Tech Plan 07 Approved

District Technology Plan
Approved by Board of Education: 6/11/07
Prepared by the District Technology Committee

DISTRICT TECHNOLOGY PLAN
REVISED: 6/1/07
TABLE OF CONTENTS PAGE

The Technology Planning Committee 3
Role of the Technology Committee 3
The Technology Mission Statement 4
The District Mission Statement 4
Preface 5
Vision 6
Beliefs Statement 7
Essential Conditions 8
Goals 10
Goal 1: Curriculum 11
Goal 2: StudentCentered Skills 17
Goal 3: Staff Development 22
Goal 4: Technology Support 28
Current Assessment 31
Current Inventory 35
Staffing 36
Budget 38
Replacement Cycle 39
Appendices
Appendix A: Network Design
Appendix B: Current Technology Standards
Appendix C: Acceptable Use/Internet
Appendix D: Student EMail Guidelines
Appendix D: Web Site Publishing Policy
Appendix F: Technology Request Process
Queensbury UFSD Technology Plan Page 2 of 40

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The 20062007 Technology Committee
Maureen Bailey High School Lighthouse Teacher

Pat DiCaprio Elementary School Lighthouse Teacher
Chris Clancy WHBI Lighthouse Teacher
Jim Conway Elementary School Assistant Principal
Robin Fitzpatrick Computer Lab Adie/DCC Support
Debbie Hanson Elementary School Lighthouse Teacher
Matt Hladun Director of Technology
Steven Logan District Computer Coordinator
Kyle McFarland Middle School Lighthouse Teacher
Theresa Middleton Asst. Supt. for Curriculum and Instruction
TECHNOLOGY COMMITTEE
Wendy Single Educational Technologist
Role of the District Technology Committee

The Technology Committee will:
ü Develop/review hardware and software standards for the district.
ü Develop/review clear policies and procedures for use of the
Internet/Intranet.
ü Assure technology standards are up to date and in order by continually
monitoring business and higher education.
ü Review / revise the District Technology Plan.
ü Review and discuss annual building technology goals
ü Meet regularly with district personnel to discuss and evaluate issues and
suggestions.
ü Work with administrative staff to define/review competencies for staff in
the area of technology.
ü Refine the current Email plan for the district.
ü Work with the building technology committees to review
recommendations for curriculum software.
ü Explore grant opportunities to support technology.
ü Annual review/assessment of facilities for technology.

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TECHNOLOGY MISSION STATEMENT
To empower all learners to be lifelong learners, the Queensbury Union Free
School District technology mission will incorporate technology into the
educational program to provide the following:
· An environment that promotes:
ü LifeLong Learning
ü Studentcentered Learning
ü Authentic Learning Experiences
ü Openness to Risk Taking
ü Enhancement of Teaching and Learning
ü Career Preparedness/Adaptability
ü Technological Literacy
ü A Global Learning Community
ü Appropriate Access to Technology
· 21st Century Learning Skills including:
ü Creativity and Innovation

ü Communication and Collaboration
ü Research and Information Retrieval
ü Critical Thinking and Problem Solving
ü Digital Literacy and Citizenship
ü Technology Operations and Concepts
District Mission Statement

EMPOWER ALL STUDENTS TO BE LIFELONG LEARNERS,
INSPIRED TO PURSUE THEIR DREAMS, AND CONTRIBUTE TO THE
GLOBAL COMMUNITY

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With the adoption of our strategic plan in 2005, our school district has strived to
put our mission statement in the forefront of all decisions that are made. We
have consistently looked at how technology can impact our students to be
lifelong learners, how technology can inspire students to pursue their dreams,
and how technology can help students contribute to the global community.
Decisions that we make regarding technology over the coming years should be a
direct result of how these decisions have an impact on our students and our
strategic plan.
Since the adoption of our last technology plan, we have witnessed a rebirth
regarding technology in our school district. Our classrooms, once barren in
regards to technology, are now packed with devices that can be used by both
students and teachers. Wireless carts, personal response systems, plasma
displays, and digital presenters are all being used in every classroom throughout
PREFACE
the district as technology has become ubiquitous in our student’s education.
Our previous technology plan, approved in 2004, focused primarily on getting

technology in the hands of our staff and students. We were in desperate need of
improving our infrastructure and access and over the past three years, have been
very successful in doing so. However, with so much emphasis being placed on
obtaining hardware and software and working with our teachers to become
comfortable with the new “stuff”, it was difficult to move to the next stage of
technology integration. With this plan, the emphasis will be placed less on
equipment and more on how students can be positively affected by the use of
technology in their learning. In doing so, the planning committee has spent
hours examining the socalled “21st Century Skills” that groups like the
Partnership for 21st Century Learning and NCREL have developed. A strong
focus on professional development and ultimately curriculum development will
allow these skills to develop within our students.
In the end, a technology plan should really be about information and the
methods students have for obtaining, analyzing, and sharing it. Ultimately,
technology is the natural bridge for students to grab the information they seek
and share it with the world.

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To facilitate learning and communication by enabling our community to become
proficient critical thinkers who can access, analyze, synthesize, and evaluate
information using a variety of technological media.
· The Queensbury School Community will have access to a range of

appropriate and current technologies and the skills to use those technologies
to solve problems and communicate effectively.
· Technology training will be available and all staff will be encouraged to

become technologically competent and to be role models for students.
· Students will be prepared to use technology to meet their needs in the 21st
century and expose them to world outside of
Queensbury.
· The district will provide the financial support

for the planning and implementation of new
technology in a manner that enables students,
VISION
staff and community members to reach their

full potential.
· Technology will be used to provide

connections and encourage partnerships with
area businesses, libraries, museums and
educational institutions.
Success in the information age will be defined by

one’s ability to deal with the widespread
availability of information and to communicate ideas and thoughts based on that
information. Information exists in the form of text, video graphics, and or audio.
All of these media are merging together and designated multimedia. Interactive
multimedia offers all modes of communication under an engaging umbrella of
learning, understanding and applications.

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· Every student should have equal access to the development of skills and
knowledge of technology throughout their school career.
· Learning and technology are interrelated knowledge and curriculum will

drive technology
· Technology should be integrated into the classroom and curriculum so as to

become a frequent support to teaching, learning, understanding and
application.
· Technology should be transparent in the classroom and not the primary focus
of instruction, or simply stated, “doing technology or computers”.
· Teaching and learning is a

human experience and
technology can enhance the
interaction of the learner
and the teacher.
BELIEFS
· The desire to obtain

information drives the use
of technology
· Technology is a constantly
evolving set of systems that
requires maintaining
relevance to the technological needs of society.
· Ongoing staff development is required and serves as an integral component

in integrating technology within teaching and learning
· Each student is empowered to pursue the individual path best suited to

his/her needs. Learning results not from access alone, but from continuous
interaction between student, teacher, and the global community. Research
suggests that technology is motivational for students, thereby improving
academics, attitude toward school and self esteem. Technology is a tool that
will assist learners throughout their lives.

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As QUFSD moves forward with its technology initiative, a realization exists that
there are barriers that must be overcome in order to make the integration of
technology into instruction a success. As a result, the district has adopted ISTE’s
list of essential conditions that are necessary for “creating learning environments
conducive to powerful uses of technology.”
Shared Vision
It is understood that there is a systemic commitment to facilitating the
implementation of technology across the entire school campus. With this
understanding, a presence of proactive leadership and administrative support
will exist. Evidence of this commitment will come in the form of this technology
plan document and the mission and vision statements maintained within.
ESSENTIAL CONDITIONS
Access
The district will give educators consistent access to current technologies,
software, and telecommunications networks. The access will be appropriate for
the subject areas and grade levels being taught by the individual educators.
Evidence of this condition will be demonstrated by making all resources
available to teachers in and out of school, providing opportunities to obtain
additional computers in the classroom, and having access to mobile computer
carts.
Professional Development
Educators will have consistent access to professional
development in support of technology use in teaching and
learning. The offerings will be offered in a variety of ways
including: after school workshops, release time workshops,
online training and tutorials, coteaching sessions, district
and gradelevel planning opportunities, training outside of
the school district. In addition, materials developed in staff
development courses will be made available to all
educators in the district as part of an “ideas warehouse”.
Technical Assistance
Critical to getting teachers to use technology is the trust that the technology will
be reliable and if it doesn’t work, they will be able to get technical assistance
quickly. As a result, there is an understanding in the district that all teachers will
receive timely technical assistance for all technologies used in their building.
Content Standards and Curriculum Resources

As technology becomes more prevalent throughout the district, teachers must
learn to use technology in meaningful ways. The district is committed to

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ensuring that the educators become knowledgeable about their subject areas and
how they can use technology to support those areas. In doing so, all teachers will
be successful in attaining the NETS standards for both teachers and students.
Evidence of this commitment will be a consistent periodic review of student
benchmarks, sample lessons, and NETS performance indicators and analyzing
where they fit into existing NYS curriculum.
StudentCentered Learning
Teaching in all settings should encompass studentcentered approaches to
learning. It is crucial that instruction shift from being teachercentered to
studentcentered. As a result, studentuse of technology should be integral to the
learning process. Students must have opportunities to identify problems, collect
and analyze data, draw conclusions, and convey results using technology tools.
Evidence of this commitment will be demonstrated by relaying to teachers the
usefulness and appropriateness of using various technology tools in
ESSENTIAL CONDITIONS
collaboration, acquisition, analysis, and presentation.
Assessment
It is not enough to simply put the hardware in classrooms and walk away. A
constant evaluation of the district’s technology vision must be conducted, and
the district will remain committed to assessing the effectiveness of technology for
teaching and learning. Evidence of this commitment will be demonstrated by
conducting teacher surveys, classroom observations, and gathering numeric
data. Ultimately, this evaluation could result in the identification of problems,
modification of the district vision, and changing of policies and instructional
strategies.
Community Support
For the technology initiative to continue to impact students for years to come, the
community must see that the use of technology in teaching and learning is a
valuable tool and that it is positively affecting instruction.
Support Policies
As the internal structure of the district computer
center grows, a clearlydefined support structure is
essential. Educators must know that policies and
procedures that will be implemented are developed
in a way that supports, rewards, or values the
teaching community, not obstructs it.

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TECHNOLOGY GOALS
CURRICULUM STUDENT STAFF TECHNOLOGY

CENTERED DEVELOPMENT SUPPORT
THE 21st CENTURY QUEENSBURY STUDENT
DIGITALLY CREATIVE
LITERATE
RISK INNOVATIVE
TAKER
PROBLEM ACCOUNTABLE
SOLVER
COMMUNICATOR COLLABORATOR

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GOAL 1: Curriculum
The K12 curriculum at Queensbury should reflect activities that provide

opportunities for students in all academic disciplines to obtain essential 21st
Century Skills including, but not limited to, digital literacy, collaboration,
communication, innovation, and creativity. To achieve these skills, effective
technology use is an implied resource and activities should be based on
student learning and not teaching technology tools.
Action Items
· Review existing curriculum maps to determine areas for effective

technology integration
· Align curriculum maps with new ISTE NETS standards
· Participation in K12 curriculum committees
· Redesigning Grade 6 computer applications curriculum
· Develop PD activities around meeting NETS performance indicators
Narrative
The planning committee has wrestled with the basic question—how can we start
to develop the skills necessary to make our students ready for the 21st century.
The planning committee is using the model created by the Partnership for 21st
Century Skills to determine what areas a technology committee can impact. The
six primary areas addressed in the model include the following:
1. Core Subjects: ELA, Math, Science, Geography, History, Foreign

Language, Arts, Government, Civics
2. 21st Century Content

a. Global Awareness
b. Financial, economic, business and entrepreneurial literacy
c. Civic literacy
d. Health and wellness awareness
3. Learning and Thinking Skills

a. Critical Thinking and Problem Solving Skills
b. Communication Skills
c. Creativity and Innovation Skills
d. Collaboration Skills
e. Information and Media Literacy Skills
f. Contextual Learning Skills

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4. ICT (Information and Communications Technology) Skills
5. Life Skills
a. Leadership
b. Ethics
c. Accountability
d. Adaptability
e. Personal Productivity
f. Personal Responsibility
g. People Skills
h. Self Direction
i. Social Responsibility
6. 21st Century Assessment
Admittedly, a technology plan can only go so far in affecting the changes need to
GOAL #1: CURRICULUM
make our students ready for the challenges they face in the lives after they leave
Queensbury. However, we feel that the plan needs to focus on the role that
technology can and should play in the curriculum across all grade levels and
subject areas. To do this, representatives from the technology committee need to
be working closely with the district curriculum committees, which has not
happened in the past. Discussions about curriculum should not be driven by
technology, but technology’s impact on curriculum should absolutely be
considered. The questions that should be raised when discussing curriculum is
how ICT Literacy and Learning and Thinking Skills can be integrated into
existing curriculum (i.e. What does ICT Literacy and Creativity Skills look like
when its embedded in Geography?).
Because of the district’s curriculum mapping initiative, started in 2004, a much

greater picture of what is being taught and when has been created, which will
allow better connection of classroom lessons and units to technology standards
and performance indicators. Over time, these maps should include direct
references to the new ISTE national technology standards (NETS), which are
included below in draft form (March 2007). Knowledge of what the performance
indicators are and how they can be embedded into instruction should be
obtained by the teachers through professional development opportunities.
In addition, the maps should be used to help our district educational

technologists be more proactive rather than reactive. In the past, the educational
technologist has been used to support a classroom activity that a teacher has
developed. While this has allowed a certain percentage of our staff to develop
meaningful activities that incorporate technology into the curriculum, it has not

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branched out to include all staff. As a result, our educational technologists
should be more focused on the development of lessons, units, and activities that
seamlessly integrates into existing curriculum to help foster the building of 21st
century skills, while still meeting the standards aligned to the instruction.
Refreshed ISTE NETS for Students (1/4/07)
I. Creativity and Innovation (new) Students think creatively, construct knowledge, and develop
innovative products using technology. Students:
A. apply existing knowledge to generate new ideas and products.
B. use technology for creative selfexpression.
C. use systems thinking to explore complex issues.
D. identify trends and forecast possibilities.
GOAL #1: CURRICULUM
II. Communication and Collaboration (4)
Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others. Students:
A. collaborate, publish, and interact with peers, experts, and others employing a variety of
digital media and formats.
B. communicate information and ideas effectively to multiple audiences utilizing a variety of
media and formats.
C. develop cultural understanding and global awareness by engaging with learners of other
cultures.
D. contribute to project teams to produce original works.
III. Research and Information Retrieval (5)
Students access, retrieve, manage, and evaluate information using digital tools. Students:
A. locate, organize, analyze, evaluate, synthesize, and use information from a variety of
sources and media.
B. evaluate and select information sources and technological tools based on the
appropriateness to specific tasks.
C. process data and report results.
IV. Critical Thinking, ProblemSolving and DecisionMaking (6, 3)
Students use critical thinking skills to plan and conduct research, manage projects, solve problems
and make informed decisions using appropriate technology tools. Students:
A. identify and define authentic problems and significant questions for investigation and plan
strategies to guide inquiry.
B. plan and manage activities to develop solutions and complete projects.
C. collect and analyze data to identify solutions and make informed decisions.
D. use multiple processes and diverse perspectives to explore alternative solutions.
V. Digital Citizenship (2)
Students understand human, cultural, and societal issues related to technology and practice legal
and ethical behavior. Students:
A. advocate and practice safe, responsible use of information and technology.
B. exhibit positive attitudes toward technology uses that support collaboration, learning, and
productivity.
C. demonstrate personal responsibility for lifelong learning.
D. exercise proactive leadership for digital citizenship.

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VI. Technology Operations and Concepts (1, 3)
Students demonstrate a sound understanding of technology concepts, systems, and operations.
Students:
A. understand and use technology systems.
B. identify and use applications effectively and productively.
C. troubleshoot systems and applications.
D. transfer current knowledge to learning of new technologies.
Although the technology plan can have only limited impact on the entire
curriculum across the district, there is one area that is possible to reach
immediately: ICT literacy. We know our students have become increasingly
more “informationseeking” and technology is the vehicle for them. However,
how literate are our students when using technology? We spend years teaching
GOAL #1: CURRICULUM
students how to read and write, yet when do we teach them how to use the
Internet? When do we spend time showing them how to decipher quality
information on the Internet from nonsense? The digital literacy skills are
absolutely essential as students progress through our district. We can embed
these skills into computer instruction in the elementary and intermediate schools,
but as they move to the middle and high school, more formalized instruction is
critical. In sixth grade, every student participates in a 10week “computer
applications” class. However, much of what they are doing, because of
advancements in our lower grades, they have already seen in elementary and
intermediate school. Instead, this course should be redesigned to better instruct
the students on digital literacy and less on learning how to use various tools. In
addition, as the students move in to the high school, we need a method of
assessing our students’ digital literacy to ensure that all students are leaving the
school with necessary technology skills (related to Learning and Thinking skills).
One such method may be the ICT Literacy Assessment created by the
Educational Testing Service (ETS). This assessment would help us obtain the
sixth component of the 21st Century Skills – 21st Century Assessments – which
underscore each of the other five components.

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Timeline
200708
· Educational Technologists (ETs) will review curriculum maps and begin
developing lessons and activities for select grades and subject areas
· ETs will begin setting up times to coteach lessons and activities with
teachers in those select grade levels and subject areas.
· Director of Technology and ETs will become active participants in K12
curriculum committees (7 total)
· Review assessed skills in ICT Literacy Assessment to help develop
curriculum
· New Grade 6 Computer Skills curriculum will be developed
· Review ICT Literacy Assessment
· Examine WHBI activities that can be done in lieu of scheduled computer
lab time
GOAL #1: CURRICULUM
· Work with sample group of WHBI teachers on activities

· Work with Rubicon Atlas to include ability to select ISTE NETS standards
and Performance Indicators on curriculum maps
200809
developing lessons and activities for select grades and subject areas (not
previously affected in previous year)
· Expand WHBI activities to include all staff to eliminate scheduled lab time
· Examine QES activities that can be done in lieu of scheduled computer lab
time
· Use new Grade 6 Computer Skills curriculum
· Conduct ICT Literacy Assessment with a target group of high school
students and evaluate usefulness
· Begin aligning curriculum maps with NETS standards and performance
indicators.

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200910
developing lessons and activities for select grades and subject areas (not
previously affected in previous year)
· Continue aligning curriculum maps with NETS standards and
GOAL #1: CURRICULUM
performance indicators.
· Work with sample group of QES teachers on activities that could
potentially eliminate the need for scheduled lab time
· Expand the use of the ICT Literacy Assessment (provided assessment was
deemed useful in previous year)
Evaluation
Action Item Responsibility Evaluation

Review existing curriculum ETs, Curriculum Director Addition to consensus maps
maps to determine areas for
effective technology
integration
Align curriculum maps with ETs, Rubicon Atlas Adding NETS as category in Atlas
new ISTE NETS standards
Participation in K12 Dir. Of Tech, ETs Attend all K12 committee meetings
curriculum committees
Redesigning Grade 6 LT (MS), ETs, Dir. Of Tech, MS Addition to curriculum map

computer applications Principal, Dir. Of Curr.,
curriculum Students, Current Teachers
Develop PD activities ETs Addition to curriculum map

around meeting NETS
performance indicators

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GOAL 2: Student Centered Skills
The emphasis of technology use in instruction will shift from being a teacher
driven tool to a studentcentered activity to allow the development of key 21st
Century skills.
Action Items
· Develop studentcentered classroom activities for select grade levels

and subject areas
· Include studentvoices in the development of building technology
goals
· Meet periodically with student focus groups to discuss the use and
impact of technology
· Demonstrate studentcentered activity at monthly staff meetings,
department meetings, or gradelevel meetings
· Provide additional laptop carts in the buildings to increase access to
technology in the classroom
· Develop a Technology Academy in the high school
· Provide afterschool club opportunities for students focused on
technology
· Highlight effective studentcentered technology activities in
technology and district newsletters
· Participate in Adirondack Technology Showcase
· Incorporate 21st Century skills (based on Partnership for 21st Century
Skills) into local benchmarks
Narrative
The progress over the last four years in regards to the integration of technology
into our school buildings has been tremendous, and we are very proud of how
much has been accomplished in a relatively short amount of time. However,
despite the growth, we are still wary of sitting back on our accomplishments and
realize there is still much left to be done to allow technology to be an integral
part of our students’ education.
Currently, the primary technology use in the classroom is limited to teachers.

Our teachers, to their credit, have become very adept at creating PowerPoint
presentations for the plasma displays, developing review activities using the
Personal Response Systems, demonstrating using the Elmo’s, and showing
curriculumenhancing videos in UnitedStreaming. The issue is that while the
teachers have shown growth in their ability to use technology in their teaching,

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this technology use has not trickled down to the student level in a majority of the
classrooms. As a result, the activities using technology tend to be more teacher
directed rather than studentcentered.
In January 2007, a group of high school students were interviewed to find out
how they perceived the use of technology in their school. A number of students
noted that technology was used quite a bit in the classroom—they were shown
streaming video clips, exposed to PowerPoint presentations, and took part in
PRS review sessions. However, when asked about how they, the students, were
using the technology, there was very little evidence that the students were
GOAL #2: STUDENTCENTERED SKILLS
actually the ones using technology in a typical classroom instead of the teachers.
The exceptions to this were in areas that were predominantly “technology
classes” like web design, architectural drawing, modular technology, and
graphic design. Their responses were not unexpected, as it is very logical that the
first adoption of technology in the district would initially get the teachers to use
and feel comfortable with the new technology. After that had been accomplished,
the teachers would then begin developing activities using technology that the
students would be creating. The key in doing this, however, is to work with the
teachers to ensure that activities weren’t being created simply for the sake of
using technology. But rather, there was an inherent need to obtain and share
information in a particular subject area, and technology was the most logical
choice for doing this. Additionally, consideration has to be given to what choices
students have when demonstrating knowledge of a topic. Historically, this
demonstration has come in the form of an exam or essay. However, as we move
to the next step of adoption, wouldn’t a digital story, short movie, or podcast
serve the same purpose, and if so, would the teachers be willing to accept this as
a demonstration of knowledge and how would it be evaluated?
To accomplish this goal, efforts must be made to expose teachers to “what is out
there” in terms of various mediums that students use to showcase their voice,
and often times, these mediums are nontraditional. In addition, the teachers will
need assistance in the instruction and evaluation of these new mediums. This can
be achieved through a combination of staff development opportunities,
professional day activities, and periodic staff meeting presentations.
Another key ingredient in the evolution of technology use from teacherled to

studentcentered is increasing access to technology in the classroom. Again, the
primary focus of this plan is not on the “stuff” itself, but instead on what can be
done with the “stuff” to affect teaching and learning. That being said, there is no
doubt that to be successful in the classroom and everyday lives of our students,
we have to provide consistent access to technology throughout their day. Many
states have dealt with this through 1to1 initiatives that provide a laptop for
every student in the middle and high school. Although New York State has not

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adopted such an initiative, the concept was discussed in the planning committee.
Because there has been little evidence to date that giving every student a laptop
has improved assessment (though there is ample evidence to support increased
motivation and productivity), we were hesitant to support such an initiative in
our district. However, most felt that increasing the technology available to
students in the classroom would allow us to move to more studentcentered,
projectbased learning. As a result, having more laptop carts available in the
buildings would improve access.
In addition, in an effort to make technology use more studentcentered and also

develop 21st Century Skills, further consideration should be given to a
Technology Academy concept in the high school. An academy in the high school
would allow students to pursue a path of coursework that would better prepare
them for higher education and the workplace. Instead of just taking technology
coursework, they would instead be able to choose a strand like “Information
Technology” or “New Media Technology” and take specialized courses in that
particular path to allow for deeper understanding of the technology and skills
required of that field. Local experts would be brought in to talk to the students
about various jobs and the skills required.
Finally, we must be more aware of the skills that our students will require as
they move in postgraduate studies and the workplace. It is very apparent that
the skills they will need are very different than what has been expected in the
past. Not coincidentally, the tools they use have also changed, and as a school
district, we need to adapt to those changing tools. Obtaining information and
communicating are what drives our students yet we often block or filter those
tools in our schools. As a result, our students are being told that these are the
skills and tools they will need when they leave our schools, however, when they
are in school, they are forbidden from using them. We must look at what a
student needs to be able to obtain information and communicate and how
feasible providing these tools in a school setting is. Initially, students in our high
school should be given an email account to allow for communicating with
teachers and classmates. Access to email should eventually filter down to the
younger grades to allow the same access to information and communication. In
addition, a close examination should be given to tools like social networking,
chatting, and blogging that are safe and proven in a school environment. If our
students are going to be expected to use these tools in the “real world”, we need
to work with them to show them how to use these tools in an ethical and
responsible way.

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Timeline
200708
· Activities developed through the first goal will be studentcentered
· Showcase a student project in one staff meeting in each building and one
building technology meeting
· Meet with student focus groups in high school, middle school, and WHBI
· Increase student participation in Adirondack Showcase
· Purchase additional laptop carts for QHS (6) and WHBI (2)
· Participate in national NetDay survey
· Expand use of student email in the high school
· Evaluate options for student blogging, chatting, and social networking
· Make connections with the community to discuss the importance of 21st
Century Skills
· Develop HS Technology Academy concept and propose new courses as
needed
200809
· Showcase a student project in two staff meetings in each building and two
building technology meetings
· Purchase additional laptop carts for QMS (2)
· Meet with student focus groups in high school and middle school
· Distribute district survey for students
· Expand student email access to MS
· If desired, pilot student blogging, chatting, and social networking
packages
· Make the HS Technology Academy an “official” part of the high school
200910
· Showcase a student project in two staff meetings in each building and two
building technology meetings
· Expand student email to WHBI

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Evaluation

Develop studentcentered ETs, Dir. Of Curriculum, Activity evaluations by students and
classroom activities for select Teachers teachers
grade levels and subject areas
Include studentvoices in the Dir. Of Tech, ETs Completion of student surveys at

development of building beginning and end of year
technology goals
Meet periodically with student Dir. Of Tech, LTs Meeting with student groups
focus groups to discuss the
use and impact of technology
Demonstrate studentcentered LTs Presentation at one staff meeting

activity at monthly staff
meetings, department
meetings, or gradelevel
meetings
Provide additional laptop Dir. Of Tech Purchasing carts

carts in the buildings to
increase access to technology
in the classroom
Develop a Technology Dir. Of Tech, HS admin., Asst. Present to Curr. Council; Recognize
Academy in the high school Supt. Of C&I students in program
Provide afterschool club Dir. Of Tech, ETs, LTs, Creation of clubs

opportunities for students Building Principals
focused on technology
Highlight effective student LTs, ETs, Dir. Of Tech, Lab Spotlight studentcentered work in
centered technology activities Aides every tech newsletter and district
in technology and district newsletter
newsletters
Participate in Adirondack ETs Studentcentered activities being
Technology Showcase showcased
Incorporate 21st Century skills Teachers, ETs Revise benchmarks during summer
(based on Partnership for 21st
Century Skills) into local
benchmarks

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GOAL 3: Staff Development
Every teacher and prospective teacher will receive substantial ongoing

technology training that ensures their ability to integrate technology effectively
in all studentcentered activities in supporting student achievement of the New
York State Learning Standards.
Action Items
· Offer technology training during the school day and after school
· Provide an educational technologist for both the K5 and 612 levels to
give teachers a resource in the planning of technology integration in
instruction
· Develop a technology mentorship program that focuses on
individualized learning
· Setup “required” activities for teachers in the buildings to coteach
with the educational technologist
· Provide online professional development opportunities for teachers
· Distribute national technology standards to all faculty
· Develop an online database of lessons and activities that meet specific
standards
· Provide ½ day training to all new teachers prior to the start of the
school year
· Have options for technology training at Superintendent’s Conference
Days
Narrative
The previous two goals imply that we are looking to affect the way our students
learn in ways that have not been previously done. This will be impossible to do
without a stronger staff development program in place. Initially, the
participation in our staff development offerings was extremely high with the
new technology that the teachers were given. However, of the past 18 months,
we have seen a significant decrease in the number of teachers attending
workshops. As a result, we must look for new ways to reach our staff. Regardless
of the method, our staff development offerings should be connected to our other
technology plan goals, our district strategic plan, our curriculum council renewal

Revised 41107
phase, and our Learning Focus initiative. Simply offering workshops for the sake
of offering workshops will become a thing of the past and an annual plan for
professional development in the district should drive what is being offered in the
area of technology.
Without question, the committee feels the most important way to develop our
teachers’ use of technology and ultimately how student learning is impacted is
by increasing the presence of instructional support in the buildings. With the
addition of an educational technologist for the 0708 school year, we can better
meet the needs of our teachers by allowing our ETs to be more proactive. Instead
GOAL #3: PROFESSIONAL DEVELOPMENT
of just reacting to a teacher’s need for instructional support, the ETs can develop
activities for a grade level and subject area and set up times with the teachers to
deliver that activity to the students. The activities will match the curriculum
designated in the curriculum maps and also look to build on key 21st century
skills. The ETs will be designated to specific buildings and be available at
specified times in those buildings to provide instructional support. The “justin
time” support has been recognized as a primary method of improving the
integration of technology in the classroom.
While traditional, afterschool workshops will still exist in some form over the
next three years, it is critical that we look at other ways to reach our staff and
develop their skills. The Lighthouse Teacher position will continue to assist the
District Computer Center in the development of buildingspecific professional
development opportunities. These individuals work in the buildings and have a
more intimate knowledge of what the training needs are. In addition, the GIFTed
(Guided Instruction For Technology in EDucation) program will continue to be
modified. The primary goal of the GIFTed program is to provide small group
technology instruction on a consistent basis. The traditional workshop generally
provides a 2 to 2 ½ hour period to learn about a tool and how it can be used. The
problem is that the teachers never receive any followup—did they understand
the training, are they using it in class, do they need any additional support? The
GIFTed program provides that ongoing support. In addition, because the topics
that are explored in the monthly workshops are developed by the members of
the group, the instruction is individualized and more meaningful to them.
Professional development does not always have to occur after hours. From time
to time, technology workshops should be included in the schedule for
superintendent’s conference days. In developing these workshops, the teachers
should be given choices about what workshop they would like to attend so that
the experience is more meaningful to them.
Staff development should also include nontraditional methods of delivery.

Teachers should be able to take part in online workshops that can be accessed at

Revised 41107
school or at home to allow it to fit better into their alreadybusy schedules.
Methods for delivering quality online instruction need to be explored.
Another way to improve our staff’s use of technology is by showcasing ideas that
other teachers have developed. A database of teaching ideas (lessons, units,
projects) will be developed and include attachments to instructions, websites,
presentations, and finished student work.
Staff development should not be solely devoted to our teaching staff either.
Every effort will be made to provide workshop opportunities for the non
teaching staff at Queensbury through after school workshops and professional
days training opportunities.
Finally, we want all teachers in our district to understand the value that
technology has on our students’ learning, so we need to ensure that all new
teachers receive adequate training prior to the start of the school year. Because
the district has a number of different computer systems that our staff uses, it is
crucial that they be brought up to speed before the school year starts.
National Technology Standards for Teachers
1 TECHNOLOGY OPERATIONS AND CONCEPTS.

Teachers demonstrate a sound understanding of technology operations and concepts.
Teachers:
Ø demonstrate introductory knowledge, skills, and understanding of
concepts related to technology (as described in the ISTE National
Education Technology Standards for Students)
Ø demonstrate continual growth in technology knowledge and skills to stay
abreast of current and emerging technologies.
2 PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND

EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by
technology. Teachers:
Ø design developmentally appropriate learning opportunities that apply
technologyenhanced instructional strategies to support the diverse needs
of learners.
Ø apply current research on teaching and learning with technology when
planning learning environments and experiences.
Ø identify and locate technology resources and evaluate them for accuracy
and suitability.
Ø plan for the management of technology resources within the context of
learning activities.

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Ø plan strategies to manage student learning in a technologyenhanced
environment.
3 TEACHING, LEARNING, AND THE CURRICULUM.

Teachers implement curriculum plans that include methods and strategies for applying
technology to maximize student learning. Teachers:
Ø facilitate technologyenhanced experiences that address content standards
and student technology standards.
Ø use technology to support learnercentered strategies that address the
diverse needs of students.
Ø apply technology to develop students' higher order skills and creativity.
Ø manage student learning activities in a technologyenhanced

environment.
4 ASSESSMENT AND EVALUATION.

Teachers apply technology to facilitate a variety of effective assessment and evaluation
strategies. Teachers:
Ø apply technology in assessing student learning of subject matter using a
variety of assessment techniques.
Ø use technology resources to collect and analyze data, interpret results, and
communicate findings to improve instructional practice and maximize
student learning.
Ø apply multiple methods of evaluation to determine students' appropriate
use of technology resources for learning, communication, and
productivity.
5 PRODUCTIVITY AND PROFESSIONAL PRACTICE.

Teachers use technology to enhance their productivity and professional practice.
Teachers:
Ø use technology resources to engage in ongoing professional development
and lifelong learning.
Ø continually evaluate and reflect on professional practice to make informed
decisions regarding the use of technology in support of student learning.
Ø apply technology to increase productivity.
Ø use technology to communicate and collaborate with peers, parents, and
the larger community in order to nurture student learning.
6 SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.

Teachers understand the social, ethical, legal, and human issues surrounding the use of
technology in PK12 schools and apply those principles in practice. Teachers:
Ø model and teach legal and ethical practice related to technology use.
Ø apply technology resources to enable and empower learners with diverse
backgrounds, characteristics, and abilities.

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Ø identify and use technology resources that affirm diversity
Ø promote safe and healthy use of technology resources.
Ø facilitate equitable access to technology resources for all students.
Timeline
200708
· Hire second educational technologist
· Modify GIFTed program

· Provide two online learning opportunities for staff
· Redefine Lighthouse Teacher position
· Begin attaching teacher NETS standards to workshop opportunities
· Improve database for teaching ideas
· Deliver ½ day training to new staff over summer
· Offer workshops in new technologies that impact student learning
· In conjunction with Curriculum Council, develop annual professional
development program based on annual goals
200809
· Evaluate impact of second educational technologist and recommend
additional educational technologists if needed
· Add additional online learning opportunities
· Expand database of teaching ideas
· Deliver ½ day training to new staff over summer
· Include technology workshops on at least one superintendent’s conference
day
200910
· If deemed necessary, recommend additional educational technologists
· Add additional online learning opportunities

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Evaluation

Offer technology training ETs, Dir. Of Tech, LTs, Asst. Develop annual workshop schedule
during the school day and Supt. Of C&I
after school
Provide an educational Dir. Of Tech. Creation of new position

technologist for both the K5
and 612 levels to give

teachers a resource in the
planning of technology
integration in instruction
Develop a technology Dir. Of Tech, ETs Creation and implementation of
mentorship program that GIFTed program
focuses on individualized
learning
Setup “required” activities for Dir. Of Tech, ETs, Principals, Plan activities and schedule
teachers in the buildings to co Asst. Supt for C&I, Dir. Of implementation in each affected
teach with the educational Curr. building
technologist
Provide online professional Dir. Of Tech, ETs Create courses in Moodle or
development opportunities for Captivate
teachers
Distribute national technology Dir. Of Tech., LTs Posters in labs, standards on the staff
standards to all faculty website
Develop an online database of ETs, Dir. Of Curr. Adding developed activities to

lessons and activities that curriculum maps
meet specific standards
Provide ½ day training to all ETs, Dir. Of Tech., LTs Deliver training in August with
new teachers prior to the start followup sessions by LTs during the
of the school year year.
Have options for technology Dir. Of Tech, Asst. Supt. For Develop ideas in Tech Committee
training at Superintendent’s C&I meetings
Conference Days

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GOAL 4: Technology Support
All staff and students will receive timely support, both instructional and
technical, to ensure successful and effective experiences in the use of technology.
Action Items
· Clearly define the role of the educational technologist and how he/she
can be used in each building
· Examine response times for technical support issues
· Make recommendations, as needed, for additional instructional and
technical support
· Continue to develop and maintain webbased resources for staff members
to support them both instructionally and technically
· Review hardware and software standards (Appendix B)
· Redefine Lighthouse Teacher position
Narrative
The success of the previous three goals will ultimately rely on the ability of our
staff and students to receive timely support when needed, both instructional and
technical. In addition, they must have reliable equipment and appropriate
software resources.
Much of the instructional support that our staff requires will come from our two
educational technologists. By adding a second ET for the 0708 school year, we
will be able to better suit the needs of the teachers. The educational technologist
position will no longer just be a reactionary position. Instead, we will be able to
“push in” to instructional opportunities more frequently and actually begin
developing meaningful curriculum that can be used by all teachers. To support
the ETs, Lighthouse Teachers will continue to be available in each building. The
primary function of the LTs have varied over the years, and with the addition of
a second ET, it is critical that the role of the LT be once again defined to make
sure the district is utilizing the talents of those individuals. Much discussion has
taken place about whether two ETs and the Lighthouse Teachers provide enough
instructional support. A primary action item of this goal will be to determine at
the end of this three year period if additional ETs should be recommended to the
Board of Education. The utilization and effect of these two positions will be
closely examined to better understand what needs still exist in the district.

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On the technical support side, with all of the new technology that has been
added over the past four years, the amount of technical support required to keep
things running smoothly has increased substantially. Without question, if we
expect our staff and students to continue to use technology in an effective way,
the hardware and software they use must be reliable and must be supported.
Utilizing a new help desk system, we will continue to monitor our ability to
provide timely technical support. Understanding that very few technical issues
can be resolved immediately, a set of criteria needs to be established for the
response to technical problems. In addition, a determination will need to be
made on whether two FT technicians are suitable for a district of our size with
the number of computers and peripherals that we have.
GOAL #4: TECHNOLOGY SUPPORT
To assist the technicians in providing more reliable hardware and software,

every year, a review should be conducted by the district technology committee
and building technology committees on what the current hardware and software
standards should be. Supporting older hardware and software has shown to be
very time consuming, so a determination should be made on the value of a
specific software title or piece of hardware. In addition, a continuing practice
should be the reimaging of our classroom PCs every summer. This ensures that
the PCs will be refreshed at the start of every school year and be updated with
current patches and software revisions.
Lastly, not all support needs to be in the form of human contact. There are a
number of systems in place that could better improve the ability to deliver timely
instructional and technical support. Efforts should be made to improve the
quality of these systems and also improve the awareness among the staff that
systems like this are in place. These system include ITDirect, FAQs, and Teaching
with Technology.
Timeline
200708
· Define the roles of the two Educational Technologists
· Redefine Lighthouse Teacher positions
· Review current hardware and software standards
· Reimage Teacher and Lab PCs
· Inform staff about internal support systems
· Research other support systems
· Review technical support response
· Determine need for additional technical support

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200809
· Review impact of two Educational Technologists
· Review Lighthouse Teacher positions
· Develop new or modify existing internal systems as needed
200910
· Make recommendations for additional ETs, if necessary
GOAL #4: TECHNOLOGY SUPPORT
· Review Lighthouse Teacher positions

· Develop new or modify existing internal systems as needed
Evaluation

Clearly define the role of the Technology Committee Discuss role of ETs at tech committee
educational technologist and meeting
how he/she can be used in
each building
Examine response times for DCC Use reports in IT Direct
technical support issues
Make recommendations, as Tech Committee, DCC Discuss at tech committee meetings

needed, for additional based on reports and assessment
instructional and technical
support
Continue to develop and Technology Committee, DCC Review systems and discuss ways to
maintain webbased resources improve at tech committee meetings
for staff members to support
them both instructionally and
technically
Review hardware and Technology Committee Review list of standards annually at

software standards tech committee meeting
Redefine Lighthouse Teacher Technology Committee Review position responsibilities at

position tech committee meeting

Revised 41107
Network Design
The QUFSD campus consists of four school buildings: high school, middle
school, intermediate school, and elementary school. The design includes
connection points or “drop” locations in each classroom in every building, two
for the teacher and at least four for students. These drop locations, are run into
the existing classrooms with surface mounted raceways or conduit.
CURRENT TECHNOLOGY ASSESSMENT
The infrastructure design also includes multiple information outlets or network

connections in the libraries and "lab" spaces, in sufficient numbers to support
large numbers of students working simultaneously including connections for
computers and printers. Connections are also provided in the administrative
offices and other common building areas such as the teacher rooms, cafeteria,
gymnasium and auditorium. The same physical network provides support for
both instructional and administrative applications. The appropriate security
components are engineered into the network to insure separate functional
networks, and to preserve personal/confidential data. Creating an integrated
network insures the most costeffective and efficient use of technology to support
teaching and learning, as well as to increase staff productivity.
Within this structured network design, all information outlets within a building
are tied together via a series of strategically located connection points (wiring
closets) and a highspeed fiberoptic backbone running up to speeds of 1 gigabit.
Specialized networking equipment such as data switches are located in each
wiring closet, and allow all the connections to be tied together into one overall
buildinglevel local area network (LAN). See Appendix A for network drawing.
Interconnectivity between the buildings also exists, utilizing fiber that is run
between the buildings in conduit. The fiber currently runs at a speed of 1 gigabit
per second but has the future capacity to run up to speeds of 10 gigabits per
second. By connecting the buildings together, the district is able to run all of its
resources across a single, secure data network all centered out of one location in
the middle school. The main data center houses all network servers including:
· Domain controller (3)

· Network storage (2)
· Email (1)
· Web
· Print (2)
· Library

Revised 41107
· Student Management (3)
· Help Desk (1)
· AntiVirus (1)
· Thin Client (15)
· Streaming Media (1)
· ContentManagement System (1)
· Application Serving (1)
· Transportation System (1)
· Data Backup (1)
Wireless Access
While not the answer for a campus wide solution, wireless is available in the
QUFSD network. Wireless access points have been implemented throughout the
buildings, both in corridors and shared facilities (media centers, LGI, cafeterias).
The access points will be capable of up to 54 megabits per second (802.11g).
The goal of wireless access will be to provide network connectivity to tablets,

laptops, and Pocket PCs as those technologies become more prevalent in the
district.
Thin Client
In 2003, the district implemented a thin client system based on a Citrix server
environment. This allows all applications to be stored on centralized servers and
run across the network. The computers running thin
client become little more than terminals with
monitors, mice, and keyboards. As a result, the
computing power is done on the powerful new
servers, and the computers require very little
computing power to run new applications. This
allows old computers (Pentium I and IIs) to run as
though they were brand new. In addition, changes to
an application require that the software be installed
only on one server and not on each individual
computer.
The other benefit of a thin client environment is that it allows any network user
to connect to the system from home or anywhere an Internet connection can be
run. As a result, teachers and students can run any application they use at school
from home without having the software installed on the local hard drive. In
addition, they can also access the files they have saved in the personal home
folders at school.
Internet

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Four T1 lines for Internet connectivity are also located in the middle school and
shared throughout the rest of the network.
During the summer of 2007, we will be changing from T1 Internet service to

dedicated Ethernet fiber service. The initial speed of the service will be 10MB.
Video
In addition to the data network, the district also has implemented a robust video
network that allows rooms in every building to connect back to a centralized
video system known as a Media Retrieval System. This allows the district to
centrally store all district videos on digital video servers. Teachers can utilize the
software installed on the computer to bring up the video library and play video
clips “on demand”. In addition, the video system allows for live broadcast within
each building and throughout the entire campus. Each building has two
dedicated channels: one for live broadcast and one for announcements. Any
television in the district is capable of viewing the content on those live channels.
In addition, there is one dedicated districtwide channel that can be used for
campuswide announcements.
Voice
Lastly, the centralized network allows for a single voice network. All buildings
are connected back to the data center using copper cable and are tied into a
single digital PBX system. The system allows for centralized voice mail, call
accounting, and programming.
Classroom Design
Each classroom in the district is equipped with the following equipment:
· Pentium IV computer running Windows XP
· HP LaserJet 1200 or 1300 black and white
printer
· 42” Plasma television connected to the teacher
computer for presentation as well as the media
retrieval system
· Software toolkit is installed on computer (See
Appendix B)
In addition to the one “teacher computer”, every

teacher has had an opportunity to apply for
additional computers (up to four more) through the district’s minigrant
process. In most cases, these computers are thin client computers connected
to our network. Occasionally, because of special needs in the classroom, the
student computers will be Windows XP computers.

Revised 41107
Lab and Library Design
Every student computer in our computer labs and libraries are set up as thin
client terminals. This allows the computer center to better maintain and support
the programs that are being run in those rooms. In certain cases, where
peripheral attachment is required, a traditional computing environment will be
established.
All computer labs have been designed to have at least 20 computers to allow for
fullclass instruction. Each lab has a highspeed black and white laser printer,
and there is at least one color laser printer located in a computer lab in each
building. An LCD projector is mounted on the ceiling in all of the labs and
connected back to the teacher computer to allow for demonstrations and
presentations.
Mobile Labs
Mobile laptop carts have been implemented in our high school science
department, high school libray, and middle school library. In addition,
we have two carts in our middle school and two carts in our
intermediate school for general classroom use. The use of the carts
have allowed for more flexible learning that incorporates technology,
as the carts can be wheeled from room to room, using our wireless
infrastrcuture.
Videoconferencing
The district purchased one IPbased videoconferencing unit during the summer
of 2006. The unit is capable of being wheeled into any room in the district to
participate in a videoconference or virtual field trip.
Information Systems
Below is a list of the current information systems being used in the district:
System Function
schooltool Student Information
WinCap Financial and Human Resource
HealthMaster Health Information
LunchBytes Food Service
Transfinder Transportation
MyLearningPlan Professional Development
ITDirect Technology Help Desk
ITAM Technology Asset Management
IEP Direct Student Services Management
AISM AIS Management
Rubicon Atlas Curriculum Mapping

Revised 41107
Current Inventory
PCs
High School PIV Laptop Thin Client
Classrooms 141 30 89
Library 3 15 11
Computer Labs 97 62
Offices 27
TOTAL 268 45 162
Middle School
TECHNOLOGY INVENTORY
Classrooms 98 30 126
Library 5 30 6
Computer Labs 32 87
Offices 23 2
TOTAL 158 62 219
Barton
Classrooms 51 30 66
Library 5 3
Computer Labs 6 24
Offices 10 2
TOTAL 72 32 93
Elementary School
Classrooms 87 110
Library 3 4
Computer Labs 7 73
Offices 22 3
TOTAL 119 3 187
PIV Laptops Thin Client
DISTRICT TOTALS 617 142 661

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Staffing
The technology support staff that currently exists at Queensbury can be broken
down into two areas, instructional and technical. All positions listed below are
overseen by the Director of Technology, who serves as the technology
“administrator” for the district. The roles of this position include overseeing all
facets of the technology program in the district, ensuring that the instructional
side is in concert with the technical side, maintaining and reviewing hardware
and software standards, developing and maintaining an annual technology
budget, managing all project related technology activities, and providing plans
and processes to allow the successful integration of technology in instruction.
Instructional
Educational Technologist: Starting in July 2007, there will be two Educational
Technologists for grades K12. The primary responsibility of the ET is to work
with all staff on the integration of technology into the curriculum. This includes
working with teachers oneonone in the planning process, coteaching lessons,
delivering after school workshops, planning and facilitating releasetime
workshops, and organizing training events for Superintendent’s conference days.
STAFFING
Without question, having someone in this role is essential in building teacher

competency and ensuring that we
are meeting the NETS standards
for both teachers and students.
Lighthouse Teachers: The district has

one teacher that acts as a
lighthouse teacher in each
building. The LT’s responsibility is
to be a liaison between the district
technology committee and the
building technology committee. In
addition, the lighthouse teacher is
responsible for planning and
facilitating buildinglevel trainings
based on the needs of the teachers in that building. The LT is also responsible for
overseeing the building technology committee and working with that group to
develop annual technology goals.
Computer Lab Aides: There are currently computer lab aides in each building. The
function of that position is to assist the teachers that are using the lab for whole
class instruction. The job includes troubleshooting software and hardware
problems, assisting with students on teacherdeveloped activities, and
maintaining hardware in the lab.

Revised 41107
Technical
Computer Coordinator/CIO: The District Computer Coordinator/CIO is
responsible for all activities related to the operation of our data systems in the
district including our student information system, business management system,
transportation system, and food service system. The position also is responsible
for the submission of all data warehouse reports and verifications. They must
communicate all important deadlines to the Assistant Superintendent for
Curriculum and Instruction and building administrators and directors.
Computer Technician: There are two technicians in the district responsible for
installing, maintaining, and testing computer hardware and related equipment.
The technician provides helpdesk support to end users and troubleshoots both
hardware and software problems. The technicians also troubleshoot network
related problems and work with the Computer Coordinator and Director of
Technology to resolve districtwide problems.
STAFFING
The goal in industry is to provide one technician for every 3550 users. This
model is fairly unrealistic for schools because of budget constraints. However,
between the two technicians and the
computer coordinator, the district
computer center should be able to
provide adequate coverage for technical
support. Also, because the district has
chosen to centralize our equipment and
utilize a thin client system, our need for
remote service has decreased
tremendously.

Revised 41107
Budget
The table below outlines the projected budget

required to sustain the technology initiatives
described in this plan. Because this revision
of the plan comes just after the completion of
a major capital project, we would expect the
replacement cycle for hardware to begin
during the 200809 school year. To maintain
that replacement cycle, we would use the
budget outlined below.
Projected 3year Budget
BUDGET
Current 20072008 20082009 20092010
Hardware $111,774 $150,000 $233,000 $235,000
Software $63,000 $68,000 $73,000 $83,000
Staff Development $5,500 $7,500 $9,000 $10,500
Technical Support $180,910 $180,910 $180,910 $180,910
Maintenance $64,150 $64,150 $64,150 $64,150
TOTAL $362,397 $470,560 $560,060 $573,560
Projected Funding Sources
Local $359,097 $470,560 $560,060 $573,560
Title IID $3,300 $0 $0 $0
Capital $0 $0 $0 $0
TOTAL $362,397 $470,560 $560,060 $573,560

Revised 41107
Replacement Cycle
In 2004, new teacher computers were purchased for all classrooms in the district.
In addition, over the past three years, nearly 50 servers have been purchased,
and numerous PCs have been added to offices throughout the district. The
capital project allowed for a majority of these initial PC purchases to take place.
However, it is critical that at some point, money be included in the annual
budget to allow for PCs to be replaced on a regular basis.
Starting in the 200708 school budget, the equipment budget for technology will
TECHNOLOGY REPLACEMENT CYCLE
be increased to allow for the annual replacement of PCs in buildings across the
district. The total budget for equipment will be increased by $168,000 over the
next four years. A detailed breakdown of these annual increases can be viewed in
the budget section of this document.
The table below shows how the replacement cycle will work. The initial
replacement cycle for PCs will be done over a four year period so that the oldest
computers to be replaced will not exceed seven years. After the initial
replacement cycle is complete, PCs will be replaced on a five year cycle.
Computers that are being replaced will, in turn, replace older student computers
in the classroom.
Summer 2008 Quantity Replaced

Replace ES Teacher stations and office PCs 106
Replace HS Computer Lab 181 24
Replace district servers 16
Replace large format printers 5
Summer 2009
Replace WHBI Teacher stations and office PCs 54
Replace HS Computer Lab 161 and 180 53
Replace Transportation PCs 9
Replace Maintenance PCs 6
Replace District Office PCs 13
Replace HS Laptops 45
Summer 2010
Replace HS Teacher stations and office PCs 137
Replace HS Computer Lab 250 15
Replace MS/WHBI Laptops 60

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Summer 2011
Replace MS Teacher stations and office PCs 111
Replace MS Computer Lab MS Tech 28
Replace HS Computer Lab MIDI Lab 13
Replace classroom printers 308
Summer 2012
TECHNOLOGY REPLACEMENT CYCLE
Replace large format printers 12

Replace network equipment

Revised 41107
QUEENSBURY UFSD NETWORK DRAWING
HIGH SCHOOL
1 ProCurve Switch 5304XL
3 ProCurve Switch GBIC mod
BUILDINGS AND GROUNDS 1 ProCurve RPS
9 ProCurve SXLX GBIC
2 ProCurve LXLC GBIC
1 HP ProCurve Switch 2650
1 HP ProCurve GigabitLXLC GBIC IDF 1
IDF 2
1 Single Mode Fiber Run from MS 1 HP ProCurve GigabitLXLC GBIC
2 HP ProCurve GigabitLXLC GBIC IDF 4
IDF 3
1 HP ProCurve GigabitLXLC GBIC
Middle School IDF 5
1 ProCurve Switch 5308XL 3 HP ProCurve Switch 2650
2 ProCurve 100/1000 TX module 2 HP ProCurve GigabitLXLC GBIC
3 ProCurve Switch XL GBIC Module
MDF
7 ProCurve SXLC GBIC IDF 6
5 ProCurve LXLC GBIC 3 HP ProCurve Switch 2650
2 ProCurve Switch RPS 2 HP ProCurve GigabitLXLC GBIC
1 ProCurve Switch 2824 1 HP ProCurve Switch 2650
Server
Farm
ELEMENTARY SCHOOL DISTRICT OFFICE/
1 ProCurve Switch 5304XL ADMIN
PIX 515E Firewall 1 ProCurve RPS
P OWE R A CT NE TW O RK
PIX Firewall
S ERIES
7 ProCurve SXLX GBIC
IDF 1 3 ProCurve LXLC GBIC 1 HP ProCurve Switch 2650
IDF 2 1 HP ProCurve GigabitLXLC GBIC
IDF 1 IDF 2
Ci sc o 26 1 1
L INK AC T L INK A CT
ETHE RNE T 1 ETH ERN ET 0 CO NS OL E AU X
Cisco 2611 XM Router
IDF 3 IDF 4
3 HP ProCurve Switch 2650 3 HP ProCurve Switch 2650
2 HP ProCurve GigabitLXLC GBIC 2 HP ProCurve GigabitLXLC GBIC
IDF 5
IDF 3 IDF 4
WILLIAM H. BARTON INTERMEDIATE 3 HP ProCurve Switch 2650
1 ProCurve Switch 5304XL
1 ProCurve RPS NOTES
10MB 3 ProCurve SXLX GBIC
Internet 1 ProCurve LXLC GBIC TRANSPORTATION All fiber between buildings is run over
single mode at 1GB
IDF 1 IDF 2
1 HP ProCurve Switch 2650 All fiber within a building between wiring
1 HP ProCurve GigabitLXLC GBIC closets is run over multimode at 1GB
2 HP ProCurve Switch 2650 Switches are connected within a wiring
1 HP ProCurve GigabitLXLC GBIC closet via 100/1000 GBIC.
Software and Hardware Standards
A. Software Titles Approved for Use as Part of Software Toolkit (Rev. 5/25/06)
The following table lists software titles approved for use in the Queensbury School District:
Software Title Purpose Approved Use Approved

Adobe Acrobat 5.0 Publishing Utility QUFSD: Staff only 7/1/03
Adobe Creative Suite Desktop Publishing QHS: Tech Ed classrooms 9/1/06
Animation Factory Clip Art QUFSD: Staff only 11/1/04

AutoCAD LT 2005 Design and Drawing QHS: Tech Ed Classrooms 9/1/04
Bernie’s Typing Keyboarding Instruction QES: Staff/Students in grade 2/3 7/1/03
Adventure
Bess Web Filter QUFSD: Staff/Students 7/1/03

BrainPop Online simulations QES/WHBI: Staff and Students 7/1/03
Bryce 5 Graphic Design QHS: Art classrooms 7/1/03
Chuck Wagon Bill’s ELA drill/remediation QES: Staff/Students 7/1/03

Language Skills
ClassLink Desktop Utility QUFSD: Labs and student 12/1/04

LaunchPad computers
Clicker 4 Word Processing, early QES: Staff/Students 7/1/03

writing tool
Clock Faces Telling Time tool QES: Staff/Students 7/1/03
Macromedia Web page creation QUFSD: Staff only 7/1/03

Contribute
Co-Writer Assistive Writing QUFSD: Designated classrooms 7/1/03
DataStudio (Pasco) Science Probe Software QHS: HS Science Laptops 12/1/04
Diorama Designer Presentation tool WHB: Staff/Students 7/1/03
Earobics Speech/Language Tool QES: Staff/Students in grade K 7/1/03
eClass Attendance Period by period QHS/QMS/WHB: Staff only 7/1/03

attendance tool
eClass Grades Grade Book Program QHS/QMS/WHB: Staff only 7/1/03
11
EMAP Finance software QUFSD: Business office only 7/1/03
Gaggle Secure Webmail QHS: Students Only 9/1/06
Geometer’s Math Graphing QMS: Math classrooms and labs 9/1/05

Sketchpad
Golden Book Reference tool QES: Staff/Students 7/1/03

Encyclopedia
Google Earth Geography/Mapping QUFSD: Staff/Students 9/1/05
Graph Club Graphing tool QES: Staff/Students 7/1/03
Groupwise E-mail client QUFSD: Staff only 7/1/03
How Many Bugs in a Math drill/remediation QES: Staff/Students in grade K 7/1/03

Box?
Hyperstudio Presentation/Multimedia QMS: Staff/Students 7/1/03

Authoring
I Spy Language QES: Staff/Students in grade K 7/1/03
skills/remediation
Internet Explorer Web browser QUFSD: Staff/Students 7/1/03
Inspiration Graphic Organizer QHS/QMS/WHB: Staff/Students 7/1/03
KidPix 4 Basic presentation/ QES: Staff/Students 9/1/04

Multimedia
Kidspiration Graphic Organizer QES: Staff/Students 7/1/03
KidWorks Deluxe Word QES: Staff/Students 7/1/03

Processing/Presentation
Learn About Science Science exploration QES: Staff/Students 7/1/03
(Series)
Magic Help Desk System QUFSD: Staff only 9/1/04
Master Guru NYS Preparation QES: Staff/Students in grade 3 7/1/03
Math Mysteries Math exploration WHB: Staff/Students 7/1/03

(Series)
Mavis Beacon 9 Keyboarding QHS/QMS/WHB: Staff/Students 7/1/03
MediaMaster Video On Demand QUFSD: Staff only 1/1/05
12
Microsoft Word Word Processing QUFSD: Staff/Students 7/1/03
Microsoft Excel Spreadsheet tool QUFSD: Staff/Students 7/1/03
Microsoft Access Database QUFSD: Staff/Students 7/1/03
Microsoft Anti- Spyware Prevention QUFSD: All PCs 9/1/05

Spyware
Microsoft Outlook E-Mail QUFSD: Office staff only 8/1/06
Microsoft Outlook Web Mail QUFSD: Staff Only 8/1/06

Web Access
Microsoft PhotoStory Presentation/Multimedia QUFSD: Staff/Students 11/1/05
Microsoft Publisher Desktop Publishing QUFSD: Staff/Students 7/1/03
Microsoft Presentation/Multimedia QUFSD: Staff/Students 7/1/03

PowerPoint Tool
NetTrekker Online Search Portal QUFSD: Staff/Students 9/1/05

Norton AntiVirus Anti-Virus Protection QUFSD: All networked 7/1/03
computers
Painter 7 Graphic Design QHS: Art classrooms 7/1/03
Penny Panda’s Teaching about money QES: Staff/Students 7/1/03
Sticker Store
Photoshop 7 Graphic Design QHS: Art classrooms 7/1/03
Photoshop Elements Photo editing QUFSD: Staff/Students 7/1/03

(QHS/QMS/WHB students only)
Pinnacle Studio Video Editing QUFSD: Video Laptops Only 9/1/04
Polar Companion PE Assessment Software QUFSD: PE Staff only 9/1/04
Quia Online activities QES, QMS, QHS: Designated 9/1/03

staff/students
QuickBooks Accounting software QHS: Business Lab only 7/1/03
Renaissance Place Reading Comprehension WHB: Staff/Students 10/1/04
Research Assistant Research tool QMS: Staff/Students 7/1/03
SchoolTool Student Information QUFSD: Staff Only 2/1/06

System
Science Court Science Exploration WHB: Staff/Students 7/1/03
(Series)
13
SolidWorks Design, Drawing, QHS and QMS: Tech Ed 2/1/06
Modeling Classrooms
Stationery Studio Creative Writing QES: Staff/Students 7/1/03

Timeliner Timeline/Presentation WHB: Staff/Students 7/1/03
tool
TurnItIn Online Plagiarism QHS: Staff/Students 9/1/05

Service
Type to Learn Jr. Keyboarding QES: Staff/Students in grades K-1 7/1/03
Typing Time Keyboarding QES: Staff/Students in grades 2-3 11/1/04
UnitedStreaming Streaming Video QUFSD: Staff/Students 7/1/03
Visual Video QUFSD: Video Laptops only 9/1/04

Communicator Editing/Broadcasting
Wild West Math Math remediation QES: Staff/Students 7/1/03
Windows XP PC Operating System QUFSD: All Pentium III and 7/1/04

higher computers
WinSchool Student Management QUFSD: Admin./Office staff only 7/1/03

System
Write Out Loud Assistive Writing QUFSD: Designated classrooms 7/1/03
B. Hardware Components Approved for Use
The following table lists the hardware components that have been approved for use in the
Queensbury Union Free School District:
Computers
Processor: Pentium IV or greater
Memory: 512MB or greater
Hard Drive: 40GB or greater
Monitor: 17” CRT or 15” LCD
Network: 10/100/1000 network card
Please note that Pentium II and IIIs will be supported until September 2005, at which time they will be
removed from the network or converted to thin client computers
14
Printers
Classroom: B/W: HP LaserJet Printers (1200, 1300)
Labs/Libraries: B/W: HP LaserJet (4000 or higher/8000 or higher)
Color: HP LaserJet (4500 or higher/8500 or higher)
Offices: B/W: HP LaserJet (1100, 1200, 1300, 4000 series, 5000 series, 8000 series)
Please note that inkjet printers will be supported until September 2004, at which time they will be removed
from use. Color printing will be accessible in all buildings via the network
Peripherals
Digital Cameras: At least 4 megapixel or greater with removable flash memory and USB
connecting capabilities (as of 9/03, no cameras with removable floppy disks or
CDs will be purchased)
Scanners: HP ScanJet 3500 or greater
Digital Presenters: Elmo HV-110XG
LCD Projectors: At least 2000 ANSI Lumens, XGA resolution
Video Cameras: Canon Elura series cameras
Personal Response Systems: TurningPoint Response Systems
Interactive Whiteboards: Numonics IPM series
15
Queensbury Union Free School District
Acceptable Use Policy
Purpose:
Use of the Queensbury School Computer Network is made available to staff and students in order to
further the educational mission of the school. Access to the local network, including Internet
resources, is given to aid in research, enhance productivity, upgrade skills, educate students and to
foster the exchange of information with peers and the local community.
Network Use:
• Only users with authorized access should use standalone or networked computers and their
resources. Logging into a computer or the network using someone elses login is prohibited.
See the network administrator if you need additional access to computer resources.
• Any user identified as a security risk may be denied access to the network.
• Network resources will not be used for commercial business nor political or religious
purposes.
• Any use of the network for illegal activity is prohibited.
• Use of the system to access material that is considered pornographic in nature, or that
advocates violence, illegal activities, or discrimination toward other people is prohibited.
• Sending material likely to be offensive or objectionable to others is prohibited.
• Restrictions are placed on access to some programs and computer resources in order to
maintain network security, and ensure that the equipment is available and functional for all
users.
• Access to some applications and Internet resources has been restricted by blocking software.
Unauthorized use of equipment, attempting to access intentionally blocked software or making
modifications to equipment/software by any means, is prohibited. If you need to make
modifications to equipment/software you should obtain technical assistance from appropriate
district personnel.
• Users will notify the system administrator if a security problem is identified.
Account Security:
Any user who has been assigned a network account is responsible for its security and should take all
reasonable precautions to prevent others from being able to use it.
• Under no condition will you provide your password or account information to another person.
• If required, you will regularly change your passwords using a combination of letters and
numbers, while avoiding common English words and names.
• You will not share your account with anyone nor leave the account open or unattended.
Sofware/Data:
• The illegal installation of copyrighted software or files onto District computers is prohibited.
Software/Data: (continued)
• Installation of any software on District computers must be coordinated with the District
Computer office.
• You will not improperly access, misappropriate, or misuse the files, data, or information of
others.
• You are responsible to take precautions to prevent the proliferation of viruses between your
personal equipment, Queensbury School’s equipment, and any other equipment accessed via
the school’s network.
• Although the district schedules back-ups of District servers nightly, you are responsible for
making back-up copies of the documents critical to you.
Hardware:
• You will not improperly access, misappropriate, or misuse, or abuse District communications
and computer equipment.
• You will not add, remove, or re-locate any equipment (e.g. computers, printers, network cards,
cables, etc..) from any District network without prior coordination with the District Technology
office.
• Any equipment assigned to you becomes your responsibility. Use of that equipment on or off
campus, that is considered inappropriate by the definitions outlined in this document, becomes
a violation of this agreement and is cause for disciplinary action.
Expectation of Privacy:
You should expect no privacy in the contents of any files on the district system. The Queensbury
Union Free School District owns and operates all hardware, software, and data on the network. The
school district will cooperate fully with local, state and federal authorities in any investigation
concerning or related to any illegal activities and activities not in compliance with school district
policies conducted through the school district network.
• Routine maintenance and monitoring of the school district system may lead to a discovery that
a user has violated this policy, another school district policy, or the law.
• An individual investigation or search will be conducted if school authorities have a reasonable
suspicion that the search will uncover a violation of law or school district policy.
• Parents have the right at any time to investigate or review the contents of their student’s files.
• Parents have the right to request the termination of their child's individual access to the
network at any time.
Limitation of Liability
• The District makes no guarantee that the functions or services provided by or through the
District system will be error-free or without defect.
• The District is not responsible for any damage the user may suffer, including but not limited to,
loss of data or interruptions of service.
Queensbury School District Acceptable Use Policy Page: 2

Limitation of Liability (continued)
• The District is not responsible for the accuracy or quality of the information obtained through,
or stored on, the system.
• The District will not be responsible for financial obligations resulting from the unauthorized use
of the system.
Your Responsibilities:
• You should not post personal contact information about yourself or others. Personal contact
information includes your social security number, address, telephone number, credit card
numbers, school address, work address etc.
• Staff must monitor lists of students who either do not have permission to use computer system
resources or who have had those privileges revoked to ensure that those students are not
gaining access to those resources.
• Any student who does not have permission to use computer system resources or who has had
those privileges revoked must be provided with an alternative means of meeting the class
objectives.
C Plagiarism is taking the ideas or writings of others and presenting them as if they were your
own. Users should always cite sources or obtain permission (where appropriate) before using
resources found on the Internet.
Web Sites:
C Classes may establish Web pages that present information about class activities. The building
technology committee will designate an individual to be responsible for managing the school
Web site. Teachers will be responsible for maintaining their class site(s).
C Staff wishing to create a class/school related Web site must work in cooperation with the
system administrator.
C Hyperlinks on school/class Web pages must only point to sites with educational content. Web
pages may not support or promote any business or commercial enterprise.
C Check with your building administrator prior to publishing pictures of students on class Web
pages.
C Personal information on a student is not allowed on a class Web page.
C Any school related web site or site generated as a function of the school must be approved by
the building principal’s office.
Penalties:
• Any user violating these provisions, applicable state and federal laws, or posted classroom and
district rules is subject to loss of network privileges and any other district disciplinary options,
including criminal prosecution.
• School and district administrators will make the final determination as to what constitutes
unacceptable use.
Queensbury School District Acceptable Use Policy Page: 3

Technology Ethics Statement
Unless otherwise specified, the following shall apply equally to students, employees, volunteers and contractors
employed by the Queensbury Union Free School District. Employees, volunteers, and contractors may have
additional obligations owing to the nature of their positions or access privileges.
The Queensbury Schools data network is comprised of local and wide area technology networks which link all
schools and various District offices, while providing access to public networks. This network is to be used to
further communication, education, research, and information consistent with the mission of the Queensbury
Union Free School District. All messages and documents created or transmitted on the network are the property
of the District, and the District has the right to supervise the use of such property. Each person requesting
access to the network must complete an Access Release and Authorization Form. Any use of the network
without authorization is prohibited.
Copyrighted Software: Users of software shall abide by the software licensing agreement provided by the
software publisher. Without notice, any equipment on the District’s property may be audited for compliance.
Software piracy, the illegal use or possession of copyrighted software, is strictly prohibited.
Site Licensed Software: Site licensed software can be used on any equipment at the site for which it was
purchased. This software can be legally copied to any equipment at the site belonging to the licensee. Unless
permitted by the license, it shall not be copied to equipment not owned by the licensee. Before equipment is
moved from one location to another, any installed site licensed software shall be removed.
Network Use Software: Network use software is purchased for use by a limited number of concurrent users.
This software is launched from a server, and concurrent use is regulated by the server software. Unless
permitted by the license, this software shall not be copied from the server to individual hard drives or storage
devices.
Concurrent Use Software: This type of software is the same as network use software, except that it can be
copied to workstations, if regulated by a metering program.
Single License Software: Single license software can be owned by a school, a department, or a sub
organization within the district. Such software shall not be copied to multiple machines or media in violation of
the license agreement. The District does not allow personal software to be loaded on District machines. Only
software owned by or donated to the District may be installed.
Property Rights: The District has the right to specify who uses its equipment, what information is contained
therein, under what circumstances, and to what purpose. Equipment purchased by the District belongs to the
District and neither employees, volunteers, nor students in the District have ownership rights to any equipment
loaned to them by the District. Use of District equipment and software for personal business is prohibited and
violators are subject to disciplinary action.
No person shall have exclusive use of District equipment unless authorized by the Superintendent/designee.
Data Security: The District assumes no responsibility or liability if documents stored on District equipment are
lost or damaged, nor will the District be responsible for security violations beyond the proper punishment of
those persons involved in such violations.
False Entry/Alteration: No student, volunteer, or District employee shall make any false entry or alteration of
any document, either paper or electronic, used or intended to be used in connection with the operation of any
school within the District. Nor shall any student open or alter official school documents or private documents,
either paper or electronic.
Enforcement: The District shall rigorously uphold laws pertaining to the use of technological equipment and the
information contained in them and/or generated by its use. Anyone who violates such laws shall be subject to
suit for civil/criminal damages as well as prosecution by the District to the full extent of the law.
4526R2

Internet Safety Policy
Introduction
It is the policy of Queensbury Schools to (a) prevent user access over its computer network to, or transmission
of, inappropriate material via the Internet, electronic mail, or other forms of direct electronic communications;
(b) prevent unauthorized access and other unlawful online activity; (c) prevent unauthorized online disclosure,
use, or dissemination of personal identification information of minors; and (d) comply with the Children's
Internet Protection Act [Pub. L. No. 106-554 and 47 USC 254(h)].
Definitions
Key terms are as defined in the Children's Internet Protection Act. (See Below)
Access to Inappropriate Material

To the extent practical, technology protection measures (or 'Internet filters") shall be used to block or filter
Internet access, or other forms of electronic communications access, to inappropriate information.
Specifically, as required by the Children's Internet Protection Act, blocking shall be applied to visual depictions
of material deemed obscene or child pornography, or to any material deemed harmful to minors.
Inappropriate Network Usage

To the extent practical, steps shall be taken to promote the safety and security of users of the Queensbury
School network when using electronic mail, instant messaging, and other forms of electronic communications.
Specifically, as required by the Children's lnternet Protection Act, prevention of inappropriate network usage
includes: (a) unauthorized access, including so-called "hacking” and other unlawful activities; and (b)
unauthorized disclosure, use, and dissemination of personal identification information regarding minors.
Supervision and Monitoring

It shall be the responsibility of all members of the Queensbury School staff to supervise and monitor usage of
the online computer network and access to the Internet in accordance with this policy and the Children's
Internet Protection Act.
Children’s Internet Protection Act - Definition of Terms:
TECHNOLOGY PROTECTION MEASURE. The term 'technology protection measure' means a specific technology that blocks or filters
Internet access to visual depictions that are:
1. OBSCENE, as that term is defined in section 1460 of title 18, United States Code
2. CHILD PORNOGRAPHY, as that term is defined in section 2256 of title 18, United States Code
3. Harmful to Minors
HARMFUL TO MINORS. The term, 'harmful to minors' means any picture, image, graphic image file, or other visual depiction that:
1. Taken as a whole, and with respect to minors, appeals to a prurient interest in nudity, sex, or excretion
2. Depicts, describes, or represents, in a patently offensive way with respect to what is suitable for minors, an actual or
simulated sexual act or sexual contact, actual or simulated normal or perverted sexual acts, or a lewd exhibition of the
genitals; and
3. Taken as a whole lacks serious literary, artistic, political, or scientific value to minors.
SEXUAL ACT; SEXUAL CONTACT. The term 'sexual act and 'sexual content have the meanings given such terms in section 2246 of
title 18, United States Code.
Internet Safety Policy

EMPLOYEE Access Release and Authorization Form
Before using the Queensbury School data network, employees must sign this form and return it to the district computer
office. A network account will then be created.
All employees should read and keep the attached Acceptable Use Procedures, Technology Ethics Statement, and Internet
Safety Policy for their reference.
I understand the use of the data network and access to public networks (i.e. the Internet) is a privilege, and I
agree to the following:
1. The Queensbury School District owns all material stored on any communications or computer system
provided by the District. I hereby waive any rights I may otherwise have to such material.
2. All information and services available on the Internet and the data network are placed there for
informational purposes.
3. The Queensbury School District does not warrant the function of the data network or any component
accessible through the data network to meet any requirements that are beyond those established by the
District, nor does it guarantee that the data network will be error free or uninterrupted. District staff
members are not liable for damages incurred in connection with the use, operation, or one's inability to
access the data network.
4. In consideration for using the data network and having access to public networks, I hereby release the
Queensbury School District and its officers, employees, and agents from any claims and damages arising
from my use or inability to access the data network.
5. I will abide by such rules as adopted by the Queensbury School District. I have read and agree to comply
with the Acceptable Use Policy, Technology Ethics Statement, and the Internet Safety Policy. I also
understand that any violation of such rules is unethical and may constitute a criminal offense. Should I
commit any violation, my access privileges may be revoked and disciplinary action may be taken.
Name: (please print)
Building: Position:
Initial Network Password: (if this is a new account)
Employee Signature: Date:
School E-mail Accounts Queensbury Union Free School District has adopted Microsoft Outlook 2003 as the email
client for our email system. Outlook 2003 provides an integrated solution for managing
and organizing e-mail messages, schedules, tasks, notes, contacts, and other information.
Outlook 2003 delivers innovations you can use to manage your communications, organize
your work, and work better with others - all from one place. For information on how to
login and use Outlook 2003, we’ve set up some on-line tutorials:
http://www.queensburyschool.org/owa/
To be completed by District Computer Office:
LOGIN ID: Date Received:
E-MAIL:
STUDENT Access Release and Authorization Form
Before using the Queensbury School data network, the student must sign this form, have it signed by his/her Parent or Legal
Guardian, and return this form to his/her classroom teacher or the school's designated point of contact.
(Note: If a Student is NOT to have access to network or the Internet, the Parent /Legal Guardian should indicate that and
sign the appropriate section below.)
Students/Parents should read and keep the attached Acceptable Use Procedures, Technology Ethics Statement, and
Internet Safety Policy for their reference.
I understand the use of the data network and access to public networks (i.e. the Internet) is a privilege, and I
agree to the following:
1. The Queensbury School District owns all material stored on any communications or computer system
provided by the District. I hereby waive any rights I may otherwise have to such material.
2. All information and services available on the Internet and the data network are placed there for
informational purposes.
3. The Queensbury School District does not warrant the function of the data network or any component
accessible through the data network to meet any requirements that are beyond those established by the
District, nor does it guarantee that the data network will be error free or uninterrupted. District staff
members are not liable for damages incurred in connection with the use, operation, or one's inability to
access the data network.
4. In consideration for using the data network and having access to public networks, I hereby release the
Queensbury School District and its officers, employees, and agents from any claims and damages arising
from my use or inability to access the data network.
5. I will abide by such rules as adopted by the Queensbury School District. I have read and agree to comply
with the Acceptable Use Policy, Technology Ethics Statement, and the Internet Safety Policy. I also
understand that any violation of such rules is unethical and may constitute a criminal offense. Should I
commit any violation, my access privileges may be revoked and disciplinary action may be taken.
Student Name: (please print)
Please Check One:
I AGREE with the terms above, My Child has permission to use the District
computers and the Internet
Internet is NOT ALLOWED. I am only authorizing my Child to use the District

Computers as a classroom tool.
Student Signature: Date:
Parent Signature: Date:
To be completed by District Computer Office:
LOGIN ID: Date Received:

Student Email Account through Gaggle.net
Dear Parents and Students,
This year, all students will be given the opportunity to have a student email account at the high
school. By providing students with a school e-mail account, we are allowing students greater
opportunity to communicate with their teachers, collaborate on school work with fellow
classmates, and participate in online learning experiences. In addition, because future
employment and education opportunities will almost certainly require the use of e-mail, we want
to assist students in the responsible use of e-mail communication.
The school will be using an e-mail service known as Gaggle.net. I highly encourage all parents
and students to visit www.gaggle.net to learn more about how this service works. Basically,
Gaggle.net is a filtered e-mail service, meaning there are many built-in features to help detect
students that may be using e-mail inappropriately. Every e-mail that is sent is scanned by the
filter for use of inappropriate language, inappropriate attached images, and potentially harmful
virus attachments. In addition, the service utilizes multiple SPAM filters to keep unwanted e-
mails from reaching a student’s inbox. Lastly, the filter allows us to restrict where mail can be
sent so that the only addresses students can send to will be Queensbury faculty and other high
school students.
As we have discussed and researched the idea of using e-mail in our high school, concerns have
been raised concerning inappropriate use of e-mail by the students. While it is likely that a few
students may use the e-mail service inappropriately, we have stressed to the students that e-mail
is a privilege and failure to follow the guidelines set forth by the district’s Acceptable Use Policy
will certainly result in a suspension or termination of these privileges, and possible disciplinary
actions. Because Gaggle.net is a filtered, monitored e-mail service, we would expect that
students would be using the e-mail system for positive, educational purposes. In addition, should
a “bad” e-mail be sent within the system, there is a strong likelihood that your child would never
receive the message, as those types of messages are caught and re-routed before they ever reach
the intended recipient.
The school believes that the benefits of having an e-mail account far outweigh the negatives, but
ultimately, this decision is left to each student and parent to decide together. If you would like an
e-mail account for your son/daughter, please read and sign the Parent Permission/Student Pledge
Agreement. A signed form must be returned to Kim Christian, Principal’s Secretary in the main
office to obtain an e-mail account.
Sincerely,
Michael Patton
Parent Permission/Student Pledge Agreement
I, ________________________________________, understand that my child has been given an
e-mail account at Queensbury High School. This account is provided by Gaggle.net and supports
the Children’s Online Privacy Protection Act (COPPA) and the Children’s Internet Protection
Act (CIPA). I understand that all e-mail messages can be monitored and will be filtered for
inappropriate words and images, and that any messages determined to be questionable will be
diverted to my student’s building administrator for review. Consequences for misuse of e-mail
will be determined by the school and may include suspension or loss of e-mail privileges, or
other disciplinary action even when the account is used from a non-school computer during non-
school hours. I further understand that my student’s administrator can view my student’s e-mail
account at any time, and there should be no expectation of privacy as stated in the district’s
Acceptable Use Policy that all students have signed. While Gaggle and the district use a variety
of measures to protect its users, no system will stop 100% of inappropriate content. Gaggle and
the district accept no responsibility for harm caused directly or indirectly by its use.
Student Pledge:
1. I will use my e-mail account to communicate in a responsible manner to my teachers and
fellow classmates
2. I understand that any e-mail I send can be monitored by an administrator
3. I will not use any inappropriate language in any e-mail, and understand that if I do, it will
result in suspension or loss of e-mail privileges, as well as possible school disciplinary
action
4. I will practice good online citizenship and not participate in any activity that hurts others
5. I will not give out my e-mail password to anyone other than my teachers or parents
6. I will not fill out any form or request online that asks for my school e-mail address
By signing this agreement, I and my son/daughter agree to use the provided e-mail account in an
appropriate manner and abide by the district’s policies for use, which is located on our website:
www.queensburyschool.org/District/documents/acceptuse.pdf.
Student Name (PRINT): _______________________________________________
E-Mail Password (Please print clearly):___________________________________
Grade (circle one): Grade 9 Grade 10 Grade 11 Grade 12
Student Signature: _______________________________________Date:_____________
Parent/Guardian Signature:________________________________Date:_____________
If you would like to be able to e-mail your son/daughter, please include your e-mail address
below so that we can add you to his/her “allow” list:
________________________________________________________________________
4526R.4
Web Site Publishing Policy
The Queensbury UFSD recognizes the value of web sites as informational and educational tools.
A school web site provides the District with unique opportunities to interact with the
community, improve student learning, improve community relations, foster creativity, and
demonstrate student achievement. The District will create and maintain a web site for the
following purposes:
• To support the District’s mission

• To give the community a means to communicate effectively with schools and personnel
• To serve as a communication tool regarding classroom activities for students and their
families
• To allow the District and individual schools the opportunity to provide current and
complete information to its community
• To provide the community with information about District policies, curricular and
extra-curricular programs, opportunities for students, student and staff achievements,
calendars, schedules, and operations
• To provide new avenues for teachers to help students meet high standards of
performance
Certain standards will govern the posting of information on the District’s web site:
• Web pages must serve one or more of the District’s stated purposes
• Web page content and construction must comply with all applicable federal, state and
local laws as well as policies established by the District
• Web pages must reflect high standards of content, design, respectability, good taste
and appropriateness for the Queensbury school community
• The District web site may not be used for any commercial promotional activity
The District’s Director of Technology working in conjunction with Web Page Support Secretary
will be responsible for maintaining the official District web site. All material originating from
the District posted on the District web site must be approved by the Director of Technology,
who will monitor all web activity. The Director of Technology will establish style and content
guidelines for official District and school web materials.
4526R.4
A. CRITERIA FOR POSTING WEB PAGES ON DISTRICT WEB SITE
In addition to compliance with Board Policies and Regulations, web pages posted on the
District’s web site must adhere to the following criteria:
• A web page may be posted for educational, informational, and/or promotional

purposes by:
o A district-sanctioned student organization, extra-curricular group or
athletic team
o A district or building-level sanctioned committee
o An instructional department
o District administration
o A classroom teacher for his or her classroom using the District-created
classroom page templates (unless permitted otherwise by the Director of
Technology)
o A district-wide or building level PTSA or other recognized parent group
• Neither district employees nor students may publish personal web pages as part of
the District’s web site. Outside organizations may not post web pages on the
District’s web site.
• A web page must be sponsored by a member of the District faculty, staff or

administration who will be responsible for its content and maintenance. The
sponsor is responsible for ensuring that those maintaining the page have the
necessary technical training and that they fully understand and adhere to District
policies and regulations. Students may maintain pages for a sponsor, but it is the
responsibility of the sponsor to monitor all content prior to publishing.
• Web pages may not be used for any non-school related commercial, for-profit or
not-for-profit promotional activity. Web pages may mention such organizations only
in the context of school programs that have a direct relationship to those
organizations (e.g. sponsorship of an activity).
• Links to non-district web sites are allowed as long as those sites are of educational
value and consistent with the purposes of the District web site and District
standards.
• All web pages must conform to the standards for appropriate use found in the
District’s Acceptable Use Policy concerning safety, system security, inappropriate
language, privacy, resource limits, plagiarism, copyright infringement, and
inappropriate access to material and illegal acts.
• All web pages must be approved through the designated process (See Form-#3)
before being posted to the District’s web site.
B. PRIVACY STANDARDS
Web pages must be designed to protect students, families, District employees, and any
other persons from unwanted disclosure of personally identifying information.
• Web pages may not include personally identifying information regarding a student
such as telephone number, addresses, names of other family members, names of
4526R.4
• friends, e-mail addresses, specific location of a student at any given time, grades,
or any other academic information.
• Student work may be posted on web pages only with the written consent of the
student’s parent/guardian before each incident of publication. The authoring
student shall also sign a copyright consent form (See Form-#1).
• Links to student e-mail accounts are prohibited
• Pictures of students may be included only under the following conditions:

o Individual student pictures may be published on the web site only with the
written consent of the student’s parent/guardian (See Form-#2).
o Pictures of groups of students involved in a school-related activity may be
published without consent; however, students shall only be identified by
the group name.
o Students shall not be individually identified in pictures unless there is a
special reason for doing so, such as recognition for receiving an award. In
such cases, student’s parent/guardian must give written consent (Form-
#2).
• Web page documents may include only the first name and the initial of the
student’s last name (unless receiving special recognition as noted above).
• Work will appear with a copyright notice prohibiting the copying of such work
without express written permission. In the event that anyone requests such
permission, those requests will be forwarded to the parent or guardian. All such
work may be removed from the web site at the end of the current school year.
C. CONSEQUENCES FOR NON-COMPLIANCE
• Web pages that do not comply with these criteria are subject to revocation of
approval and removal from the District’s web site.
• Students posting non-approved or inappropriate material on the district’s web site

are subject to suspension or revocation of access to the District’s computer
network and the imposition of discipline under the District’s code of conduct. In
the case that a violation constitutes a criminal offense, it will be reported to the
appropriate authorities.
• Faculty or staff posting inappropriate material on the District’s web site are
subject to suspension or revocation of access to the District’s computer network
and the imposition of discipline in accordance with the applicable collective
bargaining agreement, if any, and applicable laws, rules, and regulations. In the
case that a violation constitutes a criminal offense, it will be reported to the
appropriate authorities.
D. PROCESS FOR APPROVAL FOR NEW WEB PAGES (NON-CLASSROOM PAGES)
• Sponsors should initiate the approval process by completing the form “Proposed
Web Page” (Form-#3) and submitting it and a sketch of the proposed web page to
the appropriate building administrator for preliminary approval of the general
4526R.4
concept and content of the page and compliance with District policies and
regulations.
• The building administrator shall forward the proposal to the Director of Technology
for approval of the content and design of the web page, as well as for review of the
technical aspects of the page and assistance in loading the page onto the server.
• Sponsor will meet with the Director of Technology and Web Site Support Secretary
to review final design and post the web page in the District site.
• All new web pages will maintain the same consistent design features of the District
web site unless otherwise permitted by the Director of Technology.
E. CHANGES TO APPROVED WEB PAGES (NON-CLASSROOM PAGES)
• Once a site has been approved for posting on the District’s web site, the sponsor
may submit changes to the Web Site Support Secretary to keep information current
and/or responsive to changing curricular or co-curricular needs as long as the
general nature and content of the page remains the same. Changes to the purpose,
nature, or general content of the page must be submitted through the approval
process prior to the change being made. The sponsor will be responsible for
ensuring that all submitted changes in an approved page are in compliance with all
applicable laws and District policies.
• A sponsor may assume the rights to make minor content changes to the approved
web page once he/she declares this intent in writing to the Director of Technology
and attends a formal training session regarding the use of the technology to update
a web page. Students may maintain pages for a sponsor, but it is the responsibility
of the sponsor to monitor all content prior to publishing.
F. CLASSROOM WEB PAGES
In addition to criteria listed in Section A and Section B, classroom web pages created using
the District-created templates must comply with the following:
• Prior to gaining access to use the District-created templates, a classroom teacher

must attend a formal training session regarding the use of technology and
appropriate information to be included on classroom web pages.
• Classroom web pages posted by teachers through their account do not have to go
through the Approval Process set forth in Section D of this Policy.
• The classroom web pages and associated District-created templates may be used
only for classroom web pages. It may not be used to post web pages for any other
group listed in Section A. Those groups must go through the approval and posting
process set forth in Section D of this Policy.
• No students may be given access to a teacher’s web site account to upload the
content onto a classroom web page.
4526R.4
• All new web pages will maintain the same consistent design features of the District
web site unless otherwise permitted by the Director of Technology.
G. WEB SITE DESIGN STANDARDS
Modifications to a classroom, organization, or department’s web page should follow the

design standards set forth by the original web design team. Considerations will always be
made to allow for creativity and originality, but the general “look and feel” of a web page
should remain consistent by following these guidelines:
• Any new page created by for a classroom, organization, or department page must
contain links to the following pages:
o District home page
o School home page (for that classroom, organization or department)
o Classroom, organization, or department home page
• The standard font for the Queensbury UFSD is “Arial” with HTML font size “2”
o SAMPLE: Queensbury Union Free School District
• The colors used throughout the site are as follows:
Color Hex Value

#D3DFEB
#0000CC
#FFFFCC
#FFFF00
• All images used on web pages shall be less than 100KB to allow for faster download
times. Images greater than 100KB should be resized to 72 DPI resolution using a
height or width of no greater than 300 pixels. Images can be resized using the
image editing program loaded on every networked computer in the district
(Photoshop Elements).
• Images may be used on the individual web pages under the following conditions:
o If they are pictures of Queensbury students and staff, they do not violate
the privacy standards described in Section B
o If the images are found on the Internet, it is imperative to:
Check for and respect any restrictions or conditions of use
If needed, ask permission from web site author before using
Cite and credit sources
Any images found on pages that are in violation of either condition will be
removed from that page. Images from district-owned clip art collections or
from Microsoft’s clip art gallery (accessed through Publisher or Word) are
permissible.
4526R.4
Web Site Publishing Process
Type of Page Approval Process Creation Updating
None required but

Pages will be updated by the
teachers must attend Created by teachers using
Classroom teachers following guidelines set
formal training before District templates
forth in web publishing policy
accessing pages
Submitted by Building- or
District-Wide or Created by District technology Pages will be updated by the
District-level
School-Wide staff District’s Web Site Support Secretary
Administrator
Pages will be updated by the

Submitted by Sponsor District’s Web Site Support Secretary
using “Proposed Web using information provided by
Created by District technology
Department or Page” form; Must be Sponsor. The Sponsor may take
staff based on content
Organization approved by building responsibility for updating page if a
provided by Sponsor
administrator and Director written request is given to Director of
of Technology Technology and formal training is
received.
Adoption Date: June 23, 2003

4526 E.3
WEB SITE PUBLISHING OF STUDENT WORK
Student Name: ____________________________________________________ Grade: _______
I understand that my child’s art work, writing, or other project is under consideration for
publication on the School District web site, connected to the Internet. I further understand
that this work will appear with a copyright notice prohibiting the copyrighting of such work
without express written permission. In the event anyone requests such permission, those
requests will be forwarded to me. No student last names, home address, or telephone numbers
will appear with such published work.
The specific work by my child under consideration is described below:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
This permission will remain in effect until I request in writing that the work be removed. Such
request will be submitted to the building principal. When requested, the work will be removed
within one (1) week of receipt of the request.
I understand the work may be removed from the web site at any time at the decision of the
Director of Technology or person designated in the individual school.
Student Signature: _________________________________________________________________
Parent/Guardian Name: _____________________________________________________________
Parent/Guardian Signature: __________________________________________________________
Date: _____________________________________________________________________________

4526 E.4
WEB SITE PUBLISHING OF STUDENT PHOTOGRAPH

AND IDENTIFYING INFORMATION
Student Name: ____________________________________________________ Grade: _______
I understand that the school would like to place a picture of my student, together with his/her
name, on a School District web page.
The reason the school would like to give my son/daughter recognition is as follows:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
I understand that once my student’s photograph, together with identifying information, is

placed on the Internet, it can be viewed by anyone who has access to the Internet.
I have been requested to provide consent to include with the photograph the identifying
information in order to give my child the recognition the school would like to give him/her.
_____ I do hereby consent to allow the school to include my child’s full name with the
photograph that will be placed on the web site.
_____ I do not consent to allow the school to include my child’s name with the photograph to
be placed on the web site.
_____ I do not consent to allow the school to include my child’s name or photograph to be
placed on the web site.
____________________________________ __________________________________
Student Signature Parent/Guardian Signature

4526 E.5
PROPOSED WEB PAGE APPLICATION
Sponsor Name: _______________________________________________ Date: _______________
Department or Organization requesting a web page: _____________________________________
__________________________________________________________________________________
Outline of proposed web page:
1. Number of pages required for department/organization: _________
2. Description of pages (content of the individual pages):
Page 1: ____________________________________________________________________
___________________________________________________________________________
Page 2: ____________________________________________________________________
___________________________________________________________________________
Page 3: ____________________________________________________________________
___________________________________________________________________________
(Use back of page for additional page requirements/descriptions)
3. In the existing site, from what page should this new page be linked from (be as
specific as possible)?:
___________________________________________________________________________
4. Will there be links to any web sites outside of the District’s web site? _____________
(If you answered yes, please attach a list of the web sites and web addresses to this
application)
By submitting this application for creation of a web page, I understand that as the Sponsor of
this organization or department, I am responsible for ensuring that all submitted changes in an
approved page are in compliance with all applicable laws and District policies.
___________________________________________________
Signature of Sponsor
_________________________________________ __________________________________
Signature of Building Administrator Signature of Director of Technology
( ) Approved ( ) Rejected

Updated March 2007
The Technology Request Process

Acquiring New and Upgraded Technology
Contents
I. Overview
Overview 3
If this is the first time you’ve seen this document, start here.
Funding 4
For information about getting funds for your proposal, go here.
Support 5
If you need help with any aspect of this document, visit this section to see what
support is available for you.
II. The Technology Request Process and Materials
The Technology Request Process 6

This section outlines the steps you need to go through in order for your new or
upgraded technology to be approved.
Request Form 7
This is the official form you need to use if you are planning to move ahead with a
proposal.
Request Criteria 10
This page lists the criteria that the Information Technology Department will
consider as they evaluate your Request Form.
Core Software & Hardware Standards 11

This page lists the approved software and hardware in our district
2
Overview
What is the Technology Request Process and how do I complete it?
The Technology Request Process is used to select and implement new or upgraded hardware or
software. This process is not meant to restrict innovation, but rather to ensure that technology
resources are used as creatively, efficiently, and effectively as possible. The ultimate goal is to
ensure an articulated learning experience for our students as they progress from kindergarten
through grade twelve. A complete description of the Technology Request Process can be found
on page 6.
When should I use the Technology Request Process? When should I not use it?
You must use this process whenever a new or upgraded hardware or software item is considered
for implementation. You do not need to use the process for implementation of previously
approved technologies. For a list of approved hardware and software, see “Hardware and
Software Standards” on page 11.
Who created this process?
The District Computer Center has the responsibility for overseeing our K12 technology
curriculum maintained by building level technology teams. To help with this task, the Center
created this process and document.
Why is this process used?
With the amount of technology being implemented districtwide, it is vital that the district
standardize on the hardware and software choices that are made to ensure that the computers are
better supported and the staff development efforts are enhanced.
This process:
· supports teachers as they choose software and hardware for instruction.
· encourages careful decisionmaking at the building and district level regarding new
hardware and software.
· establishes and maintains consistency regarding the upgrading of hardware and
software in our schools.
· ensures technical and instructional support for hardware and software.
What is the purpose of this packet?
The information in this packet outlines the process, criteria, and standards by which new and
upgraded technology will be acquired. It also includes the Request Form, which can be found on
page 6.
What are the benefits if complying with this process?

The benefits of using this process are:
· technical support for software and hardware approved using this process will be
provided by the district.
· staff development and instructional support for software and hardware approved
using this process will be provided by the district.
· a more efficient technology curriculum, which means your teaching efforts will be
supported by those teaching at grades below and above you.
3
Funding
Does this document and the accompanying forms insure funding for my proposal?
No. The completion of this process or the attached forms deals with the approval for the use of
the new technology, not funding. It is the responsibility of the applicant to secure funding for any
proposal. Funding sources must be identified before the final review of your proposal by the
District Computer Center and the Educational Technology Review Committee (a subcommittee
of the District Technology Committee).
Where can I get funds for this proposal?
Funds for your proposal must come through discussions with your department or building
technology committee (as led by your building computer coach). You may be able to secure funds
from the following sources:
· Grade level or Department budgets. See your team leader or department chair.
· District technology funds. (See your building computer coach or building principal).
· Other Departments. In some cases, your proposal may qualify for funding from sources
(i.e. Pupil Services, etc.).
· Grants/Alternative sources. These include the indistrict minigrant process (to be
developed during the 0304 school year), and other state, national and corporate grants.
Do I find funding for my proposal first, or do I submit the proposal first?
It is recommended that you consider funding and initiate the Technology Request Process
simultaneously. It is important that you find a funding source before moving too far ahead with
the steps of the process.
4
Support
Where can I go for support for...
... learning more about this process?

There are many people in the district that can explain any part of this document to you.
Here are some people you can contact:
· any member of the District Computer Center
· your building principal
· your computer coach
· any member of the District Technology Committee
· your building level computer committee
... completing the information on the form?

For technical information about the software or hardware that you are proposing, contact your
building computer coach or the Director of Technology.
For instructional information, you can meet with the District Educational Technologist(s).
... reviewing software?

There are several places you can get this form of support:
· the internet can be a great source of reviews and information
· Technology coach in your building
· Educational Technologist
... getting funding for my proposal?

You may be able to secure funds from the following sources:
· Grade level or department budgets (see team leader or dept. chair)
· District technology funds (see your building computer coach or Director of Technology)
· Other departments (in some cases, your proposal may qualify for funding from sources (i.e.
Pupil Services, etc.)).
· Grants/alternative sources: These include the indistrict minigrant process (to be developed
during the 0304 school year), and other state, national and corporate grants.
... technical information about hardware and software?

Contact a member of the District Computer Center
... reviewing my proposal with others?

Contact your grade level or department chair first (if applicable), then your building computer
coach when you are ready to present your proposal.
5
The Technology Request Process
1. Piloting
The hardware or software under consideration is previewed in the school environment.
Example: A teacher wishes to obtain a software title. He/she requests that a single unit of the
item be reviewed for a piloting. The District Computer Center arranges for a trial of this software
and installs it on a designated computer. Information is gathered on the appropriateness and
effectiveness of the new technology by the teacher(s) previewing the software. Areas to consider
include benefits for curriculum and instruction, technical support needs, cost, and staff
development requirements.
2. Discussion with Colleagues

After collecting all of the necessary information, the person(s) who piloted the new technology
shares their information with their grade or departmentlevel colleagues and appropriate area
coordinator. The usefulness of the item is evaluated. A determination is made to continue or
discontinue its use. If a wider implementation is desired, Steps 3 and 4 must be followed. The
Criteria Checklist must be completed.
3. BuildingLevel Approval
Multiuse acquisitions of hardware or software must be approved by the building technology
committee (represented by the building computer coach) and principal. The “Request Form
Criteria” (see page 9 in this packet) should be reviewed. The level of support from affected
constituencies (i.e. teachers, staff, technical support) will also be gauged.
4. District Approval
A subcommittee of the District Technology Committee must review and approve any new
technology that will be used by a large constituency. Examples include:
· a grade level
· a department
· a school
· K5 teachers
· office staff
· all Queensbury UFSD staff and faculty members
As a subcommittee of the District Technology Committee, the Educational Technology Review

Committee will incorporate input from the other groups in making its decision.
Hardware requests are reviewed on a regular basis. Software request are reviewed twice
annually (December/January and May/June). All new software technologies will be
incorporated at only those times during the year.
6
Request Form
This Request Form is used to help evaluate new software or hardware that you are
considering for use in the Queensbury Union Free School District. Please fill out this
form carefully and present it to the appropriate individual at your school (see the
“Process” section on the last page to learn the proper process for submitting this form).
Your Name: ___________________________________________
Building: ___________________________________________
Phone: ___________________________________________
Technology Being Requested: ______________________________________________
This technology is: _____ new _____ upgraded

_____ hardwares _____ software _____other (explain):
Curriculum & Instruction Issues (see "Support" on page 5 in this packet for a
list of people who can support you as you complete this section)
1) What is the main purpose of this technology? Who will use it? Describe how this
technology will be used and give appropriate details:
2) What recommendations or reviews have you obtained for this technology? What are its
advantages/disadvantages? (see page 5 for support in obtaining reviews)
3) What other software did you consider to meet this need?
(continued on the next page...)
7
4) How does this technology help achieve the student outcomes as defined by the district’s
curriculum? (Consult the technology curriculum map for your area.)
5) Can the technology be modified or customized by the user? _____ yes _____ no
6) How will the users of this software be trained?
Tech Support Issues

The following questions will be considered by the District Computer Center where necessary and
may impact the ability to implement certain software and hardware.
1) Steps for installing this technology (location, software installation)

2) Additional hardware or software upgrades necessary to use this technology
3) Functionality in a networked environment or thin client environment
4) Facilities required for this technology to function (i.e. networking, bandwidth, furniture,
electrical requirements, etc.)
5) Support documentation which comes with this technology (i.e. manuals, online help, etc.)
6) Inservice or support needed by the technical support staff in order to use this technology
8
Purchasing Information (Consult with your building technology committee
chair or principal as you complete this section.)
Vendor: ____________________________ Address:_________________________________
Phone: _________________________________
HARDWARE/SOFTWARE COSTS: (Please note in the Item Description if a software title is a single
user copy, site license and/or networked version.)
Item Description Part No. Price Quantity Subtotal
1. _________________________ ___________ $ _________ _______ $___________
2. _________________________ ___________ $ _________ _______ $___________
3. _________________________ ___________ $ _________ _______ $___________
4. _________________________ ___________ $ _________ _______ $___________
5. _________________________ ___________ $ _________ _______ $___________
6. _________________________ ___________ $ _________ _______ $___________
PROJECTED MAINTENANCE COSTS (IF KNOWN): Estimate: $___________
FUNDING CODE: _____________________________________________
Approval for Wide Use

The following signatures are needed if this technology is to be used by an entire grade level, department,
school, or large group of teachers/staff:
________________________________________ _____________________
Building Lighthouse Teacher Date
_____approved* _____not approved * Please route to the building principal.
________________________________________ _____________________
Building Principal Date
_____approved* _____not approved * Please route to the Director of Technology.
________________________________________ _____________________
Director of Technology Date
_____approved* _____not approved* * Will notify principal & building.
9
Request Form Criteria
As new and upgraded technology is considered for adoption, the following criteria must
be used at each step of the process in order to evaluate the value of the technology.
A. Process Criteria (as determined by person(s) submitting proposal)
1. The correct process for acquiring new and upgraded technology was followed.
2. The technology adheres to the hardware and software standards set by the District
Computer Center and District Technology Committee.
B. Tech Support Criteria (as determined by district technical staff)
1. A plan for the rollout of the new technology was welldescribed (i.e. how does it get
placed, installed, etc.?).
2. Implications for the supportability and maintenance of the technology were described:
a. Is a hardware or software upgrade necessary to use the new technology?
b. Can it function in a networked environment or thin client environment?
3. Facilities required for the new technology to function were described (i.e. networking,
bandwidth, furniture, electrical requirements, etc.).
4. Procedures for installing new software were examined and evaluated.
C. Curriculum & Instruction Criteria (as determined by person(s) submitting

proposal in conjunction with district educational technologist)
1. The new technology has widespread appeal and use (when appropriate).
2. Recommendations from reliable associations were provided.
3. The way in which the new technology supports student outcomes and curriculum
documents was described.
4. New technology introduces a new or greatly improved tool, and not another iteration of
an already acquired resource.
5. The advantages and disadvantages of the new technology were described.
6. Details regarding how students will use this were provided.
7. The new software is substantive and is more than “bells and whistles.”
8. The impact of the new technology on aspects of the department/school was analyzed.
D. Cost Criteria (as determined by person(s) submitting the proposal)
1. The cost of acquiring the new technology is justified by its actual usage.
2. Clear information about the publisher, fees, and ordering information were provided.
E. Staff Development Criteria (as determined by person submitting the proposal in

conjunction with department/grade level and educational technologist)
1. Implications for staff development were described.

2. There is a clear plan for staff development.
3. The new technology comes with clear documentation.
10
Software and Hardware Standards
A. Software Titles Approved for Use as Part of Software Toolkit (Rev. 5/25/06)
The following table lists software titles approved for use in the Queensbury School District:
Software Title Purpose Approved Use Approved

Adobe Acrobat 5.0 Publishing Utility QUFSD: Staff only 7/1/03
Adobe Creative Suite Desktop Publishing QHS: Tech Ed classrooms 9/1/06
Animation Factory Clip Art QUFSD: Staff only 11/1/04

AutoCAD LT 2005 Design and Drawing QHS: Tech Ed Classrooms 9/1/04
Bernie’s Typing Keyboarding Instruction QES: Staff/Students in grade 2/3 7/1/03
Adventure
Bess Web Filter QUFSD: Staff/Students 7/1/03

BrainPop Online simulations QES/WHBI: Staff and Students 7/1/03
Bryce 5 Graphic Design QHS: Art classrooms 7/1/03
Chuck Wagon Bill’s ELA drill/remediation QES: Staff/Students 7/1/03

Language Skills
ClassLink Desktop Utility QUFSD: Labs and student 12/1/04

LaunchPad computers
Clicker 4 Word Processing, early QES: Staff/Students 7/1/03

writing tool
Clock Faces Telling Time tool QES: Staff/Students 7/1/03
Macromedia Web page creation QUFSD: Staff only 7/1/03

Contribute
CoWriter Assistive Writing QUFSD: Designated classrooms 7/1/03
DataStudio (Pasco) Science Probe Software QHS: HS Science Laptops 12/1/04
Diorama Designer Presentation tool WHB: Staff/Students 7/1/03
Earobics Speech/Language Tool QES: Staff/Students in grade K 7/1/03
eClass Attendance Period by period QHS/QMS/WHB: Staff only 7/1/03

attendance tool
eClass Grades Grade Book Program QHS/QMS/WHB: Staff only 7/1/03
11
EMAP Finance software QUFSD: Business office only 7/1/03
Gaggle Secure Webmail QHS: Students Only 9/1/06
Geometer’s Math Graphing QMS: Math classrooms and labs 9/1/05

Sketchpad
Golden Book Reference tool QES: Staff/Students 7/1/03

Encyclopedia
Google Earth Geography/Mapping QUFSD: Staff/Students 9/1/05
Graph Club Graphing tool QES: Staff/Students 7/1/03
Groupwise Email client QUFSD: Staff only 7/1/03
How Many Bugs in a Math drill/remediation QES: Staff/Students in grade K 7/1/03

Box?
Hyperstudio Presentation/Multimedia QMS: Staff/Students 7/1/03

Authoring
I Spy Language QES: Staff/Students in grade K 7/1/03
skills/remediation
Internet Explorer Web browser QUFSD: Staff/Students 7/1/03
Inspiration Graphic Organizer QHS/QMS/WHB: Staff/Students 7/1/03
KidPix 4 Basic presentation/ QES: Staff/Students 9/1/04

Multimedia
Kidspiration Graphic Organizer QES: Staff/Students 7/1/03
KidWorks Deluxe Word QES: Staff/Students 7/1/03

Processing/Presentation
Learn About Science Science exploration QES: Staff/Students 7/1/03
(Series)
Magic Help Desk System QUFSD: Staff only 9/1/04
Master Guru NYS Preparation QES: Staff/Students in grade 3 7/1/03
Math Mysteries Math exploration WHB: Staff/Students 7/1/03

(Series)
Mavis Beacon 9 Keyboarding QHS/QMS/WHB: Staff/Students 7/1/03
MediaMaster Video On Demand QUFSD: Staff only 1/1/05
12
Microsoft Word Word Processing QUFSD: Staff/Students 7/1/03
Microsoft Excel Spreadsheet tool QUFSD: Staff/Students 7/1/03
Microsoft Access Database QUFSD: Staff/Students 7/1/03
Microsoft Anti Spyware Prevention QUFSD: All PCs 9/1/05

Spyware
Microsoft Outlook EMail QUFSD: Office staff only 8/1/06
Microsoft Outlook Web Mail QUFSD: Staff Only 8/1/06

Web Access
Microsoft PhotoStory Presentation/Multimedia QUFSD: Staff/Students 11/1/05
Microsoft Publisher Desktop Publishing QUFSD: Staff/Students 7/1/03
Microsoft Presentation/Multimedia QUFSD: Staff/Students 7/1/03

PowerPoint Tool
NetTrekker Online Search Portal QUFSD: Staff/Students 9/1/05

Norton AntiVirus AntiVirus Protection QUFSD: All networked 7/1/03
computers
Painter 7 Graphic Design QHS: Art classrooms 7/1/03
Penny Panda’s Teaching about money QES: Staff/Students 7/1/03
Sticker Store
Photoshop 7 Graphic Design QHS: Art classrooms 7/1/03
Photoshop Elements Photo editing QUFSD: Staff/Students 7/1/03

(QHS/QMS/WHB students only)
Pinnacle Studio Video Editing QUFSD: Video Laptops Only 9/1/04
Polar Companion PE Assessment Software QUFSD: PE Staff only 9/1/04
Quia Online activities QES, QMS, QHS: Designated 9/1/03

staff/students
QuickBooks Accounting software QHS: Business Lab only 7/1/03
Renaissance Place Reading Comprehension WHB: Staff/Students 10/1/04
Research Assistant Research tool QMS: Staff/Students 7/1/03
SchoolTool Student Information QUFSD: Staff Only 2/1/06

System
Science Court Science Exploration WHB: Staff/Students 7/1/03
(Series)
13
SolidWorks Design, Drawing, QHS and QMS: Tech Ed 2/1/06
Modeling Classrooms
Stationery Studio Creative Writing QES: Staff/Students 7/1/03

Timeliner Timeline/Presentation WHB: Staff/Students 7/1/03
tool
TurnItIn Online Plagiarism QHS: Staff/Students 9/1/05

Service
Type to Learn Jr. Keyboarding QES: Staff/Students in grades K1 7/1/03
Typing Time Keyboarding QES: Staff/Students in grades 23 11/1/04
UnitedStreaming Streaming Video QUFSD: Staff/Students 7/1/03
Visual Video QUFSD: Video Laptops only 9/1/04

Communicator Editing/Broadcasting
Wild West Math Math remediation QES: Staff/Students 7/1/03
Windows XP PC Operating System QUFSD: All Pentium III and 7/1/04

higher computers
WinSchool Student Management QUFSD: Admin./Office staff only 7/1/03

System
Write Out Loud Assistive Writing QUFSD: Designated classrooms 7/1/03
B. Hardware Components Approved for Use
The following table lists the hardware components that have been approved for use in the
Queensbury Union Free School District:
Computers
Processor: Pentium IV or greater
Memory: 512MB or greater
Hard Drive: 40GB or greater
Monitor: 17” CRT or 15” LCD
Network: 10/100/1000 network card
Please note that Pentium II and IIIs will be supported until September 2005, at which time they will be
removed from the network or converted to thin client computers
14
Printers
Classroom: B/W: HP LaserJet Printers (1200, 1300)
Labs/Libraries: B/W: HP LaserJet (4000 or higher/8000 or higher)
Color: HP LaserJet (4500 or higher/8500 or higher)
Offices: B/W: HP LaserJet (1100, 1200, 1300, 4000 series, 5000 series, 8000 series)
Please note that inkjet printers will be supported until September 2004, at which time they will be removed
from use. Color printing will be accessible in all buildings via the network
Peripherals
Digital Cameras: At least 4 megapixel or greater with removable flash memory and USB
connecting capabilities (as of 9/03, no cameras with removable floppy disks or
CDs will be purchased)
Scanners: HP ScanJet 3500 or greater
Digital Presenters: Elmo HV110XG
LCD Projectors: At least 2000 ANSI Lumens, XGA resolution
Video Cameras: Canon Elura series cameras
Personal Response Systems: TurningPoint Response Systems
Interactive Whiteboards: Numonics IPM series
15

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District Technology Plan

Approved by Board of Education: 6/11/07

Prepared by the District Technology Committee

TABLE OF CONTENTS PAGE

Queensbury UFSD Technology Plan Page 2 of 40

Maureen Bailey High School Lighthouse Teacher

Wendy Single Educational Technologist

Role of the District Technology Committee

Queensbury UFSD Technology Plan Page 3 of 40

· An environment that promotes:

· 21st Century Learning Skills including:

ü Creativity and Innovation

District Mission Statement

Queensbury UFSD Technology Plan Page 4 of 40

the district as technology has become ubiquitous in our student’s education.

Our previous technology plan, approved in 2004, focused primarily on getting

Queensbury UFSD Technology Plan Page 5 of 40

· The Queensbury School Community will have access to a range of

· Technology training will be available and all staff will be encouraged to

· The district will provide the financial support

staff and community members to reach their

· Technology will be used to provide

Success in the information age will be defined by

Queensbury UFSD Technology Plan Page 6 of 40

· Learning and technology are interrelated ­ knowledge and curriculum will

· Technology should be integrated into the classroom and curriculum so as to

· Teaching and learning is a

· The desire to obtain

· On­going staff development is required and serves as an integral component

· Each student is empowered to pursue the individual path best suited to

Queensbury UFSD Technology Plan Page 7 of 40

Content Standards and Curriculum Resources

Queensbury UFSD Technology Plan Page 8 of 40

collaboration, acquisition, analysis, and presentation.

Queensbury UFSD Technology Plan Page 9 of 40

CURRICULUM STUDENT STAFF TECHNOLOGY

THE 21st CENTURY QUEENSBURY STUDENT

Queensbury UFSD Technology Plan Page 10 of 40

The K­12 curriculum at Queensbury should reflect activities that provide

· Review existing curriculum maps to determine areas for effective

1. Core Subjects: ELA, Math, Science, Geography, History, Foreign

2. 21st Century Content

3. Learning and Thinking Skills

Queensbury UFSD Technology Plan Page 11 of 40

6. 21st Century Assessment

Because of the district’s curriculum mapping initiative, started in 2004, a much

In addition, the maps should be used to help our district educational

Queensbury UFSD Technology Plan Page 12 of 40

Queensbury UFSD Technology Plan Page 13 of 40

Queensbury UFSD Technology Plan Page 14 of 40

· Work with sample group of WHBI teachers on activities

Queensbury UFSD Technology Plan Page 15 of 40

Action Item Responsibility Evaluation

Redesigning Grade 6 LT (MS), ETs, Dir. Of Tech, MS Addition to curriculum map

Develop PD activities ETs Addition to curriculum map

Queensbury UFSD Technology Plan Page 16 of 40

· Develop student­centered classroom activities for select grade levels

Currently, the primary technology use in the classroom is limited to teachers.

Queensbury UFSD Technology Plan Page 17 of 40

Another key ingredient in the evolution of technology use from teacher­led to

Queensbury UFSD Technology Plan Page 18 of 40

In addition, in an effort to make technology use more student­centered and also

Queensbury UFSD Technology Plan Page 19 of 40

· Learning and technology are interrelated knowledge and curriculum will

· Ongoing staff development is required and serves as an integral component

The K12 curriculum at Queensbury should reflect activities that provide

· Develop studentcentered classroom activities for select grade levels

Another key ingredient in the evolution of technology use from teacherled to

In addition, in an effort to make technology use more studentcentered and also

Include studentvoices in the Dir. Of Tech, ETs Completion of student surveys at

Demonstrate studentcentered LTs Presentation at one staff meeting

Provide afterschool club Dir. Of Tech, ETs, LTs, Creation of clubs

Every teacher and prospective teacher will receive substantial ongoing

Staff development should also include nontraditional methods of delivery.

Ø manage student learning activities in a technologyenhanced

and 612 levels to give

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