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Also attached to this agenda item: Technology Update

Technology Department Update: 2025-26 Dr. Ellen Moskowitz Technology Department Update: 2025-26 Dr. Ellen Moskowitz Our Current State 2 | , Fd Ee pea Dee id ‘5 J be, os —— _ | Cia Po eee | ; F ‘ol My P Ore a aa” eres t : =I : ™! j NASENE ce 4 L 4 A d =e : » VK a 5 om | a — 4 E.. matt! = : = \ om y as = mi - q © iy (4 i” | a) Se = >> BR \ & Ie AS Y Zs e ‘al \iee f * ; Big Ya < Y \ pA! a } fr" J \ . ae Ye" Wa Ek ¥ f yy, - 4 ,y ory Oy ie aa ae 1S BY & \ y 7) al ad Dae es So, f A a A é SL SF ee 4 What we all believe. . . The Nature of Learning ● Learning is active ● Learning happens by doing ● We value hands on experiences Social & Collaboration ● Collaboration ● Social Interactions ● Social skills through play & problem solving Subject Mastery ● Read by reading books ● Write by writing ● Math by doing & building District Technology Department Vision CROTON ‘© HARMON on Our vision is to prepare all Croton-Harmon students to be adaptable, ethical contributors who confidently utilize technology to assistin C J _ Vi . thinking critically, solving authentic problems, Yolorn-{ tavynon Vtsoorn and actively shape their world. In Croton- All members of the Croton-Harmon learning community will demonstrate Harmon, we believe that learning is rooted in an enduring curiosity, engage in the pursuit of inspiration, and develop the humanconnections and interactions that are habits of mind to promote personal growth and the well-being of society. grounded in human relationships and engagement. Technology should never bea substitute for meaningful instruction but Detrict Goals should enable and/or enhance authentic . . . experiences that could not be created Pursuit of Passion and Exploration: Empower ourselves and each other to . ; s ' otherwise. Technology should be used to pursue purposeful, courageous exploration of our interests and passions to F : . . actively and intentionally deepen learning to enhance learning, personal fulfillment, and community connections. : ; ; ; _. expand whatis possible in our classrooms. Relmagins Schooling: Reimagins the school eXpelisnes: by identifying and Technology is a powerful tool for removing dismantling existing institutional and structural barriers in order to promote : : : a et . . barriers, enhancing learning, providing curiosity, growth, and innovation. - - - : scaffolds, increasing student choice and voice, Culture of Well-Being: To create a culture that fosters the emotional, opening multiple pathways for demonstrating intellectual, and social well-being of every member of our school district's , : = - understanding, and ensuring that every lsarrinig Sonirnunity. studentcan thrive. What technology tools students are using and how much? wna == What technology | tools students are using and how __| much? h Pas is bain ; Tech Website Updates Tech Website Updates DATA PRIVACY & SECURITY INSTRUCTIONAL TECHNOLOGY PLAN 2022-25 soni il letal lta Vinil Q www.chufsd.org/technology TECHNOLOGY & SOFTWARE FOR STUDENTS x) POLICY 5695 STUDENTS AND PERSONAL ELECTRONIC DEVICES PARENTS Frequently Used Apps & Software 1-12 | 12 5-8 | 5-12 9-12 || Al & ADAPTIVE LEARNING || ACCESS & LEARNING MANAGEMENT CODING & COMP. THINKING CREATIVITY & DESIGN K-4 K-5 | K-8& K-12 LITERACY | MATH & SCIENCE PRODUCTIVITY & DOCS Frequently Used Apps (Data from April) Grades K-2 • XtraMath • Fast ForWord • Flocabulary • BrainPop Jr. • PebbleGo • Learning A-Z • Attainment Co. Grades 3-4 • Fast ForWord • Google Forms • ReadWorks • Canva • BrainPop • Mystery Writing Grades 5-6 • MET Museum • ABCya • Library of Congress • Chess • Lincoln Library • TinkerCad Grades 7-8 • Fast ForWord • NotebookLM • Google Scholar • Xello • DeltaMath • Canva (In order of usage) Screen Use (K-8) https://www.lightspeedsystems.com/lightspeed-leadership-dashboard/ Vetting of Tools G Vetting of Tools oe FE e e e e o NYS Education Law § 2-d: A Guide for Public School Districts Understanding the Gist of Compliance OVERARCHING GOAL A PROCESS FLOW FOR To protect the Personally Identifiable Information (PII) of Students, SOFTWARE/VENDORS Classroom Teachers, and Principals from unauthorized release. By VAAL yd 2. CONTRACTING es ; ws SIX KEY PILLARS OF COMPLIANCE ——————_ a ¢ N ws LY 0 SOQ. Ponce Syritss3le% ~ 2 Y, = e bedi! es * 980° Ae On 1h : 2 : WAN. (e di VENDOR ANNUAL = DATA PROTECTION PARENTS’ BILL NIST CYBERSECURITY BREACH eo. OFFICER (DPO) OF RIGHTS FRAMEWORK sae Cals NOTIFICATION =) E Y Sarge and train a Publish on website Adoptandimplement Require Data Privacy Provide privacyand _Notify affected parties x ledicated DPO to and include in all the framework asthe = and Security Plans. _ security training to all within 60 days. oversee data privacy _relevant contracts. standard for data Sign Data Protection staff handling Pll. ror to NYSED 4. COMPLAINT 3. MONITORING and security. aS of security. Agreements (DPAs). Chief Privacy Officer. & REPORTING ongoing review r) CONSEQUENCES OF WHAT IS PROTECTED? (PII) NON-COMPLIANCE = Student Records Boe i o—Y ttn (Grades, Attendance) Civil Penalties _ a= 4a Discipline (up to $10,000/violation) ee Health Contract Termination Student Records _ Discipline Health APPR Data APPR Data : (Grades, Attendance) (Teachers/Principals) (Teachers/Principals) Reputational Damage Software Evaluation Process SOFTWARE EVALUATION PROCESS: CHUFSD STAFF & ADMIN rool «=O WSC iniTIAL «WA =: pLaTForM ' 4: ASSESS BUDGET IR ©: data privacy IAQ 7: EXECUTION IDENTIFICATION aw MEETING i@ SCAN & REVIEWS REPETITIO >HECK ( agreement m@ & DEPLOYMENT : Cyinin.. ORE ra > 2 gin . H : O90! | eee) |= of2]| | a?) Ge?! | aalsi oP -©@- eg io ES ® <n + dreamt =<— (aps @ J Re WoW y Le — >) —(= 5 = : | J ES ae ey } \ ee a @) > * | | eEP ges —F ‘Se MY a| os! Eee iN) | A | | S| | Ss y a | ' ies | NITIA M =:PLATFORM MN 4: ASSESS: BUDGE 6: DATA PRIVACY MN 7: EXECUTION IDENTIFICATION AEETING SCAN & REVIEWS REPETITION | @ = = RECEIVED q & DEPLOYMENT Identified by Meeting set up to Tool is scanned Software tools Budget Data privacy Software is CHUFSD staff or discuss the tool, by external sites are assessed for availability is Agreement Is executed and administrator the need, for ratings and overlapping verified for the received and deployed for use. instructional insights. features and software. approved. intentions, and duplication. _ curricufar | integrations. | ANNUAL EVALUATION PROCESS ALIGNMENT & NEEDS ASSESSMENT v GATHER NEEDS & SET GOALS DEPLOY & SUPPORT : = ANALYZE & DECIDE . |oll "student progress * Decide: Renew, replace, or enhance (°) YEARLY CYCLE 9%, COLLABORATIVETEAM "=, STUDENT SUCCESS What does the research say? & What does the y research say? / OY International guidelines and recommendations on digital media and screen time usage for children and adolescents. Tiffany Munzer, Joanna Parga-Belinkie, Libby Matile Milkovich, Suzy Tomopoulos, Taiwo Ajumobi, Corinn Cross, Roslyn Gerwin, Sheri Madigan, R. Psych, Council on Communications and Media; Digital Ecosystems, Children, and Adolescents: Policy Statement. Pediatrics February 2026; 157 (2): e2025075320. 10.1542/peds.2025-075320 American Academy of Pediatrics (AAP) Categorized by engagement and purpose. 5 PASSIVE VIEWING R2 INTERACTIVE LEARNING Consuming media without active Active engagement, problem-solving, participation or cognitive effort. and gaming to foster skills. Examples: Watching TV, movies, Examples: Educational games, mindlessly scrolling social media. strategy, hand-eye coordination. [ay COMMUNICATION & dd CONTENT CREATION CONNECTION . . ee diva ta cindlec rerneionil The most active use: creative g lorogy : expression and production. others and interact socially. Examples: Video chatting, emailing, Examples: Digital art, coding, video active social media interaction. production, music. American Academy of Pediatrics (AAP) John Hattie ee {7% ~q ae —_ — i ay oe ~~ R R ao UY VISIBLE LEARNING VISIBLE LEARNING: 7 7 ' ao a The Sequel ‘ “Reveals teaching’s Holy Grait” ake (_ _2J00METAANALYSES N 7 yy. A » S ; w . T a y ai ’ Sp VISIBLE LEARNING aan & l=) a Sa ay 9) OX & FOR TEACHERS = —— a VP ae i > BQ SK MAXIMIZING IMPACT ON LEARNING a tai i ekg hia y ¥ — = Ty JOHN HATTIE E> € axe for Visible Learning [eeu = M7 8 > — TEACHING FOR SUCCESS |MRMMN 0 Poe zy war Saat i ait . of. oe i JOHN HATTIE AND KLAUS ZIERER ba ie y aS be | 7 ) Sea Ma Barometers of Influence d = 0.0 - 0.15 What students Could achieve without schooling d = 0.15 - 0.4 Typical effects of teachers on students that can be accomplished in a year of teaching d > 0.4 Zone of desired effects Below d = 0.0 Decrease achievement Teacher Action Effect Size Computer-Assisted Instruction (CAI) .47 Feedback via Tech: One of Hattie's highest-ranked influences is feedback. Tech tools that provide instant, corrective feedback shift the student from passive receiver to active problem-solver. .7–>.75 Interactive Video Methods: When they require the student to engage and respond rather than just watch. .52 Creativity Programs .62 Problem-Solving Teaching: When tech is used to pose complex, creative problems. .67 Peer Tutoring & Collaboration: Technology that allows students to co-create (like shared docs or collaborative whiteboards) increases the "social" nature of learning, which Hattie argues is vital for deeper processing .51 Passive Web Browsing <.18 Standards & Skills For New York State students to lead productive and successful lives upon graduation, they must understand and know how to use digital technologies. Technology knowledge and skills are vital for full participation in 21st Century life, work, and citizenship. - NYSED https://www.nysed.gov/sites/default/files/programs/standards-instruction/computer-science-digital-fluency-standards-k-12.pdf K-12 Areas of Focus Impacts of Computing: The study of how computing technologies influence culture, ethics, and equity, and the responsibility of individuals to design and use these tools in ways that are accessible and socially responsible. Computational Thinking: A problem-solving process that involves breaking down complex challenges, identifying essential patterns, and creating logical models or data-driven solutions that can be executed by a computer. Algorithms and Programming: The practice of designing step-by-step logic (algorithms) and translating that logic into a formal language (programming) to create functional, reliable, and well-documented software. Networks and Systems Design: The understanding of how physical hardware, software instructions, and communication protocols (networks) integrate to allow devices to collect, process, and share data globally. Cybersecurity: The collective physical, digital, and behavioral strategies used to protect the confidentiality and integrity of data by identifying risks, implementing safeguards, and responding to security breaches. NYS Standards NYS Standards NYS standards define the overarching concepts. This "Progression of Digital Skills" outlines the specific skills necessary for students to demonstrate mastery of the standards. Standards→ Skills Skills→Standards Crosswalk CET/PVC Skills Progression serves as the instructional roadmap for meeting the NYS Standards for Computer Science and Digital Fluency. The state standards define the concepts, the skills progression provides the skills necessary to demonstrate mastery. Ensuring that by Grade 5, students move from basic exposure to independent application in all five NYS pillars. III.B.1: Learners participate in social and intellectual networks by using a variety of communication tools and digital resources. I.B.3: Learners generate products that illustrate learning by using digital platforms to communicate their findings to an audience. IV.A.2: Learners identify and evaluate resources based on their digital format and the accuracy/validity of the information provided. IV.C.1: Learners use digital tools to organize and share their curated collections with others. IV.B.1: Learners select and use appropriate technology to systematically organize resources for personal use and for the benefit of others. VI.A.1-3: Learners follow ethical and legal guidelines by responsibly applying technology and evaluating information for accuracy and social context. VI.B.1-3: Learners use valid information to make ethical decisions, specifically acknowledging authorship and respecting intellectual property. VI.C.1-2: Learners share information with a global community in accordance with reuse and remix policies (Creative Commons, etc.). VI.D.1-3: Learners personalize their use of technology and reflect on their digital footprint and the ethical generation of knowledge. National School Library Standards https://www.ala.org/aasl Where we are now? G Where we are now? 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CLASSROOM PERIOD, INCLUDING COLLECTION. » CADDIES BATHROOM BREAKS ESTABLISHED. a STEP INFRACTION TYPE: KR. ‘INFRACTION TYPE: INFRACTION TYPE: EACHER INTERVENTION 4 DIRECT VIOLATION POLICY EVASION PERSISTENT BEHAVIOR -._ / er a, = ) 0m ax’ | @® 21 AGS 5 stupents pi || & - C & 5 PARENT CONFLRMATIONS ‘ jeeseal Ho Wi yo POLICY MISUNDERSTANDING) q =k as LEN, ff e ; gm ASK) Students claiming (as é iy Yas (epear = f | I Le) ie aa aS \\ fy, exemption addressed iw Va) { 1 anc | el oN Ly | Zs with parent contact. ——=T | =~ | ' nee STS “ah | MULTI-DAY OFFICE | it go00 Gl | approx. 5| |e CONFISCATION Yt EE Sy TEACHER CONFISCATED BY RESPECT OF REPORT OF MULTI-DAY OFFICE Due to repeat INTERVENTION | TEACHER OR SECURITY Im POLICY & PROTOCOL MEW JSRN AUS CONFISCATION offenses and deceit. Initial Warning/ Focus on Number of timesa Addressing attempts _ Incidents of fake or Extended hold of | Addresses recurrent Intervention redirection and policy device was taken to bypass caddy secondary phones _ device. Applies after and intentional occurs before reminder. due to direct caddy requirements used. initial efforts fail or | non-compliance and mdministrative violation. and protocols. for specific severe _ fabrication of details. referral. non-compliance. • Established a Technology Committee • Technology Vision • Goals for Technology • Improved Infrastructure • Improved A/V in common spaces for whole school assemblies & performances • Added 3D printers, a Poster Printer & a Laser Cutter (Thank you, CHEF!) • Drafted a K-5 Skills Progression • Enhanced Cybersecurity & Data Privacy Practices • Eliminated software tools based on impact and usage What we have done (this year) • Engaged in conversations around Active vs. Passive Technology use • Drafted AI Policy & Guidelines • Reduced the number of devices deployed district wide • Shifted student devices K-5 to stay in school • Professional development on enhanced instructional practices as well as intentional use of technology • Drafted an AI Policy with input from students, teachers, admin, Tech Committee and BOE • Drafted AI Guidelines for teachers What we have done (cont.) Professional Learning Professi Learni Laie =e a i | | Ji = Ce i i—_—S Aes , ew ee Se a - . = | SO Re I — ae si eh ; “hs =a ab = x Dag ‘ p. 9 rg Sere <a -—| Zz \ al a= ee | (eee | oe an Fe aw! . ans gpl RS PRS ET eee ae : 1) , 4 - : 4 S ; = a : : a a : y x 4 ke Eh i P a Be, Dix { y- ¥ i » a | ak ame Del ea we Professional Learning The Professional Learning program is organized around the district’s "Vision Map," focusing on four goals: ● Innovative Professional Culture ● Genuine Interdisciplinary Learning ● Faculty-to-Faculty Collaboration ● Assessment & Feedback Professional Development 25-26 CET Literacy Planning & Coaching: Teachers have engaged in PD focused on the "Science of Reading" and literacy framework updates, supported by the dedicated Literacy Coach. Social-Emotional Learning (SEL): Development sessions on implementing the new Social-Emotional Curriculum, coordinated by the SEL Curriculum Coordinator. Interdisciplinary Arts (ITAD): Professional learning focused on the "ITAD" (Interdisciplinary Technology, Art, and Design) approach, including rhythm and beat integration in general classroom settings. Multisensory Instruction: Training for K-4 teachers on multisensory techniques for foundational reading and math. Literacy & Vocabulary: "Beyond the Word Wall," which provided strategies for effective vocabulary instruction that leads to stronger language skills across subjects. Personalized Learning: "IXL: Maximize the Impact," a session focused on using student data and the "Jam" feature to customize online learning experiences. Creative Design: "Canva 101," introducing teachers to designing engaging visuals, assignments, and presentations for the classroom. PVC Master Schedule & Collaboration: PD sessions focused on maximizing the new master schedule to allow for increased co-planning and faculty-to-faculty collaboration. Co-Teaching Models: Training on the six core co-teaching models to support inclusive classrooms and differentiated instruction. Interdisciplinary Project Design: Workshops on developing "Pioneer" projects—units that bridge multiple subjects (e.g., combining ELA and Social Studies or Science). Formative Assessment: PD on "Assessment and Feedback," moving toward more descriptive, growth-oriented feedback for middle schoolers. Promethean ActivPanel 9: An introduction to the "Essential Three" (Sign-In, Navigation, Interactivity) and using built-in screen recording for flipped learning. "Springtime Stretch": Focusing on engaging starts, seamless transitions, and increasing individual participation. "Boost Engagement & Motivation": Using games to encourage a growth mindset and reinforce core concepts. Humanities Collaboration: "Middle School Humanities Planning," where 7th and 8th-grade ELA and Social Studies teachers aligned curriculum goals and historical thinking skills. CHHS Interdisciplinary Humanities & Research: Development for the expansion of courses like Conservation Civics, BioEthics, and Storytelling. AI & Future-Focused Learning: Training for faculty on the ethical use of Artificial Intelligence and integrating AI tools into the classroom to support research and writing. Intersession Elective Planning: Collaborative time for teachers to design short-term, high-interest elective offerings that deviate from standard curricula. Advanced Placement (AP) Support: Professional learning for AP teachers to maintain high achievement levels (leading to the AP Platinum Award) and expanding access to advanced coursework for all students. NotebookLM: Exploring how to use this tool for high-stakes collaborative activities like "mock trials" and source analysis. BriskAI: A session on using this Chrome extension to inspect student work, provide feedback, and generate interactive learning content. Tactile Engagement: "Make it Playful! Hands-On Tools for Learning," demonstrating how to use tactile objects like Jenga, playing cards, and fly swatters to promote student accountability. District Wide The "What School Can Be" Initiative: District-wide retreats and workshops exploring innovative approaches to education and redefining success beyond standardized testing. Mental Health & Safety: Training on creating a safe school environment and responding to hurtful language/fostering a sense of belonging. ENL & Multilingual Support: PD for general education teachers on integrating ENL (English as a New Language) strategies and supporting multilingual learners in all classrooms. Algebra for All: Collaborative planning for math teachers to support the implementation of the "Algebra for All" initiative across levels. The "Engage · Explore · Empower" Series: A multi-part workshop series focused on active learning strategies, including podcast projects, student discussions, and "hexagonal thinking". Design & Communication: "Canva Creativity Corner," which moved beyond basics into "Magic Studio" AI features and maintaining classroom brand consistency. Counseling & Safety: "School Counseling Advisory Committee" meetings focused on K-12 vertical alignment for mental health and student support services. PE & Science Alignment: Specialized sessions for PE teachers to discuss K-12 skill development and for Science teachers to check in on new curriculum implementation. District Tech Committee ● Review, Refine & Revise Software Evaluation ● Student Data Privacy ● Effectiveness of Tech Tools data collection Software & Instruction ● Continuous evaluation for efficacy & impact ● PD on instruction best practices & tech integration Security & Policy ● Overall network security improvement ● Implementation of NYS Internet Device Policy Classroom Access ● Shift away from 1:1 model to an access-based model in K-4 classrooms Next Level of Work TH Ou Orben, A., Przybylski, A.K., Blakemore, SJ. et al. Windows of developmental sensitivity to social media. Nat Commun 13, 1649 (2022). https://doi.org/10.1038/s41467-022-29296-3 Samantha Tang, Aliza Werner-Seidler, Michelle Torok, Andrew J. Mackinnon, Helen Christensen, The relationship between screen time and mental health in young people: A systematic review of longitudinal studies, Clinical Psychology Review,Volume 86, 2021,102021, ISSN 0272-7358, https://doi.org/10.1016/j.cpr.2021.102021. Li L, Zhang Q, Zhu L, Zeng G, Huang H, Zhuge J, Kuang X, Yang S, Yang D, Chen Z, Gan Y, Lu Z and Wu C (2022) Screen time and depression risk: A meta-analysis of cohort studies. Front. Psychiatry 13:1058572. doi: 10.3389/fpsyt.2022.1058572 Moreno MA, Uhls YT. Applying an affordances approach and a developmental lens to approach adolescent social media use. DIGITAL HEALTH. 2019;5. doi:10.1177/2055207619826678 Tiffany Munzer, Joanna Parga-Belinkie, Libby Matile Milkovich, Suzy Tomopoulos, Taiwo Ajumobi, Corinn Cross, Roslyn Gerwin, Sheri Madigan, R. Psych, Council on Communications and Media; Digital Ecosystems, Children, and Adolescents: Policy Statement. Pediatrics February 2026; 157 (2): e2025075320. 10.1542/peds.2025-075320 Hattie, J., & Zierer, K. (2018). 10 mindframes for visible learning: Teaching for success. Routledge. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. References