating with instructional specialists, staff developers, and faculty in the
integration of technology and professional development opportunities. The
network administrators provide support for the network infrastructure, while the
two hardware support specialists address on-site troubleshooting, investigation,
and hardware and software repair. The database manager addresses the
district’s data requirements along with the programmer analyst and the clerical
assistants provide administrative support for the technology department. Each
building has a computer lab aide responsible for providing building-based
instructional support with a focus on effective use and operation of the computer
lab, and first level technical support such as account set-up and security. A
district lab aide provides additional support for each building.
Two technology integration teachers serve the district. As a team, they work with
the Director to develop and support the teaching staff in the effective integration
of technology throughout the district as well as plan in-service courses and
support learning teams. Although some of their work overlaps, in general, one of
the specialists concentrates on the elementary schools and support of district-
wide videoconferencing and the other specialist focuses on the middle schools
and high school along with supporting interactive whiteboard use district-wide.
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Data Management
The district’s data management objective is to centralize and integrate district
data, eliminate redundancy and develop strategies that use data to inform
practice, manage information for accountability, chart progress, communicate
with others in the school, district, home and community and enhance instruction
for students. Additionally, as administrative applications evolve, the district will
continue to explore the integration of administrative applications.
The district has completed a major upgrade of its student management system
during the 2006-07 school year. This upgrade provided a centralized database
with web-based access and enhanced functionality. Subsequent phases will be
defined which will include web-based portal access and an auto-dialer for
attendance notifications.
The district is also working with our local Regional Information Center to ensure
that we are in compliance with the State Education Department’s data
warehousing reporting and repository requirements.
As timely district communication is essential to staff members and the
community, the school-to-home communication methods has been expanded to
include: e-mail notifications, web site enhancements, and an emergency Phone
Alert System. Ongoing expansion of our internal Intranet will provide district staff
with relevant district/school information.
Budgeting and Spending Plan
The district adheres to the Total Cost of Ownership model which maximizes
technology investments by analyzing and focusing on direct and indirect costs of
technology investments. The Chappaqua Central School district has a carefully
planned technology budget that accounts for scheduled software upgrades and
hardware replacements. Additionally, budget line items account for professional
development, equipment, supplies, software licensing, repairs and service
contracts. The successful implementation of this technology plan requires
alignment with the technology budget and an annual review of the spending
requirements to ensure that the goals and objectives of this plan are achievable.
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19. GOALS AND OBJECTIVES
Goal 1: Service Improvement and Network Upgrades
I. Software Upgrades (p.22)
a. Vista evaluation and upgrade
b. Office 2007 evaluation and upgrade
c. Blackboard upgrade
II. Hardware maintenance (p.22)
a. Replace old switches
b. Replace old printers
c. Scheduled PC replacements
d. Scheduled server replacements
III. Network (p.23)
a. Network access control
b. Public hot spots
c. Accommodate Macs on the network
d. Rewiring classrooms
e. Replacing mini-hubs
f. Domain consolidation
g. Annual bandwidth analysis/assessment
Goal 2: Curriculum — Provide an integrated technological
environment that will advance teaching and learning and provide
students with tools to help them succeed in the 21st century (p.25)
I. School based technology committee objectives: (p.25)
a. Infuse technology competencies into the curriculum
b. Technology resource awareness/communication
c. Building instructional support
d. Research, explore and propose new technologies
e. Technology infusion into curricular goals and district initiatives
f. Pursue and propose the development of discipline specific projects
in regard to district initiatives and new technologies
g. Software evaluation process
h. Evaluate the impact of infrastructure on teaching and learning
i. Determine the effectiveness of mobile technologies
j. Evaluate lab effectiveness
k. Determine effectiveness of classroom computer models
l. Integrate student tech competencies into classroom practice (p.26)
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20. Goals and Objectives
m. Fully develop the K-12 technology competencies and integrate
them into the district’s curriculum mapping and information literacy
initiatives (p.27)
n. School-based technology committees refine and revise the
competencies at their level
o. District-wide technology committee adopts final revisions
p. Enhance Middle level technology curriculum (p.27)
Goal 3: Professional Development – To continually provide
teachers, students, administrators, support staff and other
members of the community with relevant technology-related
professional development with a focus toward improving
student achievement.
I. Encourage school based technology committees to pursue and propose the
development of discipline specific training in regard to the delivery of
instruction for district initiatives and new technologies (p.28)
II. Expand professional development program (p.29)
III. Accommodate the varying skill level of teachers
IV. Provide in-service opportunities which allow for collaboration with
colleagues
V. Expand the number of teacher-to-teacher training opportunities
VI. Increase focus on unit design and imbedding technology within the
curriculum
VII. Ensure staff training opportunities coincide with student competencies
VIII. Address new district faculty and staff training requirements
IX. Increase lab assistant collaboration (p.29)
X. Support sessions
XI. Technology Training/Certification (p.29)
a. Ensure that the technology staff and facilitators are up to date with
the latest technologies and certifications in their respective areas
XII. Technology Department Staff development (p.30)
XIII. Staff meeting updates
a. Collaboration with school based technology committees
b. Administrative council updates
XIV. District Application-specific training for faculty, staff and
administrators
a. Student Management System
b. Data Warehouse
Goal 4: Data Management – Integrate, centralize and provide
appropriate data and information to district staff and the
community
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21. Goals and Objectives
I. Continued development of a Data Warehouse to support curricular analysis,
program effectiveness and district administrative functions (p.31)
II. Additional upgrade phases of the student management system to provide:
(p.31)
a. Portal
b. Auto-dialer for attendance notifications
II. Expand school-to-home communication methods (p.31)
III. Explore additional ways to use community e-mail notification system
IV. Web site enhancements
V. Phone alert system analysis
VI. Explore the integration of district administrative applications (p.31)
a. Human resources
b. Finance Manager
c. TransFinder
d. Student Management System
VII. Intranet expansion (p.25)
VIII. Increase resource availability
IX. Online staff database
Goal 5: Monitoring and Evaluation - An evaluation process will
be developed to measure ongoing progress of goals and
objectives, as well an appropriate and timely evaluation, update
and revision of the technology plan.
I. Technology plan, along with its goals and objectives will be periodically
monitored, evaluated and updated by the Director of Instructional
Technology and appropriate staff members. Reconvening of the district
technology planning committee members will also occur periodically. (p.25)
Goal 6: Alignment of a spending plan that coincides with
technology acquisitions and maximizes technology investments
I. Successful implementation of this technology plan requires alignment with
the technology budget and an annual review of the spending requirements
to ensure that the goals and objectives of this plan are achievable.
Continued adherence to the Total Cost of Ownership model, which is
planning for the life cycle costs for technology, including capital,
administration and operation, and end user operation will allow the district to
continue to maximize technology investments. (p.35)
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22. IMPLEMENTATION STRATEGIES
Goal 1: Service Improvement and Network Upgrades
Objective I: Software Upgrades
The district should analyze new software and deploy it as needed.
Microsoft Vista and Office 2007 should be installed in test environments to
determine the usefulness of the software in school environment and if it
will be cost effective to upgrade. Blackboard software will be upgraded to
the Enterprise version.
Year 1 (2007–08)
Blackboard Enterprise upgrade
The Enterprise version of Blackboard has several advantages
including the ability to manage podcasts and integration with Active
Directory.
Year 2 (2008–09)
Vista and Office 2007
Load the software in targeted locations where they will be most
effective.
Objective II: Hardware maintenance
The district should continue its current practice of scheduled replacements
of PCs, laptops and servers. PCs and laptops are retired from service
after 5 years. In order to ensure network availability, servers are not kept
when support contracts are no longer available. Servers are retired after
their support contracts run out – usually 4 years.
Printers are not retired on a set schedule; they are replaced when they are
broken beyond repair. Many printers have reached the point where they
are not capable of handling the graphics frequently encountered in
modern computing. The district should study the capabilities of the
printers and the classroom needs and create a schedule for replacing
some printers that no longer meet educational needs.
The network switches to which individual PCs are connected are
combination of Hewlett Packard and Marconi. The warranties for the
Marconi switches have expired and it is not fiscally prudent to purchase
support contracts for them. The district should replace these switches
with Hewlett Packard switches. The Hewlett Packard switches come with
lifetime warranties, eliminating the expensive support contracts.
Concentrating the new switches at Horace Greeley will have the added
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23. Implementation Strategies
Goal 1: Service Improvement and Network Upgrades
benefit of allowing the use of Layer 3 switching throughout the Greeley
campus.
Year 1 (2007–08)
Network switch replacements
Replace the older Marconi switches.
Hardware Replacements
Year 2/3 (2008–10)
Hardware Replacements
III: Network Maintenance
The district should use McAfee’s NAC to implement Network Access
Control. Up until now the district network has been protected from
intrusion by not allowing people to plug any device into the network. NAC
will enforce this rule, automatically turning off ports where unauthorized
devices are detected. Although individual servers on the network are
protected from unauthorized intruders by domain policies and anti-virus
software, intruders could cause trouble by creating excessive network
traffic or by denial of service attacks.
Public hot spots, where wireless devices owned by students and faculty
may access the Internet, should be installed in selected locations for
people who prefer to use their own devices. Allowing students to use their
own laptops could also free up computers in the labs. The hot spots
should be subject to the same Internet filtering as the rest of the network,
but the district network should be partitioned from the public network by
the use of VLANs and Layer 3 routing.
Although most software is available in both Windows and Mac versions,
there are a few instances where applications work better on Macs. By the
use of NAC and Apple management utilities, the network should be able to
accommodate Macs. Together these utilities will let the Technology
Department monitor the network usage of the Macs and check for
inappropriate or unlicensed software.
Currently small hubs are being used in many classrooms where a direct
run to a switch closet should be used. The district should continue to work
on replacing hubs on an ongoing basis and use them only as stopgap
measures as they cause problems when using high bandwidth
applications. Over the next three years, classrooms should be gradually
rewired with direct runs.
Windows domain consolidation should continue, ending with a single
domain model. The EC domain has been eliminated, but restrictions on
password policies have delayed the removal of the ADMIN domain. A
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24. Implementation Strategies
Goal 1: Service Improvement and Network Upgrades
typical Microsoft single domain allows only a single password policy. It is
the district security policy that administrators and teachers should have
stricter password policies than students. It would also be helpful to
differentiate older students and younger students in password policies.
The District should install password policy software that will allow multiple
password policies on a single domain. This software will allow the
elimination of the ADMIN domain and the consequent relief from the
administrative and hardware costs associated with it.
There should be an annual reassessment of Internet use to determine if
the district needs to increase its available bandwidth.
Year 1 (2007–08)
Hot spot at Horace Greeley and Password Policy software
Safe Internet access will be provided in the Student Commons.
This installation will be studied as a model for hot spots in other
schools.
Password policy software installed on the network will allow stricter
security for staff and older students while not burdening the
elementary students with complex passwords.
Year 2 (2008–09)
More hot spots and domain consolidation
The Greeley hot spot created in Year 1 of the plan will be replicated
in common areas at other schools.
McAfee NAC will be implemented.
The ADMIN domain will be eliminated. One server supporting the
domain will be retired.
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25. Implementation Strategies
Goal 2: Curriculum
Goal 2: Curriculum
Provide an integrated technological environment that will advance
teaching and learning and provide students with tools to help them
succeed in the 21st century
Objective I: School based technology committees and the district
level technology committee
Year 1 (2007–08)
School based technology committees will reconvene in each
building in the fall of 2007 to move forward the work of transforming
teaching and learning through the use of technology. These
committees will meet with the Director of Technology to review the
technology plan for the district and to discuss building specific
planning. The building level committees will work on some or all of
the following:
• infusing information literacy and technology competencies into
existing curriculum
• communicating technology resources to faculty
• providing instructional support around technology usage
• researching, exploring and proposing new technologies
• infusing technology into curricular goals and district initiatives
• proposing and pursuing the development of discipline specific
projects which support district initiatives and new technologies
• evaluating new software
• providing leadership, in conjunction with the professional
development team, around action research projects relating to
technology
School based technology committees will create a mechanism to
reflect and evaluate work that occurs in year one. The results of this
tool will help inform work for future years.
The district level team will meet on an ongoing basis to discuss
implementation of the district technology plan and to share building
level work.
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26. Implementation Strategies
Goal 2: Curriculum
Year 2 (2008–09)
School based technology committees will continue building specific
work.
The district level team will continue to meet on an ongoing basis to
support the implementation of the technology plan.
Year 3 (2009–10)
School based technology committees will continue building specific
work.
The district level team will continue to meet on an ongoing basis to
support the implementation of the technology plan.
Objective II: Review and revise the Technology Competencies and K-
12 Information Literacy competencies and align with ISTE revisions
Year 1 (2007–08)
The technology integration with work with building committees to
disseminate, review and revise the technology competencies. After
these competencies are distributed, school technology committees
will present the competencies that are applicable to each building at
a faculty meeting in the fall.
In an effort to design embedded and authentic assessments of
student technology competencies and to demonstrate different
ways that the competencies can be embedded in curricula, the
school technology committees and building administrators will be
charged with the task of identifying existing examples of this type of
work being done in each of their buildings. This work will begin
early in the 2007-08 school year and be ongoing. Teachers will be
asked to share the work that they are doing with their colleagues in
faculty meetings.
Year 2 (2008–09)
The standards for Information Literacy and Technology
Competencies will be integrated into the curriculum mapping
process.
Building technology teams, along with administration, will continue
to identify and share examples of best practice in the area of
embedded, authentic technology work relating to the competencies.
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27. Implementation Strategies
Goal 2: Curriculum
Year 3 (2009–10)
Building Technology Teams and the district technology committee
will meet to reflect on The Information Literacy and Technology
Competencies, evaluate the effectiveness of curricular integration
and revise the document as necessary. In addition, an ongoing
evaluation process will be established in conjunction with
curriculum mapping work.
Building technology teams, along with administration, will continue
to identify and share examples of best practice in the area of
embedded, authentic technology work relating to the competencies.
Objective III: Enhance Middle Level Technology Curriculum
Year 1 (2007–08)
Assess/Revise middle level technology program for grades 5 – 8.
Units of study will be defined using a systems approach.
Year 2 (2008–09)
Monitor and revise accordingly.
Year 3 (2009–10)
Monitor and revise accordingly.
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28. Implementation Strategies
Goal 3: Professional Development
Goal 3: Professional Development
To continually provide teachers, students, administrators, support staff
and other members of the community with relevant technology-related
professional development with a focus on improving student achievement.
Objective I: Encourage school-based technology committees to
pursue and propose the development of discipline specific training
in regard to the delivery of instruction for district initiatives and new
technologies.
Year 1 (2007–08)
In order to establish technology connections with district-wide
initiatives and information literacy technology competencies, the
committees will:
• Identify specific training needs and create training sessions
• Identify student learning needs and make connections to
technology
• Share best practices among colleagues
• Support the implementation of Information Technology Literacy
competencies
• Provide models for teachers to connect their work and their own
learning goals to the competencies
Year 2 (2008-09)
Committee work will be ongoing
Year 3 (2009-10)
Committee work will be ongoing
Objective II: Support the interactive whiteboard implementation
throughout the district
Year 1/2/3 (2007–10)
Technology integration teachers will ensure the success of
integrating interactive whiteboards throughout the district by
delivering research-based professional development models that
incorporate collaboration, teacher-to-teacher training opportunities
and modeling.
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29. Implementation Strategies
Goal 3: Professional Development
Objective III: Expand professional development program
Year 1/2/3 (2007–10)
Through collaboration with district staff and alignment with the
district professional development plan, training opportunities will be
expanded to:
• Accommodate the varying skill levels of teachers
• Provide in-service opportunities which allow for collaboration
with colleagues
• Expand the number of teacher-to-teacher training opportunities
• Increase focus on unit design and imbedding technology into
the curriculum
• Ensure staff training opportunities to coincide with information
literacy technology competencies
• Address new district faculty and staff training requirements
Objective IV: Increase lab assistant collaboration
Year 1 (2007–08)
Extending the role of lab assistants for individual and small group
support will provide resources and support for the integration of
technology into the curriculum. Furthermore, facilitating increased
awareness on the part of the faculty of the kind of support available
from the lab aides will encourage teachers to ask the lab aides for
help.
Year 2 (2008–09)
Ongoing lab assistant collaboration
Year 3 (2009–10)
Ongoing lab assistant collaboration
Objective V: Technology Training/Certification
Ensure that Technology Department Staff has appropriate training and
recertification
Year 1/2/3 (2007–10)
The faculty and staff will attend conferences, and technology
specialists will provide research to ensure that faculty and staff are
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30. Implementation Strategies
Goal 3: Professional Development
aware of new technologies. Technology committees will also post
new technology information using various forms of communication
via hard copy, e-mail and the share drive.
Objective VI: Technology Department Staff Development
Year 1/2/3 (2007-10)
The Technology Department will update staff on initiatives, policies
and relevant information as required. Additionally, the Director of
Technology will provide updates to administrators at administrative
council meetings. Ongoing collaboration and updates will occur with
building committees.
Objective VII: District application-specific training for faculty, staff
and administrators
Year 1 (2007–08)
Build technology learning teams in every school in the district.
• Identify faculty and staff training needs as they relate to district
applications
• Faculty and staff will identify and attend appropriate
conferences
Year 2 (2008–09)
Ongoing training needs will be evaluated annually
Year 3 (2009–10)
Ongoing training needs will be evaluated annually
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31. Implementation Strategies
Goal 4: Data Management
Goal 4: Data Management
Continued alignment of the data warehouse to state and federal reporting
requirements as well as district initiatives.
Objective I: Data Warehouse Enhancements
Year 1 (2007–08)
Incorporate Beds data, assessments and district data into the data
warehouse
Year 2 (2008–09)
The data warehouse will be expanded to incorporate additional
district data requirements
Year 3 (2009–10)
Data warehouse expansion.
Objective II: Continue to exploit the functionality of the new student
management system
Year 1 (2007–08)
Subsequent phases of our student management system will be
defined with additional enhancements. A portal and auto-dialer for
attendance notification will be available.
Year 2/3 (2008–10)
Continued exploitation of the student management system.
Objective III: Expand school-to-home communication methods
Year 1 (2007–08)
School-to-home communication methods will be evaluated.
Year 2 (2008–09)
Appropriate revisions and enhancement will be made to all
communication methods.
Year 3 (2009–10)
Continue to review, update and revise communication protocols.
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32. Implementation Strategies
Goal 4: Data Management
Objective IV: Intranet Expansion
Year 1/2/3 (2007–10)
Ongoing Expansion
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33. Implementation Strategies
Goal 5: Monitoring and Evaluation
Goal 5: Monitoring and Evaluation
A process will be developed to monitor the implementation of the
technology plan, and to study and evaluate the effectiveness of
technology to support student learning.
Objective I: Develop a monitoring rubric to track the implementation
of the technology plan
Year 1 (2007–08)
The district technology committee will design the technology plan
monitoring rubric using available best practice.
Objective II: Determine how classroom computers are being used by
teachers and students
Year 1 (2007–08)
Surveys and network reports will provide a mechanism to analyze
classroom computer utilization.
Year 2 (2008–09)
Building committees will collect, collate and analyze utilization
survey data. Action plans will be drafted to address identified issues
and/or problems.
Year 3 (2009–10)
Implement, evaluate and revise action plans.
Objective III: Determine the effectiveness of mobile technologies
Year 1 (2007–08)
The Director of Technology and network technicians will collect and
analyze laptop log-in data and laptop reliability/accessibility data for
the various laptop pods throughout the district. Using this data as a
starting point, the district technology committee and appropriate
building committees will then acquire additional information as
needed by developing and administering a survey for the faculty
and staff on the instructional impact of laptops.
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34. Implementation Strategies
Goal 5: Monitoring and Evaluation
Year 2/3 (2008–09)
The district technology committee will collaborate with the Director
of Technology to analyze data collected on laptop usage, develop a
rating scale to determine effectiveness, and make
recommendations for laptop wireless usage.
Objective IV: Evaluate the effectiveness of the computer lab
configuration and availability
Year 1 (2007–08)
The technology integration teachers will draft and distribute a
survey to teachers to determine the percentage of teachers using
the lab, objective of lab use, lab availability, and whether or not the
lab is meeting teachers’ instructional needs. In addition, lab usage
will be compiled by the lab aides. Based on results, the building
technology committee, in conjunction with the Director of
Technology will make lab use configuration recommendations for
the 2008–09 school year.
Year 2 (2008–09)
Lab configurations will be implemented and monitored by the
Director of Technology and appropriate staff.
Year 3 (2009–10)
Ongoing lab monitoring
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35. Implementation Strategies
Goal 6: Alignment of a spending plan that coincides with technology acquisitions and
maximizes technology investments.
Goal 6: Alignment of a spending plan that coincides with
technology acquisitions and maximizes technology investments.
Objective I: Determine best methods to structure budgetary
spending for designing a cost-effective budget. TCO model
Year 1 (2007–08)
During the first year of the plan, the Instructional Technology
Director along with the network technicians will evaluate the current
district technology budget for potential reductions in current
expenditures and determine necessary budget needs for the
following year. The approved budget for the year includes the
following key items:
2630-200 Equipment (Peripherals/accessories) $219,700
2630-400 Contract Services $864,208
2630-400 Contract State Lease (Hardware) $444,962
2360-460 State Aided Computer Software $195,050
2630-449 Technology Training (Professional Development) $25,000
2630-401 Summer Help $8,000
2630-415 Travel $2,400
2630-450 Supplies $4,000
2630-150 Instructional Staff (Technology Integration Teachers - 2) 188,490
2630-160 Non-instructional Staff (clerical staff - 9) 296,791
Total 2,248,601
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36. Implementation Strategies
Goal 6: Alignment of a spending plan that coincides with technology acquisitions and
maximizes technology investments.
Year 2 (2008–09)
The current budget will be evaluated for effective budgetary
spending. Using data collected by building and district committees,
this evaluation will allow more effective spending guidelines and will
further promote purchasing as well as hiring of staff based on
sound data management. The proposed budget for the year
includes the following key items:
2630-200 Equipment (Peripherals/accessories) $219,700
2630-400 Contract Services $874,208
2630-400 Contract State Lease (Hardware) $420,000
2360-460 State Aided Computer Software $195,050
2630-449 Technology Training (Professional Development) $25,000
2630-401 Summer Help $8,000
2630-415 Travel $2,400
2630-450 Supplies $4,000
2630-150 Instructional Staff (Technology integration teachers - 2) $195,000
2630-160 Non-instructional Staff (clerical staff - 9) $304,000
Total $2,247,358
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37. Implementation Strategies
Goal 6: Alignment of a spending plan that coincides with technology acquisitions and
maximizes technology investments.
Year 3 (2009–10)
A summation of spending over the three-year plan will be
determined and evaluated. Key areas of need for the next few
years will be identified. In addition, data from the second year will
be incorporated into spending determinations to make sure that the
district technology needs for the following year are considered and
met in the most cost-effective method possible. The proposed
budget for the year includes the following key items:
2630-200 Equipment (Peripherals/accessories) $219,700
2630-400 Contract Services $880,000
2630-400 Contract State Lease (Hardware) $415,000
2360-460 State Aided Computer Software $195,050
2630-449 Technology Training (Professional Development) $25,000
2630-401 Summer Help $8,000
2630-415 Travel $2,400
2630-450 Supplies $4,000
2630-150 Instructional Staff (Technology integration teachers - 2) $202,000
2630-160 Non-instructional Staff (clerical staff - 9) $314,000
Total $2,265,150
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38. APPENDICES
A. Network Diagrams 39
B. Blackboard Overview 46
C. Application Software Inventory 47
D. K-12 Software Evaluation –How to get new software 53
D. Acceptable Use Policy: K–4 58
E. Acceptable Use Policy: 5–12 62
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39. A. NETWORK DIAGRAMS
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40. Appendices
A. Network Diagrams
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41. Appendices
A. Network Diagrams
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42. Appendices
A. Network Diagrams
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43. Appendices
A. Network Diagrams
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44. Appendices
A. Network Diagrams
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45. Appendices
A. Network Diagrams
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46. B. BLACKBOARD OVERVIEW
Blackboard Overview
Blackboard is an integrated eLearning software platform that allows teachers to
manage their courses, deliver course materials, streamline the homework
process, communicate with students, encourage collaboration among students,
create online assessments and post links to information on the Internet. Students
have access to Blackboard anywhere and anytime that they connect to the
Internet.
The Blackboard online course management system enhances class
communication, organization and presentation by providing customizable, pre-
made web sites. Blackboard course sites enable faculty in the Chappaqua
School District to:
• Share important class documents, such as a syllabus, handouts, rubrics and
lecture notes
• Host online discussions and debates
• Post a calendar with assignment due dates and exam schedules
• Broadcast class announcements
• Enhance and differentiate lessons with online videos, interactive notes,
PowerPoint slides and more
• Give more varied types of assessments
• Allows for synchronous and asynchronous communication between teacher-
student, student-teacher, teacher-teacher
• Provides another forum for teacher to make connections between the real
world and the classroom
• Provides a place where students in different classes, in different grades and
even in different schools can collaborate and work together
• Redefines homework
• Allow students to check their grades online
• Share information with students and staff in extracurricular activities, sports
and committees
From its introduction in the Chappaqua Schools in January 2002, Blackboard's
use continues to evolve.
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47. C. APPLICATION SOFTWARE INVENTORY
CCSD Application Software Inventory
Products Subject Grade Level
AC-DC Circuits V2.0 Science 9 - 12
Activstats V2.0 Math 9 - 12
Adobe Acrobat 5.0 Publishing K -12
Adobe Illustrator Art 5 - 12
Adobe InDesign Art
Adobe Reader Publishing K -12
Adobe Pagemaker Publishing 9 -12
Adobe PhotoShop Art 5 -12
Adobe Photoshop Elements Art K-4
ArcView GIS Science 9 - 12
Athena V7.1 Library K-8
Auralia Music 5 - 12
Aurora 3.0 for Windows Special Education K -12
BASC V 1.1 Science K-2
Basic Circuits Challenge Science 5-8
Fizz & Martina's Math Adventures: Blue Falls Elementary Math K-4
Board Maker with Speaking Dynamically Pro Teacher Tool K-4
Cakewalk Home Studio Music 9 - 12
Career Zone Careers 5-8
Centennia Social Studies 9 - 12
CLEA Exercise - Moons of Jupiter Science 9 - 12
Conversions Plus Technology 9 - 12
DataStudio (Pasco) Science 5-8
DesignCAD 3D Max Technology 5-8
Dollars & Cents CD ROM - First Money Level I Special Education
Dollars & Cents CD ROM - Spending Money - Level II Special Education
Earobics Special Education K-4
Earth's Water Science K-4
EasyBook Deluxe Publishing Tool K-4
Edmark Reading Program Reading K-4
EM Field Science 9 - 12
Encarta Research K - 12
Fathom Science 9 - 12
Finale Music 5 - 12
Finale PrintMusic Music 5-8
Five Finger Typist Special Education K-4
Flash MX Animation 9 - 12
Food Processor Home Economics 5-8
Geometer's Sketchpad Math 5 - 12
Geometry Inventor Math 9 - 12
Glencoe Accounting Business 9 - 12
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48. Appendices
C. Application Software Inventory
CCSD Application Software Inventory
Products Subject Grade Level
Golden Book Encyclopedia Research K-4
Graph Club Math K-4
Home Design AS4000 Technology 5-8
Hyperstudio Graphics K-4
Inspiration Graphic Organizer 5 - 12
Interactive Physics Math 9 - 12
KidPix Graphics K-4
Kidspiration Graphic Organizer K-4
Learner Profile Teacher Tool K-4
Lexia Early Reading Reading K-1
Lexia Primary Reading Reading 1-2
Lexia Reading S.O.S. Reading 3-4
Logger Pro / Graphical Analysis Math 9 - 12
Math Keys (All) Math K-4
MathType Math 9 - 12
Microsoft Office XP Productivity Suite 9 - 12
MicroTest III Env. Sci. 6/E Science 9 -12
Music Ace 2 Music K-4
Musition Music 5-8
Neighborhood Map Machine Social Studies K-4
Nepsy Scoring Assistant Guidance K-4
Physics Quizzes Science 9 -12
Psychabilities Guidance 9 -12
Publisher Publishing K -12
Quicktime Multimedia K -12
RealPlayer Multimedia K -12
Science Court Science K-4
Seasons Science K-4
Shockwave Multimedia K -12
Sibelius Music 5-8
Sirs Mandarin Library 9 -12
Starry Night (Edu) Science 5-8
Student Writing Center Writing K-8
Studio LINX Video Editing K-4
Switch Games, Early & Adv. Special Education K-4
Tabletop Jr. Math K-4
Tabletop Sr. Math 5-8
Teacher Font Packs Graphics K -12
Testmaker (Biology) V6.40 Science 9 -12
TCC - Naviance Guidance 9 -12
TI Connect Science 9 -12
TI Graph Link Science 9 -12
Timeliner Social Studies 9 -12
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49. Appendices
C. Application Software Inventory
CCSD Application Software Inventory
Products Subject Grade Level
UltraKey Typing K -12
Virtual TI Lab 9 -12
Visio Graphic Organizer 9 -12
Visual Studio Programming 9 -12
Wait-II Guidance 9 -12
Wiggleworks Reading K-2
WinZip Utility K -12
Wisc-III-Wait-II Scoring Assistant Guidance K-4
Wisc-III-Wait-II Writer Guidance 9 -12
Wizard TestMaker Science 9 -12
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L:Tech Staff2007 Tech PlanTech Plan 2007-10 Revision 2.doc

50. Appendices
C. Application Software Inventory
Web-Based Subscription Resources
Site Name Site Description
American Civil War Reference comprehensive and wide ranging research options on this
Library eBook compelling era of American history
American Government comprehensive coverage on all aspects of American government
from issues facing candidates to the underpinnings of our
country's most influential social movements
American History people, places, events, trends, statistics, news,
culture, government, politics and environmental issues
American National Biography profiles of more than 18,000 men and women from all walks of
American life, who have influenced American history and culture
AP Photo Archives image resource site from The Associated Press. AP Images is
the world's largest bank of historical and recent photos
Business & Company Resource company profiles and histories, brand information, rankings,
Center investment reports, chronologies, periodicals, detailed industry
news and information
Business Plans handbook eBook collection of actual business plans compiled by entrepreneurs
seeking funding for small businesses throughout North America
CIAO (Columbia International source for theory and research in international affairs
Affairs Online)
Columbia Earthscape an interdisciplinary resource that connects earth and
environmental sciences with their social, political and economic
dimensions
CQ Library social issues and Congressional news/analysis
EbscoHost extensive periodical and newspaper databases with abstracts
and full text
Encarta online encyclopedia, dictionary, atlas, and homework help
ERIC (Educational Resources index to professional education journals, dissertations, books and
Information Center) technical reports
Gale Encyclopedia of Alternative four volumes of current, unbiased information on alternative and
Medicine eBook complementary medical practices
Gale Encyclopedia of Genetic clear, complete information on genetic disorders, including
Disorders eBook conditions, tests, procedures, treatments and therapies, in
articles that are both comprehensive and easy to understand in
language accessible to laypersons
Gale Encyclopedia of Medicine comprehensive, in-depth medical guide for information on more
eBook than 1,700 medical topics in language accessible to adult
laypersons.
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CCSD Technology Plan 2007–2010