Scotia-Glenville Technology Plan


DISTRICT’S MISSION: The Scotia-Glenville Central School District is committed to providing an environment which allows students to realize their full potential and thus prepares them for life in an ever-changing world. In the tradition of excellence, Board of Education, administration, staff, parents, business and community members will continue to ensure that our educational system fulfills the needs of our students.

TECHNOLOGY MISSION: Scotia-Glenville Central School District’s (SGCSD) vision focuses on integrating technology in a balanced manner to facilitate the academic programs supported by the district in our district’s education environment. Students, staff, parents/guardians, and Board of Education members represent the stakeholders covered by this statement.

Students: To participate and contribute in a rapidly changing global society, we envision students developing the hard and soft skills needed to construct, compute, create, communicate, and collaborate using technology integrated with the compelling content in our district’s curricula. In addition, students will participate in learning experiences designed to foster the digital habits of mind by participating safely and responsibly with technology based products. []

Staff: School staff will incorporate technology to provide a foundation and support the compelling content outlined in our district’s programs. Learning opportunities may include construction, computation, creation, communication, and collaboration. Staff will strive to facilitate opportunities for students to share work with others in their classrooms and in a more global environment, apply metacognitive skills, and create community through technology integration. Data gleaned through technology and the resulting analysis will also inform staff of progress and instructional needs, and provide an avenue to communicate with all stakeholders. []

Parent/Guardian: Adults who support students will have the opportunity to connect with student’s learning data using their personal devices to connect with our academic management system. Data includes child(s) progress, communication with staff and administrators, and the receipt of news and notifications.

Administration/Board of Education: By providing leadership and resources, administration will provide opportunities for technology integration through the availability of technology hardware, software/subscriptions, student safety, and professional development as supported by curriculum and budget [ ]


  • Susan Swartz, Superintendent and Technology Director
  • Karen Swain, Assistant Superintendent
  • Kenneth Handin, Director of Pupil Personnel Services
  • Jan Tunison, Lead Teacher of Instructional Technology
  • Elizabeth Ryan, High School Specialist & Library Media Specialist
  • Debbie Collins, Middle School Specialist & Library Media Specialist
  • Jeffrey Denney, Elementary Specialist & Grade 5 Teacher
  • Brendan Swider, Elementary Specialist & Reading Specialist
  • Natasha Sweet, Elementary Specialist & Kindergarten Teacher
  • Christina Lipp, World Languages Chair
  • Candi Bordell, ENL Teacher
  • All SGCSD Staff
  • Library Media Specialists (K-12)
  • District Facility Committee, including community
  • Professional Development Committee
  • Board of Education


  • Discuss current curriculum goals
  • Brainstorm associated technology integration goals to review with superintendent
  • Develop three areas of focus for instructional technology in the district
  • Facilitate meeting with district level admins and building level admins and staff for the purpose of discussing tech curriculum/purchases that align with instructional technology goals
  • Create process for communicating needs
  • Review departmental and school level needs; complete TOP forms; prioritize requests by building administrators; submit to Lead Teacher of Instructional Technology for review
  • Collate all instructional technology requests; approval by district admins; review instructional technology needs with instructional technology goals; develop and present preliminary budget to superintendent
  • Present annual budget, including staff and technology expenditures, to community
  • Fine-tune plan with given budget parameters for existing tech resources, new tech resources, and replacement tech resources prior to final submittal of technology plan


Instructional technology provides course content, opportunities for assessment, and digital tools for students to practice and apply course content.  Instructional technology software and hardware facilitate learning experiences meshed with creativity, collaboration, critical thinking. Thinking, including computational and design, are at the heart of technology integration. Our district’s approved software list documents instructional software, subscriptions databases, and online subscriptions that align with curriculum and are purchased by the district. In addition, students and staff received access to web resources and open education resources that align with curriculum and allowed by our district’s filter.  Specific courses also provide learning opportunities and career growth, including AP Computer Science, CISCO classes, CAD classes, graphic design, robotics, and science/engineering courses.

Academic intervention services support students who qualify for credit recovery and unit recovery. Students enrolled in these systems work independently to complete specific units of study or specific units of study with pre and post-tests that document their academic performance and growth. The course recovery system is developed in tandem with district administrators and district teachers with the shell and content provided by an approved vendor.

Special education: District staff works diligently to purchase and integrate resources that meet the standards created by National Center on Accessible Educational Materials (NCAEM) for all students, including perceivable, operable, understandable, and robust. When evaluating new software and hardware, the integration of the NCAEM standards are embedded into the selection process.

All students use our district’s fleet of Chromebooks. Specifically, students with reading challenges use Chromebooks/tablets to access digital reading material via specific apps. Students with writing challenges utilize speech to text to complete written assignments. Teachers access digital/web content to provide differentiated materials (to accommodate differing lexile reading levels, to provide additional visual/graphic support). Students utilize computer based instruction for additional instructional support and for credit recovery to meet graduation requirements. Non-verbal students utilize technology for augmented communication (i.e. LAMP program for iPad).

Assessment protocols developed by district staff are also delivered via district technology. The data gleaned from these protocols informs instruction and supports the personalization of instruction. In addition, the district recently participated in the use of instructional technology for state assessments. Computer adaptive diagnostics from iReady, Reflex Math, and other tools are shared with students to document growth and create progress goals.

Academic management systems facilitate and present course learning activities and related curriculum resources in a digital platform. Resources may include class outlines, resources to read and view followed by subsequent face to face or digital discussions, assessments, due dates, grade updates, student attendance, and other course resources. An authorized student management system also allows parents to access grades, attendance, and related school/course information.


GOAL 1: Focus on Curriculum

By 2021, the district will align elementary curricula as outlined in the English, Math, and Science Next Generation Standards with a focus on technology utilization for 100% of students in grades 3 – 8.

GOAL 1: Curriculum Success Metrics

  • Compare anticipated timeframe with actual date of accomplishment (time ordered matrices)
  • Develop cross walk of NGS standards with curriculum (evidence based practice)
  • Evaluate examples of reading, writing, inquiry, and research projects of students gathered from PD sessions and classroom learning experiences (evidence based practice)
  • Analyze and archive anecdotal records demonstrating students’ abilities to use technology for NGS learning experiences and data from state testing reports to document efficacy.
  • – Utilize keyboarding statistics to review growth and performance (data from keyboarding software)

GOAL 2: Focus on Assessment

By 2021, 100% of secondary teachers will receive access to digital data for the purpose of informing instruction.

GOAL 2: Assessment Success Metrics

  •    Review timeframe with actual date of accomplishment (time ordered matrices)
  •    Determine efficacy of professional development for stakeholders (surveys, likert scale)
  •    Utilize statistics from PowerSchool Gradebook Pro to establish percentage/use gleaned from PowerSchool reports
  •    Communicate with parents and inform instruction for students.

GOAL 3: Digital Safety

All K-12 students enrolled in the district will receive instruction on digital fluency with a focus on student safety by 2021 in support of the district’s Acceptable Use Policy.

GOAL 3: Evaluation Success Metrics

  • Review timeframe with actual date of accomplishment (time ordered matrices)
  • Creation student friendly AUP aligned with digital curriculum (evidence based practice)
  • Track rate of completion for signed AUPs (data from district records stored in PowerSchool)


Access Points: Plan for technology foundation including bandwidth, wireless access points, cables, and servers to support BYOD and portable devices. [Anticipated completion date: December 2018]

Cabling: Identify and plan for the replacement of cat5 cabling and classrooms with hubs. [Anticipated completion date: December 2018]

Professional Development: Offer training emphasizing the how-to process of using the technology with the educational rationale, including data privacy, policies, and digital citizenship. [Continuation]

Asset Management: Compile an inventory our current assets, including hardware and software.  The IT staff is also in the process of working with the district staff to plan, purchase, and sustain consistent technology based on job function. [Anticipated completion date: December 2018]

PROFESSIONAL DEVELOPMENT PLAN provides a framework to guide the committee and the district in the plans for improving student learning, engagement, and achievement. The plan includes the following:

  • based on ongoing data driven inquiry cycle.
  • relates to the district/school goals that are aligned to the New York State Learning Standards.
  • drives instruction with data and research
  • involves teachers in the identification of their professional development needs.
  • aligns with the District’s Instructional Technology Plan.
  • allows for professional development that is continuous and ongoing, and involves follow-up and support for further learning.
  • ensures the appropriate resources will be allocated to support the professional development goals.

Ten Standards for High Quality Professional Development crafted for state educational entities, including:

  1. Designing Professional Development: Professional development design is based on data; is derived from the experience, expertise and needs of the recipients; reflects best practices in sustained job-embedded learning; and incorporates knowledge of how adults learn.
  2. Content Knowledge and Quality Teaching: Professional development expands educators’ content knowledge and the knowledge and skills necessary to provide developmentally appropriate instructional strategies and assess student progress.
  3. Research-based Professional Learning: Professional development is research-based and provides educators with opportunities to analyze, apply, and engage in research.
  4. Collaboration: Professional development ensures that educators have the knowledge, skill and opportunity to collaborate in a respectful and trusting environment.
  5. Diverse Learning: Professional development ensures that educators have the knowledge and skill to meet the diverse learning needs of all students.
  6. Student Learning Environments: Professional development ensures that educators are able to create safe, secure, supportive, and equitable learning environments for all students.
  7. Parent, Family and Community Engagement: Professional development ensures that educators have the knowledge, skill, and opportunity to engage and collaborate with parents, families, and other community members as active partners in children’s education.
  8. Data-driven Professional Practice: Professional development uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth.
  9. Technology: Professional development promotes technological literacy and facilitates the effective use of all appropriate technology.
  10. Evaluation: Professional development is evaluated using multiple sources of information to assess its effectiveness in improving professional practice and student learning.

Course offerings

Local professional development:  district staff (lead teacher of instructional technology and building level technology specialists)

Regional, state vendors, national, and international vendors approved by the district

Regional, state vendors, national, and international vendors approved by New York State Department of Education

Professional Development Schedule

Staff participates in professional development during staff meetings, curriculum meetings, individual training sessions, online courses, hybrid courses, and superintendent’s conference days. Additionally, recently hired teachers and administrators also participate in technology training that focuses on technology products, technology process, and district technology policies. Administrators also participate in monthly tech briefs led by the Lead Teacher of Instructional Technology at Administrative Council meetings.


  • Administration – Superintendent/Technology Director
  • Administration – Assistant Superintendent Director of Curriculum and Instruction
  • Instructional Staff – Lead Teacher of Instructional Technology and Building Tech Specialists
  • Technology Support – Vendor Based


  • District operating budget (annual)
  • BOCES Co-Sers
  • State Aided Hardware
  • State Aided Software


  • ActivInspire
  • Adobe
  • Apex
  • Arduino
  • Blackboard Connect
  • Boardmaker Online
  • Book Share
  • Boxlight Interactive Tools
  • BrainPop, BrainPop Junior
  • Brightlink Interactive Tools
  • Canvas
  • Castle Learning
  • Citrix
  • Clever
  • Connexus
  • Databases (research)
  • Digits
  • Easy Bridge
  • EdData
  • Edvistas
  • EMath
  • Envision
  • Finale
  • Frontline / IEP Direct
  • Frontline / Model Schools
  • G Suite
  • HUDL
  • HUDL Mercury
  • IBM/UStream
  • Impact
  • iReady
  • Khan
  • KITE
  • Laserfiche
  • LegoWebDo 2
  • MathType
  • Microsoft Office
  • Moovly
  • Naviance
  • NewsELA
  • Noodletools
  • Nutrikids
  • PowerSchool/PowerTeacher/Portal
  • PowerTeacher Gradebook Pro
  • Reflex
  • Schoology
  • Smart Music
  • SNAP
  • SNAP!
  • Stafftrac
  • Success Net
  • TI Smartivew
  • Trueflix
  • Wonders


  • Elementary Desktops (0 to 4 years old) -114
  • Elementary Chromebooks (0 to 4 years old) – 541
  • Middle School Desktops (0 to 4 years old) – 90
  • Middle School Chromebooks (0 to 4 years old) – 185
  • High School Chromebooks (0 to 4 years old) – 250