TECHNOLOGY PLAN

Vision Statement

The Middletown City School District is committed to students who possess the skills needed to succeed in an increasingly complex information society. The ability to process and manipulate information has already become the single most important determiner of economic success for individuals as well as states and nations. In this information age, the ability to gather and distribute information through electronic communication is vital. Therefore, the Middletown City School District’s vision is to graduate students who are comfortable with and proficient in using educational technology in all its forms as information resources and to possess the skills to interact with individuals or organizations and agencies through computer technologies. The Middletown School District Technology Plan has been developed in order to provide a set of guiding principles for the training of faculty and staff, development of instructional programs and teaching strategies, acquisition of hardware and software, and the potential for utilization of outside resources within the arena of educational technology.


• Learning will occur in collaboration, not in isolation. The school is a “learning community.”
• Students will become active architects of learning experiences.
• Students will be able to access, process, and present information using computer technology.
• Educators’ roles will expand; they will become facilitators, innovators, collaborators, researchers, and electronic publishers.
• Advanced technologies will become commonplace tools for educators and students.
• The community will actively participate in the teaching and learning process.

Purpose and Goals

• Students will become technologically proficient by developing familiarity in manipulating an integrated software package consisting of word processing, spreadsheets, databases, telecommunications and fine arts applications.
• The specific educational tools which computer technology can provide, ranging from access to the Internet, email, library research opportunities, CD-ROM/DVD and subject-specific educational software will enhance our faculty’s ability to provide more information in more complex settings.
• Students will be knowledgeable in the process of gathering information, using computer software to process and present that information.
• Students will gain experience working with multiple computer platforms.
• Students will be trained in the usage of and have access to the Internet and the World Wide Web.
• Electronic mail will be utilized for communication among students, staff, and parents.
• Our district web site will provide information on district curriculum, departments, schools, and educational events as well as general educational information and links.
• Classroom instruction will be supported with software and peripherals necessary to integrate computer technology into the curriculum.
• Computers will also be used to provide direct instruction through specialized computer instructional software.

Critical Success Factors

1. There must be an on-going commitment on the part of the Board of Education, the Superintendent, the faculty, and the community-at-large to successfully implement the Technology Plan.
2. Technology surveys and questionnaires will be generated, distributed, and analyzed by the District Technology Committee in order to determine and identify district, building, and individual technology needs.
3. Accurate inventories will provide the basis for future acquisitions of hardware and software.
4. Stakeholder concerns will be identified and articulated: student, staff, parental, community, business.
5. Technology-related decisions will be driven with regard to successful curriculum integration and implementation.
6. Staff development relative to implementation of technology into curriculum must be given the highest priority. This should be developed based upon surveys, questionnaires, and the new State mandates regarding curriculum and instruction.
7. District-wide technology coordination will be the responsibility of a full-time Technology Director.
8. Each building will have a full-time Technology Specialist. In addition, the District will employ one full-time technician for the secondary buildings, and one full-time technician for the elementary buildings. These may be referred to as “Technical Support” positions.
9. Additional technical support will be utilized for July, August and September of each school year as programs are introduced and new equipment added.
10. Each building will have a Technology Committee chaired by either the Building Principal or the Technology Specialist. The committee will oversee and make suggestions relative to software selection, hardware distribution and utilization, and overall implementation of the District Technology Plan. These committees should meet on a monthly basis. Their reports will be forwarded to the District Technology Committee for review and consideration.
11. The District Technology Committee should convene on a semester basis in order to monitor current implementation and oversee development of any modifications of the Long Range Plan.
12. A district-wide “Acceptable Use Policy” must be signed by students and their parents. This policy will outline the expected behavior of all individuals using district computers, software, and Internet access.

Building Technology Committees

The Middletown City School District’s building Technology Committees will provide curricular and pedagogical expertise, technology expertise, administrative support, as well as develop support among all stakeholders. The following positions will be represented on the team:

• Building Principal (or Assistant Principal designee)
• Instructional Staff
• Support Staff
• District Coordinator


District Technology Committee

The District Technology Committee will meet quarterly to review the district progress in its implementation of the Long Range Plan. The District Technology Committee will be responsible for making modifications and changes to the Long Range Plan. The District Technology Committee will receive by email all the minutes of the Building Technology Committees. The District Technology Committee will be made up of the following members:

• District Technology Director
• Building Administrators
• Technology Specialists
• Instructional and Non-Instructional Staff
• Assistant Superintendent for C&I
• BOE delegate
• Community Representative

State Requirements

New York State has mandated new education and assessment standards for mathematics, science, and technology. The purpose of these new assessments is to improve student achievement, and to provide a new way for the state to measure the performance of each district within the state. These new standards are summarized here:

Standard 1: Students will use mathematical analysis, scientific inquiry,
and engineering design as appropriate, to pose questions,
seek answers, and develop solutions.
Standard 2: Students will access, generate, process, and transfer information
using appropriate technologies.
Standard 3: Students will understand mathematics and become mathematically confident by communicating and reasoning
mathematically, by applying mathematics in real-world
settings, and by solving problems through the integrated
study of number systems, geometry, algebra, data analysis,
probability, and trigonometry.
Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting
and living environment and recognize the historical
development of ideas in science.
Standard 5: Students will apply technological knowledge and skills
to design, construct, use, and evaluate products and
systems to satisfy human and environmental needs.
Standard 6: Students will understand the relationships and common
themes that connect mathematics, science, and technology, and apply the themes to these and other areas of learning.
Standard 7: Students will apply the knowledge and thinking skills of
mathematics, science, and technology to address real-life
problems and make informed decisions.

To achieve these standards, the New York State Department of Education expects all schools to provide a technology rich curricula starting in kindergarten. Each school district in the state is accountable for meeting these standards. For many schools this means purchasing and installing hardware, software and communications technology. Implementing such a technology infrastructure at all Middletown Schools is necessary if we are to satisfy the standards.

In order for students to demonstrate progress toward achieving the standards, they must hone special graphics, motor, and analytical skills. Integrating computer software designed to develop these skills into the curriculum is vital. The tools to do this are: computers, communication technology, and access to the Internet. These tools must be made available to all students, in all schools, in the appropriate quantity.

If we fail to implement the infrastructure, or if we fail to successfully integrate computer technology into the curriculum, our children will not succeed at achieving the standards, and the Middletown School District will fall behind other districts in the state that are moving toward this goal.

Some examples of assessments addressed by technology include the 4th grade Elementary Science Program Evaluation Test (ESPET), the 4th and 8th grade Mathematics Tests, the 4th and 8th grades English Language Arts Tests, and High School Regents exams.

Justification

An ongoing technological revolution is occurring. Computer and communications technology is advancing at a rapid pace. Newer, more sophisticated technology is common in our jobs, banks, supermarkets, and even in our homes. This revolution is radically changing how we acquire, use, store, and share information. Computer literacy is a basic requirement for success in all walks of life.

School districts will be held accountable for integrating computer technology into the curriculum and teaching children how to use this technology independently and in collaborative groups. The world is growing smaller each day. Our children, the leaders of tomorrow, must have a global perspective and be able to communicate and work cooperatively with many different people.

The Middletown School District must prepare our students to participate successfully in this technologically rich world. To prepare our children to survive and thrive in the future, they need to be taught not only the basic skills of reading, writing and math, but also higher order thinking skills, such as critical thinking, problem solving, and decision making. Our children must develop the skill to work both independently and cooperatively to access, analyze, and present information. Through the use of computers, educators can enhance a student’s ability to learn how to communicate and work with other individuals.

• Limitless sources of information that are immediate and often primary through the Internet.
• Interactive learning opportunities in all areas of the curriculum through CD-ROM’s and the Internet.
• Communication that can be extended beyond the four walls of the classroom to the entire world.
• Opportunities to work with information in a multimedia environment.

Issues and Risks

Everything worth having involves work and risk. Typically, the greater the benefits to be realized, the greater the risk. This technology plan is no exception. We must assume the risk associated with increasing the presence of computers in our schools. Listed below are some of the major issues and risks that must be dealt with for the project to succeed.

1. If technology decisions are not driven by curriculum, we run the risk of using funds to purchase technology that will not be used. The plan for curriculum integration should be documented and made available to all.
2. Implementing computers, a local area network, and Internet access in our schools is very different from purchasing other instructional tools. Unlike maps and writing boards, this technology cannot simply be placed in the classrooms. Ongoing maintenance will be required.
3. The Board of Education, the Superintendent of Schools, and the Technology Committee must “buy in” to the project and communicate their support of the technology plan to the administration, faculty, students, and community.
4. Training and support will have a major impact on the success of this project. Teachers and principals must take an aggressive role in learning how to use this technology. Principals must also establish and maintain a mechanism to continually evaluate and reinforce the use of computers in our schools.
5. Continuity of hardware and software must exist across the district.
6. Computer and communications technology will change as the business environment changes. It is important to purchase equipment that can be upgraded as needed.
7. Telecommunication charges will be incurred every year, not just during the initial implementation of the plan. As the need for more bandwidth becomes necessary in order to implement voice and video conferencing additional telecommunication charges will be incurred.

Benefits to the Students

If predictions are correct, today’s school-age child will average five career changes as an adult - not just job changes, but actual changes of profession. How do teachers prepare children to handle these changes? If they are to help students develop effective thinking skills, they’ll need to go beyond asking questions and doing activities that require mere recall of facts. Students need cooperative activity-based instruction.

When used well, a technology-enriched curriculum can help promote learning in a variety of ways.

• Early, strong, and consistent exposure to technology, computers and educational software will help prepare students to meet the state standards, for higher education, and for the job market. It will also help to improve communication and writing skills through word processing, desktop publishing, electronic mail, and multimedia projects.
• Technology can allow the learning environment to be expanded to broader heights. Children can communicate with other children in other classes, other schools, and in other countries. This type of collaborative learning will teach children to work together in teams. They can experience languages from native speakers, access information from universities and governments worldwide, track weather patterns around the world, and virtually visit museums, space stations and geographic regions that were once beyond their reach.
• The same technologies that have transformed the modern workplace can be used to enrich math and science more effectively than many traditional instructional methods. Interactive information technology, when integrated into the classroom curriculum will help engage the minds and imaginations of children, resulting in an increase in the amount of time spent working on solving problems. Children will develop longer attention spans and spend more time seeking solutions to problems. Interest in learning will be intensified, motivation will be increased, and persistence will be developed.
• Interactive computer software will place increased responsibility on students for decision making and problem solving. It will allow children to solve real life problems in a simulated environment that is imaginative and interesting while challenging children’s thinking and problem solving skills.
• Exploratory environments such as the Internet and various communications technologies will create opportunities for students to construct their own knowledge by manipulating data, displaying it graphically, and analyzing it in various ways. It will also give students the opportunity to develop the research skills required to work with electronic information. These skills would be considered entry-level in a business environment that is moving away from paper.

Benefits to the Teachers

The use of technology provides powerful stimulation, motivation, and learning opportunities for teachers. The same technological changes that have transformed the workplace and made greater knowledge of math and science so critical also provide new and effective tools to help increase the knowledge and skills of teachers and raise the achievement of students.

Successful integration of computer technology will enhance the teacher’s role. Teachers will be able to interact with students, observe students’ problem solving strategies and gain valuable insight into students’ thought processes. As a facilitator of learning, the teacher’s role will change - sometimes the lecturer, sometimes the tutor, sometimes the diagnostician, but always guiding, directing and encouraging. This level of interaction will allow teachers to teach better, to assess progress better, and better develop within our children the skills they need.

Technology can aid teachers with assessment in several ways. Technology can be used to enhance both paper-and-pencil and performance assessments, making portfolio assessment easier and less cumbersome for both students and teachers.

Technology can give teachers greater access to educational resources, new curriculum, and new approaches to curriculum design. It can also be utilized as a timesaving tool to cut down on paperwork, which can leave teachers with more contact time with students.


Benefits to the Community

When a school district provides education of the highest quality, the whole community benefits because its children are the recipients of that education. The leaders, merchants, businessmen, businesswomen, politicians, lawyers, doctors, and parents, who will run the city of Middletown in the future, become better students. In time, this will translate into rising workplace skills and greater measurable output.

There is a benefit to all property owners in Middletown because property values increase as the quality of education increases. The reverse is also true. If we fail to successfully integrate computer technology into the curriculum, the Middletown School District will fall behind other districts in the state. If that happens, our property values will go down.

Other potential benefits to the community might include continued training in the area of computer technology through adult education. Through Internet access, senior citizens can be given opportunities to participate in on-line chats and communicate through electronic mail with family and friends all over the world.

Program Overview

M.A.S.T. at Chorley K/1/2
Truman Moon Primary Center K/1

The technology program at our two primary schools is made up of both classroom computers and a computer lab in each building. In each classroom there are at least three computers covering multi-platforms - iMac, Macintosh, and/or PC. The classroom computers are used to enhance and supplement the curriculum at each grade level. There is appropriate software on each of these computers.

There are also several computers being used in the support areas. These areas are Special Education, Bilingual Education and, at Chorley in the Science Lab, Performing Arts, Art, and Speech.

In each of the labs there are 15 computers. These labs are used for regularly scheduled classes with the technology teacher. Classes also meet in the lab to develop class projects that go along with the curriculum. Basic computer literacy is introduced to all students.

In addition to the lab and classroom computers, the primary classes also incorporate a literacy program by Scholastic, Inc. This program is entitled “Wiggleworks.” Through a series of 84 books that span Kindergarten through grade 2, Wiggleworks enhances our English/Language Arts instruction and helps develop many of the ELA state standards.
There are many other programs being used that complement all of the disciplines on the primary level.

At Chorley, in addition to our regular technology instruction, our Magnet program has an Options component. In Options, the children choose to be part of a seven week program. During this period special projects are developed using many different technology media along with computers - digital cameras, video, scanners, and Internet web pages.





Maple Hill Elementary School
Mechanicstown Elementary School

Word Processing Activities
Students enter reports, essays, and composition as assigned by classroom teachers. Process includes formatting, editing, using spellchecker and finding and inserting graphics, pictures and photographs.

Research Skills
Student using appropriate age level electronic encyclopedias such as
Groliers, Golden Book, Encarta and other informational CDs including titles such as The Animals, Encyclopedia of Science, Nature, Time Almanac, Maps and Facts. These titles are used to search for information to be used for reports, compositions and projects.

Presentation Projects
Using Hyperstudio to present information in multimedia format. Students are using digital cameras, scanners and video and audio files to integrate into presentation. The students also use video cameras and iMovie to produce video reports.

Internet Research
As many classrooms have Internet access, Internet research is an expanding opportunity for our students and teachers.

Computer Skills
Students are being instructed in general computer skills – saving and loading information on hard drives and floppies, use of folders, printing, etc.

Computer Aided Instruction
Teachers are using specific programs – Math Workshop, Jumpstart, a reading program, Living Books, etc. Josten’s Learning will also being introduced in math, reading, spelling, and language arts at the third grade level.

Curriculum Related Technology
Students and teachers use additional technology equipment and software in such areas as: music exploration and composition software, photography with digital cameras, digital video recording and editing, scanners and art related software.



Monhagen Middle School

Current Guidelines for Grade Level Curriculum

Sixth Grade
 Introduction to computers and technology available at the middle school level
 Review of the basic operation of computers and equipment
 Review and practice of keyboarding skills
 Introduction to the network
 How to log on, save work, log off, retrieve saved work
 Word processing of reports, essays, compositions, research papers, storybooks
 Includes creating a document, identifying and using function keys and pull down menus, saving work, retrieving saved work, inserting page borders, inserting pictures and objects from various sources, spelling checking, and printing completed documents
 Content of word processed documents is subject area specific
 Utilization of research software: Encarta and Grolier’s Multimedia Encyclopedias
 Information obtained is used in reports, essays, etc.
 Utilization of other educational software that is subject specific
 Utilization of the Internet for research information and data to be used in various projects
 Creating simple spreadsheets and graphs combining math and science subject areas
 Introduction to presentation software
 Create simple multimedia presentations based on subject area
 Introduction to graphic organizer software

Seventh Grade
 Review of the technology available at the middle level
 Review of network procedures
 How to log on, save work, log off, retrieve saved work
 Word processing of reports, essays, compositions, research papers
 Includes creating a document, identifying and using function keys and pull down menus, saving work, retrieving saved work, inserting page borders, inserting pictures and objects from various sources, spelling checking, and printing completed documents
 Content of word processed documents is subject area specific
 Utilization of research software: Encarta and Grolier’s Multimedia Encyclopedias
 Information obtained is used in reports, essays, etc.
 Utilization of other educational software that is subject specific
 Utilization of the Internet for research information and data to be used in various projects
 Creating more complex spreadsheets and graphs combining math and science subject areas
 Create multimedia presentations based on subject area
 Create more sophisticated presentations by utilizing more difficult levels of techniques and more challenging criteria.
 Includes training and instruction on how to use equipment such as a scanner and digital camera
 Participation in the “Jason Project”
 Utilization of the “Jason Project” Internet site to gather information and data for projects and to use the various interactivities at the site
 Introduction to graphic arts
 Utilize graphic arts type drawing software whereby students will create illustrations and drawings that are subject specific
 Utilization of graphic organizer software where students create concept maps, character and comparison webs, simple cycles or vocabulary webs based on subject area.

Eighth Grade
 Review of the technology available at the middle level
 Review of network procedures
 How to log on, save work, log off, retrieve saved work
 Word processing of reports, essays, compositions, research papers, storybooks
 Includes creating a document, identifying and using function keys and pull down menus, saving work, retrieving saved work, inserting page borders, inserting pictures and objects from various sources, spelling checking, and printing completed documents
 Content of word processed documents is subject area specific
 Utilization of research software: Encarta and Grolier’s Multimedia Encyclopedias
 Information obtained is used in reports, essays, etc.
 Utilization of other educational software that is subject specific
 Utilization of the Internet for research information and data to be used in various projects
 Creating a variety of spreadsheets and graphs in science and math subject areas
 Includes entering various functions to perform calculations and create more complex graphs
 Create multimedia presentations based on subject area
 Students expand upon their knowledge of presentation software to create more sophisticated projects and utilize additional functions of the program
 Participation in the “Jason Project”
 Utilization of the “Jason Project” Internet site to gather information and data for projects and to use the various interactivities at the site
 Creating and publishing multi-page newsletters
 Utilization of graphic organizer software where students create concept maps, character and comparison webs, simple cycles or vocabulary webs based on subject area.

Library/Media Center at Monhagen
 Equipment with 18 computers that are networked and have Internet access.
 5 of the computers are designated for the Media Center Language Lab. Students can use these computers to learn or reinforce foreign language skills as well as become more proficient in the English language.
 A multitude of software is available for student use. Software ranges from multimedia encyclopedias, cookbooks, drill and practice software, a variety of science and social studies related software topics.
 Media Center utilizes Dynix as an electronic card catalog. 5 computers are available for this purpose. Students and staff may browse the electronic card system to see availability of books and periodicals.






Twin Towers Middle School

Sixth Grade
• Review and practice of keyboarding skills
• Introduction to the network
• Word processing of reports, essays, compositions, and storybooks
using MS Word 2000
• Utilization of research software: MS Encarta 2000
• Utilization of the Internet for research information and data to be used in various projects
• Desktop publishing of signs, banners and newsletters using MS Publisher 2000

Seventh Grade
• Review of network procedures
• Word processing of reports, essays, compositions, research papers, and storybooks using MS Word 2000
• Utilization of educational software that is subject specific:
1. Career Finder
2. Timeliner
3. The New Way Things Work
• Utilization of research software: MS Encarta 2000
• Utilization of the Internet for research information and data to be used in various projects
• Participation in the “Jason Project” using the Internet site to gather information and data for projects and to use the various activities at the site
• Desktop publishing of signs, banners and multi-page newsletters using MS Publisher 2000
1. Birthday Times – using the Internet, students research events that
occurred on the day they were born to create and publish a newsletter
• Vinyl Decal Project:
1. Using commercial sign-making software, students design and create their own personal logo
2. Teacher/subject window decal – teams of students layout, create and install decals

Eighth Grade
• Review of network procedures
• Word processing of reports, essays, compositions, research papers, and storybooks using MS Word 2000
• Utilization of educational software that is subject specific:
1. Career Finder
2. Timeliner
3. The New Way Things Work
• Utilization of research software: MS Encarta 2000
• Utilization of the Internet for research information and data to be used in various projects
• Creating a variety of spreadsheets and graphs in science and math using MS Excel 2000
• Create multimedia presentations based on subject area using MS PowerPoint 2000
• Participation in the “Jason Project” using the Internet site to gather information and data for projects and to use the various activities at the site
• Desktop publishing of signs, banners and multi-page newsletters using MS Publisher 2000


High School

Library/Media Center
1. 12 computers networked and online for student/faculty research
2. 6 stand-alone computers used for research, word processing, student work
3. Work closely with Jean Allee to conduct classes using technology

Business Department
1. Technology-based classes; Personal Keyboarding, Financial Planning, Business Administration, Accounting, Business Law, Word Processing, Business Communication
2. Support Academy of Finance; lab usage and Classroom Inc. simulation

English Department
1. Staff development on integration of technology into the classroom
2. Use of labs for internet research and Powerpoint presentations

Fine Arts
1. Computer Graphics classes in Rm. 218
2. Band and Chorus both utilize Midi synthesizers and subject specific software
3. Digital photography for concerts and special productions (musicals)

Industrial Arts
1. Support for Room 15 - Computer Aided Design courses; Architectural drafting
2. Support for new Graphics, AV Graphics curricula

Foreign Language
1. Spanish classes continue to utilize labs for syllabus/supplementary software
2. Labs used for internet research in foreign language
3. Labs used extensively by ESL students with specialized software designed for remediation and test preparation
Math
1. Computer Science Academy - programming
2. Researching availability of text supports for special education math students

Physical Education, Health, and Home and Careers

1. Internet research for health and parenting classes
2. Extensive record keeping for physical education instructors

Science
1. Use of labs for science internet lab exercises
2. New topographical software for class use
3. Science on the Move - in conjunction with Marist college

Social Studies
1. Internet research for all history and economics classes
2. Powerpoint presentations in classes
3. Electronic exchanges in global studies programs
4. Training for use and integration of laserdisc player and appropriate materials

Special Education
1. Installation of voice activated software
2. Installation and upgrade of equipment in classrooms for student and teacher use
3. Installation of scanner in conjunction with Orion program to facilitate teacher reporting of midterms, IEPs, and report cards

Distance Learning Lab
1. Wired for internet access
2. Utilized 6 out of 8 periods with classes

Isseks Television Studio
1. Support for Mac editing equipment
2. Planning for upgrades in Fall 2000

Miscellaneous

1. All labs are being fully utilized! Rm. 15 (Technology and small ESL classes for word processing), Rm. 218 (Graphics Arts and Foreign Language classes, Academy of Finance classes), Rm. 118 (Computer Programming classes and Business Classes), Rm 117 (Business Classes and Home and Career Classes), iMac Lab (general use)
2. Labs are also used for staff development (see Teacher Center Technology Brochure)
3. Labs are also used for NYIT training classes
4. Distance learning lab is now being used by BOCES for training sessions
5. Electronic bulletin board in cafeteria
6. Creation of ID cards for students and district personnel
7. Faculty rooms are networked and available for teacher use

In-service

In-service is of vital importance to a successful Technology Program. Our main vehicle for training is the Middletown Teacher Center. Our District Coordinator and the team of Technology Specialists in cooperation with the Director of the Middletown Teacher Center have designed a series of courses that reflect both basic computer instruction and the successful integration of computer technology in the curriculum. All teachers who have computers in their classrooms are encouraged to take as many of these courses as possible. The following is a listing of courses from the Spring bulletin of the Teacher Center:

Introduction to the Internet TCINTSP20
This course will cover Internet basics with an overview of the
Netscape Browser and Internet Explorer. Participants will learn
how to use a browser, Hypertext links, search engines, create
bookmarks, browse the web, and use e-mail.
Enrollment is limited to 17. Target Audience: All
Dates: Tuesdays, 5/2, 5/9, 5/16, 5/23 Times: 4:00-6:30 p. m.
Instructor: Doug Reiser, Computer Teacher, Twin Towers M.S.
Location: Twin Towers M.S.-Room 226 Inservice Credit: 1

Computer Applications To Secondary Curriculum TCCASC20
Teachers will have the opportunity to explore and develop skills
in technologies that are applicable to their classes. Appropriate
Software and the Internet will be utilized extensively to
support content areas.
Prerequisite: Intro to Computers or equivalent experience
Enrollment is limited to 15
Target Audience: K-12 Teachers, Teaching Assts., Administrators
Dates: Mondays, 5/1, 5/8, 5/15, 5/ 22 Times: 3:45-6:15 p.m.
Instructor: Tony Nappo, Computer Teacher, Middletown H.S.
Location: Middletown H.S.-Room 118 Inservice Credit: 1

Powerpoint for Windows 98 TCPPWF99
Use the powerful tools in Powerpoint to create your own
presentations! Learn how to create and edit a slide presentation,
add color and graphics, and print out your work as handouts,
transparencies, and speaker’s notes.
Prerequisite: Intro to Computers or equivalent experience
Enrollment is limited to 15. Target Audience: All
Dates: Tuesdays, 4/18, 5/2, 5/9, 5/16, 5/23 Times: 3:30-5:30 p.m.
Instructor: Elizabeth Hluchan, Computer Teacher, Monhagen M. S.
Location: Monhagen M.S.-Room 607 Inservice Credit: 1

Introduction to Web Authoring for Teachers TCIWATS20
Participants will learn how to use the basic principles and tools
of Hypertext Markup Language (HTML) to create their own web
pages for classroom use. Also included will be the exploration of
advanced authoring and the use of JavaScript and Dynamic HTML.
Prerequisite: Basic familiarity with computer and Internet operations
Enrollment is limited to 15
Target Audience: K-12 Teachers, Teaching Assts., Administrators
Dates: Tuesdays, 5/2, 5/9, 5/16, 5/23, 5/30 Times: 3:45-5:45 p.m.
Instructor: Mauro Bruno, Teacher, Mechanicstown School
Location: Mechanicstown School-Computer Lab Inservice Credit: 1

Video Production for Educators TCVPEF99
This course is designed to familiarize educators with the possible
uses of camcorders and TV editing equipment. Theory and
instruction in the use of the equipment is followed with hands-on
practice. Cooperative education is stressed throughout, and teachers
are encouraged to incorporate the models and methods in their own
classrooms. Participants will be asked to provide one blank
videotape for assignments. Enrollment is limited to 15.
Target Audience: K-12 Teachers, Teaching Assistants, Administrators
Dates: Thursdays, 2/3, 10, 17, 24, 3/2 Times: 4:00 – 6:00 p.m.
Instructor: Fred Isseks, English Teacher, Middletown H.S.
Location: Middletown H.S. - TV Studio Inservice Credit: 1

Introduction to Computers TCMOF98
This course for beginners is an introduction to the basics of the PC
platform. Participants will learn the various parts of the computer and
their functions as well as basic operating skills. The perfect course for
the novice!
Enrollment is limited to 15. Target Audience: All
Dates: Wednesdays, 4/5 & 4/12 Times: 3:45-6:15 p.m.
Instructor: Tony Nappo, Computer Teacher, Middletown H.S.
Location: Middletown H.S.-Room 118 Inservice Credit: .5

Windows 95/98 TCW95F98
This course will provide a “hands on” introduction/overview to the
basic elements of Windows 95/98. Participants will develop an awareness
of the desktop, the start button, menu, and properties of the operating
system, as well as learn to create, save, move, and delete files.
Prerequisite: Intro to Computers or equivalent experience
Enrollment is limited to 15. Target Audience: All
Dates: Saturdays, 4/8 & 4/15 Times: 8:30 a.m.-1:30 p.m. (bag lunch)
Instructor: Tony Nappo, Computer Teacher, Middletown H.S.
Location: Middletown H.S.-Room 118 Inservice Credit: 1

Microsoft Word 97 - Level II TCW2F98
Level II is for those students who have taken Word 97-Level I. This
course will increase the beginner’s knowledge and develop greater
comfort with Word 97. Topics covered will be mail merge for labels,
templates, auto text, headers and footers and much more!
Prerequisite: Word 97 - Level I or permission of instructor
Enrollment is limited to 15. Target Audience: All
Dates: Mondays, 3/27, 4/3, 4/10, 4/17 Times: 4:30-7:00 p.m.
Instructor: Susan Benedetto, Technology Dept., Middletown S.D.
Location: Twin Towers M.S.-Room 226 Inservice Credit: 1

Web Authoring Practicum for Teachers TCWAPTS20
This course is a follow-up to the “Introduction to Web Authoring
for Teachers” course offered in February. Participants will work on
school/class web pages under the instructor’s guidance. Advanced
topics will be presented, including forms, Javascripts, style sheets,
and DHTML and XHTML. The course is also open to those who
come with their own HTML experience and would like to learn
more. Note: The stress is on HTML, not on Front Page.
Prerequisite: “Intro to Web Authoring for Teachers” or HTML experience
Enrollment is limited to 15
Target Audience: K-12 Teachers, Teaching Assistants, Administrators
Dates: Tuesdays, 3/14, 3/21, 3/28, 4/4, 4/11 Times: 3:45-5:45 p.m.
Instructor: Mauro Bruno, Teacher, Mechanicstown School
Location: Mechanicstown School-Computer Lab Inservice Credit: 1


Integrating Computers into the Intermediate
& Middle Grades TCCAIS99
Classroom projects will be developed with a heavy emphasis on Internet integration
with word processing, database, spreadsheet and multimedia presentation software.
Interdisciplinary lessons appropriate to students’ ages and grade levels will be designed.
Prerequisite: Intro to Computers or equivalent experience
Enrollment is limited to 15.
Target Audience: 3-8 Teachers, Teaching Assts., Administrators
Dates: Mondays, 4/3, 4/10, 4/17, 5/1 Times: 3:30-6:00 p.m.
Instructor: Richard Babcock, Computer Teacher, Mechanicstown
Location: Mechanicstown School-Computer Lab Inservice Credit: 1

Integrating Computers into the Primary Grades TCCAPS99
This course will introduce participants to many different software
programs and activities for the early childhood curriculum. Learn how computer applications in the classroom make learning easier and more
dynamic for your students!
Prerequisite: Intro to Computers or equivalent experience
Enrollment is limited to 15.
Target Audience: Pre-K-2 Teachers, Teaching Assts., Administrators
Dates: Monday, Wednesday, Friday, 7/10, 7/12, 7/14
Times: 9:00 a.m.-12:20 p.m.
Instructor: Sue Casareale, Computer Asst., Truman Moon School
Location: Truman Moon School-Computer Lab Inservice Credit: 1

Creating Digital Video Presentations TCCDVPSU00
Students will learn the basics of digital video editing on Macintosh
G3 computers. Students will use Canon Digital Camcorders,
Macintosh software (iMovie, Avid Cinema, etc.) to produce a
10 to 15 minute recording. Editing skills will include: arrangement
and sequencing of video clips, transitions between clips, titles, voice-
overs and music/sound tracks. Participants may bring from home
analog VCR tapes to edit.
Prerequisite: Advanced intermediate to advanced computer knowledge.
Experience with camcorders would be desirable.
Target Audience: All Enrollment is limited to 12.
Materials required: 1- 60 minute (90 minute extended) digital video-
cassette bearing the DV logo - cost $10 to $12. 1- 60 minute or longer
analog videocassette. Optional: home video recordings
Dates: Thursday/Friday, 7/6 & 7/7
Times: 9:00 a.m.-3:00 p.m. with 1 hour for lunch
Instructors: Richard Babcock, Computer Teacher, Mechanicstown
Aaron Babcock, Berklee College of Music, Film Scoring Major
Location: Mechanicstown School-Computer Lab Inservice Credit: 1

Teachers also receive basic instruction and help from their Technology Specialist. After school workshops and direct assistance provide additional training in the use of computer technology in the classroom.

Online courses offered by the district and Apple Computer will also play a part in the successful training of our instructional and non-Instructional staff. These courses will be implemented in fall of 2000. They are currently in the planning stages.

Program Implementation

Equipment

In order to implement the Technology Plan effectively, every classroom should have one teacher station and four student stations. Every building will have at least one computer lab. All computers will be either iMacs at the elementary level or mixed PCs and iMacs at the secondary levels. All computers will be networked and have email and Internet and Intranet access. In addition some type of large group display will be available along with digital cameras, scanners and classroom printer. The amount of computers in other types of classrooms (Special Ed, Fine Arts, etc.) will vary with the program. Each building will have at least three file servers. Two servers will run Windows NT or Linux and the other Mac OS.

Staffing

The District will employ one full time Director of Technology and two Network/Computer technicians. Each elementary building will have one full time Technology Specialist, and one full time technology teaching assistant. (Maple Hill will have one full time technology teaching assistant and two part time technology teaching assistants) Twin Towers, Monhagen Middle and Middletown High School will have one full time Technology Specialist and two full time technology teaching assistants.

Phase Ins

Year 1 – It is considered crucial to place a computer on as many teacher desktops as this year’s budget makes possible. This will allow teachers to send and receive email, both district-wide and Internet, and provide all the resources available to educators on the Internet.

The high school will receive a new Graphic Arts computer lab and Business Computer Lab. Printing capabilities will be enhanced in each school through the purchase of a high speed laser printer that will enable teachers to decrease the turnaround time for printing teacher designed materials. An electronic music program will be developed in cooperation with the Fine Arts Department starting at the Middle School and High School
Levels.

Year 2 – All district classrooms will have at least one teacher station. Grades 2, 4, and 6 will receive four student stations in every classroom. Additional computers will be purchased for special areas such as Special Education, ESL, Foreign Language, Fine Arts, Comp. Ed., HACS and Technology (IA). Middletown High School will receive twenty-five laptops with wireless capabilities. These laptops will be shared throughout the school. Continuation of the electronic music program at the High School level will be implemented and higher bandwidth lines between buildings will be installed.


Year 3 – Grades 1, 5 and 7 will receive four student stations in every classroom. Additional computers will be purchased for special areas such as Special Education, ESL, Foreign Language, Fine Arts, Comp. Ed., HACS and Technology (IA). The high school will receive a new CAD computer lab. Replacement of network servers will be considered. Continuation of the electronic music program will be established at the elementary level.

Year 4 – Grades K, 3 and 8 will have four student stations in every classroom, thus finishing the implementation of a teacher station and 4 student stations in every elementary, middle school, and special area classrooms. Middletown High School will receive twenty-five wireless laptops.

Year 5 – Maintenance Program – Review of functionality of computers placed in Year 1 and 2 for possible replacement. Additional technology enhancements to Special Education, Fine Arts, and other district programs.



Future Additions to Long Range Plan

Equipment Overview
Networking Strategies
Detailed Computer Technology Curriculum
Hardware and Software Inventories
Suggested Software by grade level curriculum
Section on Administrative Computing
Background and History of Computing in the Middletown City School District
District Committee Suggestions


VISION STATEMENT 1
PURPOSE AND GOALS 1
CRITICAL SUCCESS FACTORS 2
BUILDING TECHNOLOGY COMMITTEES 2
DISTRICT TECHNOLOGY COMMITTEE 3
STATE REQUIREMENTS 3
JUSTIFICATION 4
ISSUES AND RISKS 5
BENEFITS TO THE STUDENTS 5
BENEFITS TO THE TEACHERS 6
BENEFITS TO THE COMMUNITY 7
PROGRAM OVERVIEW 7
IN-SERVICE 13
PROGRAM IMPLEMENTATION 17
FUTURE ADDITIONS TO LONG RANGE PLAN 18