RCS will provide all students with the necessary skills and knowledge to achieve success as contributing members of a complex, interconnected, and changing world.

At RCS our vision is to be a community that embraces technology integration as an approach to encourage learners’ autonomy, prepare students for an evolving world, and support the education of the whole child.

Infrastructure Overview:

• All buildings connected via fiber. Hub spoke design from HS at 1GB backbone.

• Fiber connection to NERIC for internet access. Current speed is 200mbps.

• File and Application servers are hosted at the High School, Mix of Windows 2008 and 2012 in VM environment

• Data is replicated off site to PBC and also to AWS Cloud Storage

• Staff VPN access through RAS and Cisco VPN client

• Networked photocopiers for scanning and printing

• Security is provided through Cisco ASA 5515x, Barracuda Content filter, Securly Content Filter and SOPHOS Endpoint protection.
  

Software/Web App overview:

• Email through Gmail

• SchoolTool student management system and Parent Portal

• IEPDirect

• Google Apps for Education

• Microsoft Office
  

2016 High School

• Project Lead the Way – Autodesk Academic Suite, RobotC

• Quick Books Accounting

• Google Classroom

• Castle Learning
  
  Middle School

  
  

  • Project Lead the Way- AutoDesk Academic Suite, RoboPro, Bridge Builder

  • Google Classroom

  Elementary School
  

  • Google Classroom

  • IXL, Splash Math

  • BrainPop, Spelling City

RCS is a member of the Model Schools program provided by NERIC and teachers are eligible for numerous opportunities through the program. One-to-one and group training is provided by District Technology Specialists.

The Technology department is composed of one network engineer, one computer technician, one help desk person, 1 fulltime instruction technologist, 1 half-time instructional technologist, and 3 computer lab TA's.

• Proximity card authentication for building entry

• Visitor management system

• Surveillance cameras in buildings and grounds

District Office

• 11 Dell OptiPlex PCs – Windows 7

• 4 Networked copiers

• 1 Cisco video conferencing unit

• LCD projector in conference room

  
  

High School

• 127 Classroom Teacher Station - Dell Optiplex PCs – Windows 7

• 54 Dell Laptops – Windows 7

• 4 Computer Labs

• 1 Dell Laptop Cart – 24 Latitude 13 laptops

• 1 Dell Laptop Cart – 15 Latitude 13 laptops

• Science USB probeware

• 53 LCD Projectors

• 6 Networked Copiers

• 6 Networked printers

• 2 - 3d Printers, 1 - 3d scanner
  

Middle School

• 90 Classroom Teacher Station - Dell Optiplex PCs – Windows 7

• 13 Dell Laptops – Windows 7

• 3 Computer labs

• 1 Dell Tablet Cart – 24 Windows 8 tablets

• 1 Apple iPad Cart – 24 iPad 2

• 1 Dell ChromeBook Cart – 25

• 41 LCD Projectors

• 5 Networked Copiers

• 5 networked printers

• 2 - 3d Printers, 1 - 3d scanner

P.B. Coeymans

• 87 Dell Optiplex PCs – Windows 7

• 23 Dell Laptops – Windows 7

• 1 Computer Lab

• 1 Dell Laptop Cart – 24 Latitude Laptops

• 41 LCD Projectors

• 3 Networked Copiers

• 6 networked printers

• 16 SmartBoards

A.W. Becker

• 86 Dell Optiplex PCs – Windows 7

• 27 Dell Laptops – Windows 7

• 1 Computer Lab

• 1 Dell Laptop Cart – 24 Latitude Laptops

• 1 Dell Netbook Cart – 24 Netbooks

• 36 LCD Projectors

• 3 Networked Copiers

• 5 networked printers

• 16 Smartboards

Top Level District Goals

• Develop and implement a Continuum of Digital Learning (CoDL) that is embedded within all content areas across each grade level.

• Provide all students and staff equitable access to devices and tools necessary to support the district Continuum of Digital Learning

• Develop and implement a community engagement plan that includes reciprocal partnerships, strategic locations, and collaborative learning experiences to enhance the Continuum of Digital Learning.

Strategy:

• Continually explore and review curriculum technology needs and areas for integration

• Promote K-8 technologies for STEM

• Review and update digital citizenship, keyboarding, and introductory computer skills at the K-8 level

• Explore the flipped learning model

• Explore web-based assessment

• Continue credit recovery program at the High School

• Infuse technology in Project Based Learning

• Continually explore and implement assistive technologies for our SPED department

• Increase classroom use of technology through interactive products, document cameras, LCD projectors, and distance learning

Strategy:

• Provide additional opportunities for technology beyond the classroom

• Encourage use of SNN for communication with parents. Use BlackBoard Connect to communicate with parents for emergencies.

• Use video conferencing for additional communication.

Strategy:

• Continue to upgrade and replace PC’s on 5 year replacement plan

• Acquire additional PCs, laptops, and Chromebooks as needed

• Continue 1:1 device implementation for students

• Implement Smart Schools Bond Act – Phase 1

• Develop Smart Schools Bond Act Phase 2 plan

Student standards are based on Common Core and National Educational Technology Standards for students. Students should use technology in a productive and efficient manner to communicate and collaborate, research and solve problems, create and innovate, and problem solve/make decisions.

Students will demonstrate a sound understanding of the nature and operation of technology systems. Students will be proficient in the use of technology.

Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students will practice responsible use of technology systems.

Students will use technology to enhance learning, increase productivity, and promote creativity. Students will use technology to collaborate in constructing models, preparing publications, and producing other creative works.

Students will use technology to collaborate, publish, and interact with others. Students will use a variety of media and formats to communicate information and ideas effectively.

Students apply digital tools to gather, evaluate, and use information. Students will use technology to process data and report results. Students will use technology resources for solving problems and making informed decisions.

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.

• Promote, support, and model creative

• and innovative thinking and inventiveness

• Engage students in exploring real-world issues and solving authentic problems using digital

• tools and resources

• Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

• Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the Standards.

• Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

• Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

• Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

• Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

• Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

• Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation

• Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats

• Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.

• Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources

• Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources

• Promote and model digital etiquette and responsible social interactions related to the use of technology and information

• Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools

Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

• Participate in local and global learning communities to explore creative applications of technology to improve student learning

• Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others

• Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning

• Contribute to the effectiveness, vitality, and self renewal of the teaching profession and of their school and community

(ISTE.org, 2015)

In accordance with the federal regulations included in the Individuals with Disabilities Education Act 1997 (IDEA) and the New York State Regulations of the Commissioner of Education, all students identified as having an educational disability and who qualify for special education services must be provided with an Individualized Education Program (IEP). This document is developed and implemented by the Committee on Special Education. The IEP must include a diverse amount of information:

• The child's name, personal data, and area of disability

• The child's current abilities, needs and evaluation results

• Goals and objectives for the school year and reporting of progress

• Special equipment required by the child

• Special education services or programs recommended

• Testing accommodations or modifications if required

• Program and curriculum accommodations or modifications if required

• Supports for the child's teachers needed to implement the IEP

• Assistive technology as appropriate

• Transition planning and services

• Location and setting of where services will be provided

RCS utilizes an IEP database called IEPDirect that allows special education teachers, school psychologists, administrators, and other service providers to enter data and updates. This information is incorporated to generate the draft Individualized Education Plan, which is not finalized until reviewed by the Committee on Special Education and, ultimately, the Board of Education.

Technology integration into the special education process has proven to be an exciting undertaking. As technology continues to change and improve, the tools and services available to students, parents, and teachers have reached new heights. RCS diligently searches for, and implements cutting-edge technologies for the benefit of our special education students.

RCS provides the loan of instructional computer hardware to students legally attending nonpublic schools pursuant to Education Law, section 754.

• Provides staff leadership to promote and ensure understanding of the educational and technical objectives of the District (including NYS Learning Standards.)

• Plans and administers programs of in-service educational activities for instructional and support personnel

• Provides planning, implementation, oversight and daily maintenance of technology infrastructure

• Provides end-user support

• Maintains equipment inventory and software licensing.

• The District technology committee will evaluate progress towards goals as outlined in this plan. The following activities will be completed to measure progress:

  • Input will be obtained from building level teams

  • Surveys will be administered periodically to determine progress towards goals

  • Feedback from parents and community members will be elicited via the District website

  • Statistics will be reviewed in terms of computer and web-site usage and staff participation in technology related professional development opportunities

ISTE.org. (2015, July 20). National Education Technology Standards Project. Retrieved from www.ISTE.org: www.ISTE.org