Overall District Mission
The mission of the Goshen Central School District is to create lifelong learners who demonstrate personal well-being and civic responsibility. Our mission is accomplished through the knowledgeable professionals who provide a quality education for our students and who themselves are lifelong learners.
Our welcoming and supportive school environment provides a student centered, standards-based curriculum that is relevant, challenging, and instills an appreciation for learning that will last a lifetime.
Technology Vision Statement
In the Goshen Central School District, we envision technology:
- Promoting lifelong learning by engaging, challenging, and nurturing diverse learners.
- Supporting the educational process as a tool to access information, analyze and solve problems, think critically, and communicate ideas.
- Being an integral part of the way we work, teach, and learn.
- Promoting 21st Century Skills.
- Meeting student individualized learning needs.
- Being approached in an ethical, responsible, and innovative manner.
Planning Process Summary
The technology plan was developed through a series of regular meetings held monthly from September to June with key stakeholders in and around the school district. Regular bi-weekly meetings of the Cabinet included principals, directors, and other building administrators. These meetings were used to discuss vision and implementation strategies. Parents were invited to discuss issues regarding technology use in the classroom through bi- weekly Board of Education meetings and other survey metrics. Technology staff meetings looked at future plans such as the Computer Science Standards, emerging technologies, and professional development to link plans together.
The district administration began mapping out a 5 year vision plan to help guide a big picture look at the required 3 year vision plan. Meetings to help address the technology plan took place bi weekly to engage the process of developing the plans. Many specific needs arose in those meetings and were used to help guide the development of the district’s three main goals submitted here.
Continuation and Improvement of Previous Plan
Goshen has succeeded in a number of our goals from our previous instructional plan.
GCSD is a 1:1 Chromebook district, and capital improvement have been done to our infrastructure network, which accomplished Goal 1: “Provide every student with equitable access to instructional technology via Chromebooks, applications and peripherals, etc., enhancing technology access and opportunities for students by implementing upgrades, improvements and expansion to the district computer system and infrastructure.” (NYSED Goal 3)
GCSD’s STREAM program has grown tremendously through following up with Goal II regarding STREAM from our last recent technology plan. The elementary teachers are all trained in Project Lead The Way and the program is an integral part of the curriculum. 6th Grade teachers have adopted the Project Lead The Way Robotics program in their alignment with the New York State Next Generation Standards. The middle school has a STEAM teacher who is certified in PLTW Robotics. Goshen High School has fully implemented a STEAM program with robotics, and computer science including courses that are leading to credentials from Syracuse University and Siena College. GCSD Goal II: “II. Ensure adequate instructional technology support for teachers and students to achieve at a high level supported through the deployment of instructional programs in the area of STREAM.” (NYSED Goal 1)
GCSD has committed to build upon the professional development goal. GCSD has increased the part time instructional technology coordinator job to full time, purchased the OTIS professional development platform, and pursued outside opportunities for professional development to meet former Goal III: “Provide an evidence-based practice for an ongoing culture of professional development and instructional growth through instructional technology and pedagogical best practices and software deployment.” (NYSED Goal 5)
The new plan will continue to support these goals through our new initiatives such as continuing our robust 1:1 program through highly rigorous standards based activities. Professional Development will be deployed in a meaningful and integrated way to support the NYSED instructional goals and Goshen’s goals. The planning committee realized that we need to increase the robustness of our network, access to computer aided instruction, and staff growth and it will yield results in the benefit of all these areas.
Technology and the COVID Pandemic
Goshen responded to the COVID-19 pandemic in a number of ways that continued our commitment to equitable access to instruction through hardware and software acquisition and deployment. Every student was able to receive a Chromebook, which accelerated our 1:1 initiative. Students without reliable access to wireless internet were also able to receive district-provided internet hotspots. Professional growth opportunities were provided to teachers through the OTIS professional learning platform. Every Wednesday was also designated as a remote day with professional learning community time. Teachers were able to get trained and spend time collaborating for their professional growth. Policies shifted to cover liability of damaged devices as well as formalizing 1:1 plans and assessment of our professional development opportunities. Community was afforded the opportunity to submit questions to the technology assistance survey in addition to biweekly questions emailed to our board of education, which was live streamed online. Through a review of questions and comments submitted, online personal development programs were established to address community needs in assisting their households with their learning needs. The parent feedback was instrumental in creating this current iteration of our technology plan.
Professional Development
The Goshen Central School District is comprised of one high school, one middle school and one intermediate school, and one primary school. The Comprehensive/Professional Development Plan (PDP) has been developed by a Professional Development Committee (PDC) consisting of teachers, building administration, curriculum administration, parent representation, and representation from higher education. The plan was developed to show a comprehensive and targeted approach to our staff development program and our educational goals. In addition to the PDP, the professional development needs of staff members will be met in the following manner:
- The Superintendent of Schools and the Assistant Superintendent for Curriculum, Instruction, Personnel, and Technology will keep each of the buildings informed of current and relevant educational issues through regularly scheduled administrative meetings (Instructional Council and Cabinet).
- Principals and Directors will conduct regular meetings with faculty and staff, departments, teams and, grade levels to keep all parties informed of current initiatives and projects.
The Goshen Central School District expects that all staff will participate in professional development throughout the school year. These experiences will count toward the 100 hours of professional development for administrators, teachers and teaching assistants. It is expected that every administrator and faculty member will be involved with professional development, each year, through various forms, such as:
- Superintendent’s Conference Days…….…. 3 to 4 annually
- Faculty Meetings………………………. 10 annually
- Grade Level Meetings……………… 2-4 monthly
- Department Meetings…………….…. 2-4 monthly
- Professional Conferences (require administrative approval)
- In-service Courses (require administrative approval)
- Graduate Courses (require administrative approval)
- Professional Learning Communities/Groups (require administrative approval)
Frontline Professional learning will be used to enable teachers to track their professional hours for purposes of reporting to NYSED TEACH System. Under the new Continuing Teacher and Leader Education Requirements (CTLE), teachers and administrators must affirm their completion of 100 hours of state approved professional development in the NYSED TEACH system to maintain their NYS teaching certification.
A needs assessment for developing each of the experiences listed above will be conducted as needed. Staff members are encouraged to share their professional development needs and ideas with principals and directors. Principals and directors will actively seek staff input. Goals, objectives, workshops and topics will be developed from this input. In the early spring of the school year, the PDC will begin to identify areas of focus for the following year based on surveys and meetings at each building, with prioritization based on meeting state requirements and mandates and meeting the needs of students.
A specific emphasis must be placed, for each experience, on improving pedagogical skills, content knowledge, meeting individual student’s needs and student outcomes. The focus must be on continually improving the experiences of students in our classrooms and improving GCSD results on tests, assessments and overall student achievement.
Level of Achievement for Statewide Goals
The District is asked to outline the extent to which they have achieved, at the local level, goals put forth in the 2010 Statewide Learning Technology Plan.
- Digital Content – The District uses standards-based, accessible digital content that supports all curricula for all learners. The district has met this goal: Significantly
- Digital Use – The District’s learners, teachers, and administrators are proficient in the use of technology for learning. The district has met this goal: Significantly
- Digital Capacity and Access – The District’s technology infrastructure supports learning and teaching in all of the District’s environments. The district has met this goal: Fully
- Leadership – The District Instructional Technology Plan is in alignment with the Statewide Learning Technology Plan vision. The district has met this goal: Significantly
- Accountability – District-level information is posted on the District website, is easy to access, and is easily understood. Information provided includes the results achieved by the District in their efforts to enable students to build knowledge, master skills, and grasp opportunities for a better life. The district has met this goal: Fully
District Goals
Goal 1
GCSD will implement upgrades to the computer network system to improve performance and security and to expand access allowing students, faculty, staff and community members the ability to securely access digital resources throughout the GCSD campus.
NYSED goal that best aligns with this district goal
Design, implement, and sustain a robust, secure network to ensure sufficient, reliable high-speed connectivity for learners, educators, and leaders.
Target Student Population
All students
Additional Target Population
- Teachers/Teacher Aides
- Administrators
- Parents/Guardians/Families/School Community
- Technology Integration Specialists
Evaluation of Goal
Network uptime and network performance will be monitored with Network Performance monitoring systems, with updates and advancements designed and implemented to support the network infrastructure improvement initiative. As a result, the district expects to achieve a 100% uptime of GCSD computer network core components of the district computer system. Cybersecurity systems will continue to be enhanced and strengthened at the network level along with at the end user level. Our training efforts in security awareness and the techniques used to exploit vulnerabilities will result in a reduction of failed phishing campaigns and will demonstrate that our users are more adept at recognizing potential cyber security concerns.
We will provide regular training on security awareness and techniques to mitigate cyber security threats.
ACTION STEPS
- Budgeting
- Budget for network updates and improvements.
- Responsible stakeholder: Technology Services Director
- Anticipated date of completion: May 16, 2023
- Anticipated cost: $900,000
- Infrastructure
- Continue to update and improve.
- Responsible stakeholder: Technology Services Director
- Anticipated date of completion: Sept. 1, 2025
- Anticipated cost: $250,000
- Cybersecurity
- Strengthen and add to cyber security solutions currently in place.
- Responsible stakeholder: Technology Services Director
- Anticipated date of completion: Sept. 2, 2024
- Anticipated cost: $100,000
- Implementation
- Research solutions, determine the proper direction for the district, align with reputable partners as needed for successful implementation.
- Responsible stakeholder: Technology Services Director
- Anticipated date of completion: Sept. 1, 2025
- Anticipated cost: $100,000
Goal 2
The Goshen Central School District will create and implement an ongoing technology training plan for newly hired faculty and staff including a menu of ongoing, relevant, staff development opportunities open to all faculty and staff.
NYSED goal that best aligns with this district goal
Provide access to relevant and rigorous professional development to ensure educators and leaders are proficient in the integration of learning technologies.
Target Student Population
All students
Additional Target Population
- Teachers/Teacher Aides
- Administrators
- Parents/Guardians/Families/School Community
- Technology Integration Specialists
Evaluation of Goal
This goal will be accomplished when the district has developed a robust selection of courses offered on a quarterly basis for professional learning in the school information system, school messaging communications, the employee management suite, and all purchased academic software tools. Our professional growth system will track attendance which will demonstrate a 100% attendance and completion rating for untenured staff in 8 courses over 4 years as well as 100% attendance and completion rating new district hires previously tenured to reflect in 6 courses over 3 years.
This catalog of courses will include but not be limited to the following: School Information System, school messaging communications, employee management suite (absences, 504, IEP, RTIM, etc.), all purchased academic software tools. Professional learning opportunities shall be offered on a quarterly basis to allow for faculty and staff members to secure proper appropriate training yearly.
ACTION STEPS
- Curriculum
- Map out the plan for professional learning & integrate with other learning opportunities.
- Responsible Stakeholder: Teacher on Special Assignment
- Other Responsible Stakeholder: Technology Team
- Anticipated date of completion: Oct. 30, 2023
- Anticipated cost: $0
- Implementation
- Produce a calendar of quarterly offerings
- Responsible Stakeholder: Assistant Superintendent
- Other Responsible Stakeholder: Technology Team
- Anticipated date of completion: Oct. 30, 2023
- Anticipated cost: $0
- Professional Development
- Execute the trainings
- Responsible Stakeholder: Instructional/PD Coach
- Other Responsible Stakeholder: Technology Team
- Anticipated date of completion: Oct. 30, 2023
- Anticipated cost: $3,000
- Policy/Protocols
- Work with teachers union and building leaders to support
- Responsible Stakeholder: Superintendent
- Other Responsible Stakeholder: Technology Team
- Anticipated date of completion: June 30, 2025
- Anticipated cost: $0
- Evaluation
- Run yearly attendance and completion reports to verify staff attendance
- Responsible Stakeholder: Assistant Superintendent
- Other Responsible Stakeholder: N/A
- Anticipated date of completion: June 30, 2025
- Anticipated cost: $0
Goal 3
The Goshen Central School District will continue to develop and maintain a strong commitment to stakeholder involvement in the area of instructional technology to support all students through partnered collaboration.
NYSED goal that best aligns with this district goal
Develop a strategic vision and goals to support student achievement and engagement through the seamless integration of technology into teaching and learning
Target Student Population
All students
Additional Target Population
- Teachers/Teacher Aides
- Administrators
- Parents/Guardians/Families/School Community
- Technology Integration Specialists
Evaluation of Goal
Stakeholder meetings will be held at each of our 4 buildings once per quarter or trimester to provide a needs assessment evaluation as well as updates with current initiatives. Parent Teacher Organizations will be offered the same opportunity to meet with district technology team members at the same rate as the school groups upon their request.
Evidence that the district maintained a strong commitment to stakeholder involvement will be seen through an increase in the number of stakeholders who participate in the quarterly/semester meetings. The district will utilize sign-in sheets to verify the stakeholder participation and will compare attendance in each building over the course of 3 years. Meeting notes will be recorded to capture all stakeholder questions and/or concerns as well as requests for new software and/or hardware. The district’s response to stakeholder needs will be evident through the growth of programs as well as the acquisition or decommissioning of services based on the requests made through the stakeholder meetings.
ACTION STEPS
- Community Partnerships
- Define scope and scale of community organization
- Responsible stakeholder: Superintendent
- Other Responsible stakeholder: Assistant Superintendent
- Anticipated date of completion: Sept. 1, 2024
- Anticipated cost: $0
- Community Partnerships
- Facilitate stakeholder meetings at each building once per quarter or trimester.
- Responsible stakeholder: Curriculum and Instruction Leader
- Other Responsible stakeholder: Teacher on Special Assignment, Instructional/PD Coach
- Anticipated date of completion: Sept. 1, 2024Anticipated cost: $0
- Evaluation
- Provide needs assessment evaluation to assess instructional technology needs.
- Responsible stakeholder: Assistant Superintendent
- Other Responsible stakeholder: Teacher on Special Assignment
- Anticipated date of completion: Sept. 1, 2024
- Anticipated cost: $0
- Implementation
- Meet each trimester or quarterly to help define path forward.
- Responsible stakeholder: Curriculum and Instruction Leader
- Other Responsible stakeholder: Teacher on Special Assignment
- Anticipated date of completion: June 30, 2025
- Anticipated cost: $0
NYSED Initiatives Alignment
Instructional technology will support rigorous academic standards attainment and performance improvement.
Technology is an integral part of teaching and learning throughout the district, especially in light of our response to the COVID-19 pandemic. The healthcare crisis and school shut down has expedited our 1:1 computer plan as well as the teacher familiarity with instructional hardware and software. Goshen’s Board of Education has a commitment to uphold a Chromebook replacement plan on an annual basis in order to sustain current technology in our schools. The BOE has also increased software budgets to maintain access to high-quality rigorous standards based software platforms.
Teachers have embraced learning management systems for dissemination and collection of student work and Google Workplace for communication and collaboration between all stakeholders in our learning community. Students develop fluency in technology at our youngest grade levels and continue to develop it through full immersion. Students build technology skills such as typing and computer navigation skills at young ages, and by high school are building new products in traditional curriculum areas as well as in our robust STEAM curriculum as well.
Strategies will provide equitable learning including short- and long-term solutions.
Equitable access to instructional technology resources is an ongoing goal for the Goshen Central School District. We are able to provide a computer to every student, and wireless access is universally available throughout the district campus. The district will use the Classlink platform to prepopulate software systems and make them universally accessible for all users whether in our district or remote learners. What started as short term solutions to meet the needs of the COVID-19 pandemic are coded into the Board of Education plans and budgets.
Instructional technology will support students with disabilities.
If students present with weaknesses in reading, math, and/or communication, upon evaluation programs such as Bookshare, Google Read & Write, Fast Forword, Learning Without Tears, Fundations, and others. Technology is used to deliver specifically targeted instruction in reading, text to speech, word processing, and other accessibility software. Pupil Personnel Service staff and faculty work with the student’s IEP to provide individualized programs and assistive technology to ensure access.
Technology will ensure equitable access to instruction, materials, and assessments for students with disabilities.
- Class lesson plans, materials, and assignment instructions are available to students and families for “anytime, anywhere” access (such as through a class website or learning management system).
- Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or written instruction or content.
- Text to speech and/or speech to text software is utilized to provide increased support for comprehension of written or verbal language.
- Assistive technology is utilized.
- Technology is used to increase options for students to demonstrate knowledge and skill.
- Learning games and other interactive software are used to supplement instruction.
Professional development will be offered to teachers of students with disabilities.
- Technology to support writers in the elementary classroom
- Technology to support writers in the secondary classroom
- Research, writing, and technology in a digital world
- Enhancing children’s vocabulary development with technology
- Reading strategies through technology for students with disabilities
- Choosing assistive technology for instructional purposes in the special education classroom
- Using technology to differentiate instruction in the special education classroom
- Using technology as a way for students with disabilities to demonstrate their knowledge and skills
- Multiple ways of assessing student learning through technology
- Electronic communication and collaboration
- Promotion of model digital citizenship and responsibility
- Integrating technology and curriculum across core content areas
- Helping students with disabilities to connect with the world
- Pupil personnel services has been in collaboration with Westchester Institute for Human Development to provide assistive technology professional development to the related services staff.
The district utilizes technology to address the needs of students experiencing homelessness and/or housing insecurity.
- McKinney-Vento information is prominently located on individual school websites as well as the district website.
- Set enrollment forms to automatically provide the McKinney-Vinto Liaison with contact information for students who indicate possible homelessness and/or housing insecurity.
- Provide students experiencing homelessness and/or housing insecurity with tablets or laptops, mobile hotspots, prepaid cell phones, and other devices and connectivity.
- Provide students a way to protect and charge any devices they are provided/with/by the district.
- Replace devices that are damaged or stolen/as needed.
- Class lesson plans, materials, and assignment instructions are available to students and families.
The district uses instructional technology to facilitate culturally responsive instruction.
- The district uses instructional technology to strengthen relationships and connections with families to assist in building a culturally responsive learning environment to enhance student learning.
- The district uses instructional technology to facilitate classroom projects that involve the community.
- The district uses instructional technology to develop and organize coherent and relevant units, lessons, and learning tasks that build upon students’ cultural backgrounds and experiences.
- The district uses instructional technology to assist in varying teaching approaches to accommodate diverse learning styles and language proficiencies.
- The district uses instructional technology to enable students to communicate and collaborate with students in different schools or districts in New York State, the United States, or with different countries.
- The district uses instructional technology to facilitate collaborative classroom projects among heterogeneous student groups.
Administrative Management Plan
Staff Plan
- District technology leadership: 3.0 FTE
- Instructional Support: 4.0 FTE
- Technical Support: 3.0 FTE
- Total: 10.o FTE
Investment Plan
Network and Infrastructure
- Estimated cost: $450,000 – one time and annual cost
- Potential Funding: BOCES Coser, district operating budget
End User Computer Devices
- Estimated Cost: $450,000 – one time and annual cost
- Potential Funding: BOCES Coser, district operating budget
Instructional and Administrative Software
- Estimated Cost: $450,000 – annual cost
- Potential Funding: District operating budget
Professional Development
- Estimated Cost: $3,000 – annual cost
- Potential Funding: BOCES Coser, district operating budget
Sharing Innovative Educational Technology Programs
Implemented for at least two years at the building or district level:
- 1:1 Device Program
- Active Learning Spaces/Makerspaces
- Blended and/or Flipped Classrooms
- Data Privacy and Security
- Digital Equity Initiatives
- Digital Fluency Standards
- Engaging School Community through Technology
- English Language Learner Instruction and Learning with Technology
- Infrastructure
- OER and Digital Content
- Online Learning
- Personalized Learning
- Policy, Planning, and Leadership
- Professional Development/Professional Learning
- Special Education Instruction and Learning with Technology
- Technology Support
Contacts:
Jason Carter
Assistant superintendent for curriculum, instruction, technology and personnel
jason.carter@gcsny.org
James Sterett
Technical services director
james.sterett@gcsny.org
Jonathan Redeker
Technology coordinator
jonathan.redeker@gcsny.org
Heather Hendershot
Pupil Personnel Services
heather.hendershot@gcsny.org