NY State Senate Bill 2009-S1009

Senate Bill S1009

2009-2010 Legislative Session

Enacts school technology planning act requiring regional or district-wide technology planning by school districts

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Archive: Last Bill Status - In Senate Committee Education Committee

Introduced
- In Committee Assembly
- In Committee Senate
- On Floor Calendar Assembly
- On Floor Calendar Senate
- Passed Assembly
- Passed Senate
Delivered to Governor
Signed By Governor

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	Assembly Actions - Lowercase Senate Actions - UPPERCASE
Jan 06, 2010	referred to education
Jan 22, 2009	referred to education

2009-S1009 (ACTIVE) - Details

Current Committee:: Senate Education
Law Section:: Education Law
Laws Affected:: Add §755, Ed L
Versions Introduced in 2011-2012 Legislative Session:: S2302

2009-S1009 (ACTIVE) - Summary

Enacts school technology planning act requiring regional or district-wide technology planning by school districts; also assigns a role for the state education department to provide technical assistance to schools, review and approve district plans and to report to the governor and the legislature on planning and funding.

2009-S1009 (ACTIVE) - Sponsor Memo

                                 BILL NUMBER:  S1009

 TITLE OF BILL :
An act to amend the education law, in relation to enacting the school
technology planning act


 PURPOSE OR GENERAL IDEA OF BILL :
Provide schools with the necessary tools to plan for the use of
educational technology in a manner that is driven by educational
goals; directs the State Education Department to provide technical
assistance to schools, review and approve school district plans and
report to the legislature on planning and funding.

 SUMMARY OF SPECIFIC PROVISIONS :
Section three of the bill amends the education law by adding a new
section 753. Section 753, subdivision 1 requires school districts,
either individually or in combination with one or more other districts
to submit to the State. Education Department a five-year educational
technology plan followed by annual updates; defines components to be
included in the plan; and requires that teachers be included in the
planning process. Section 753, subdivision 2 defines the role of the
department, requiring that the department provide school districts
with technical assistance, review and approve district technology
plans, and report to the legislature and governor.

 EFFECTS OF PRESENT LAW WHICH THIS BILL WOULD ALTER :
Adds a new section to the education law.

 JUSTIFICATION :
During the 1997-98 school year, schools throughout New York state
became eligible for federally mandated telecommunications discounts
pursuant to the 1996 federal Telecommunications Act.  Schools must
apply for these dollars and will receive discounts on a first-come,
,first-serve basis. Additionally, every year, scores of public and
private grants are available to schools with the wherewithal to apply
for these dollars. The problem is the great disparity between schools
that have high-tech access and those that do not. This situation is
exacerbated because districts best poised to access discounts and
grants are those which are typically more technologically advanced.

Districts which are usually less successful in accessing aid are those
that need technical assistance, do little or no planning and do not
have the staff to support the planning effort. This legislation
provides schools with the necessary tools to tap into the new
federally mandated discounts and other available grants; to better
compete with other districts which are already one step ahead; and to
aggressively pursue other dollars to meet ongoing technology needs.
The bill requires planning by schools; provides them with technical
assistance; and requires a report to the Legislature from the State
Education Department.

The basis for this legislation is derived from an examination of the
effectiveness of state funding streams and policies in meeting state
and local goals for educational technology. Finding an absence of data
on planning, training, funding and services, the Assembly committee on
oversight, Analysis and Investigation sent a survey to all school
districts and received responses from about 60 percent of the
districts in New York State.

 SEE THE 1996 ASSEMBLY OVERSIGHT, ANALYSIS AND INVESTIGATION COMMITTEE
REPORT "PUTTING THE PIECES TOGETHER "

The results of the survey, in combination with SED data, underscore
the need to help districts that do not have the resources to help
themselves. The importance of long-term planning cannot be
understated.  Technology is a big investment for districts and
curriculum integration is essential for effective use. This bill is
aimed at ensuring all school districts plan, that plans are based on
educational goals and include certain components such as needs
assessments, and that planning efforts include teachers. 26.7 percent
of school districts responding to Oversight's survey have no plan. It
is important to note that having a plan does not necessarily mean that
the plan is based on instructional goals, that the integration of
technology is planned effectively or that it will be integrated into
curriculum. For instance, survey results indicate that only 57.1
percent of districts have goals for technology integration in various
subjects or grade levels. This is an essential component of meaningful
educational technology planning. Through its office of educational
technology, access to model educational technology plans and knowledge
of federal actions, SED has expertise in the area of educational
technology.

This legislation makes SED's expertise available to schools through
technical assistance in helping schools develop and implement plans.
It also requires SED to review and approve school district plans to
ensure that minimal provisions are addressed and that plans are sound.
This legislation also provides the Legislature with needed information
to develop an effective approach to budgeting for educational
technology in time for the 1999-2000 fiscal year. SED will consider
the information provided by schools in technology plans and will
report to the Legislature and Governor with recommendations on how to
structure state technology aid to more effectively meet schools'
needs.

 FISCAL IMPLICATIONS :
None.

 EFFECTIVE DATE :
Immediately.

2009-S1009 (ACTIVE) - Bill Text download pdf

                            
                    S T A T E   O F   N E W   Y O R K
________________________________________________________________________

                                  1009

                       2009-2010 Regular Sessions

                            I N  S E N A T E

                            January 22, 2009
                               ___________

Introduced  by  Sen.  KRUGER -- read twice and ordered printed, and when
  printed to be committed to the Committee on Education

AN ACT to amend the education law, in relation to  enacting  the  school
  technology planning act

  THE  PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM-
BLY, DO ENACT AS FOLLOWS:

  Section 1. Short title. This act shall be known and may  be  cited  as
the "School Technology Planning Act".
  S 2. Legislative findings. a. The legislature finds that:
  i.  Beginning with the 1997--1998 school year, schools became eligible
for federally mandated telecommunications discounts. Schools must  apply
for these dollars and will receive discounts on a first-come first-serve
basis.  Typically,  districts  best  poised  to access discounts and the
scores of public and private grants available for educational technology
are those which are more technologically advanced.  Districts which  are
typically less successful in accessing aid are those that need technical
assistance and do little or no planning.
  ii.  A  good  percentage  of districts in New York state do not have a
technology plan or have a plan lacking essential components. Planning is
crucial to effective use  of  technology  integration  into  curriculum.
District  technology  planning  activities  go  a  long  way  in helping
districts plan,  implement  their  plans,  seek  funds,  coordinate  and
conduct  teacher  training,  provide  in-house technical assistance, and
maintain technology systems.
  b. The legislature declares its intent to ameliorate the  deficiencies
it has identified in subdivision a of this section through the enactment
of  this  act  in  furtherance  of  equipping our students with the most
up-to-date educational tools needed for them to be self-sufficient func-
tioning members of society by participating in the  technology  that  is
revolutionizing that society.

 EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                      [ ] is old law to be omitted.
                                                           LBD06670-01-9

S. 1009                             2

  S  3. The education law is amended by adding a new section 755 to read
as follows:
  S  755. SCHOOL TECHNOLOGY PLANNING. 1. REGIONAL OR DISTRICT-WIDE TECH-
NOLOGY PLANNING. A. EACH SCHOOL  DISTRICT,  EITHER  INDIVIDUALLY  OR  IN
COMBINATION  WITH  ONE  OR  MORE  OTHER  DISTRICTS OR ONE OR MORE PUBLIC
LIBRARY SYSTEMS, SHALL SUBMIT TO THE DEPARTMENT WITHIN NINETY DAYS IMME-
DIATELY AFTER THE EFFECTIVE DATE OF THIS SECTION A FIVE-YEAR EDUCATIONAL
TECHNOLOGY PLAN AS DESCRIBED IN THIS SUBDIVISION.
  B. THE EDUCATIONAL TECHNOLOGY PLAN SHALL ADDRESS  A  DISTRICT'S  OR  A
CONSORTIUM  OF  DISTRICTS'  PLANS  FOR  IMPLEMENTING  THE INTEGRATION OF
EDUCATIONAL TECHNOLOGY INTO CLASSROOM INSTRUCTION AND ACTIVITIES OVER  A
PERIOD OF FIVE YEARS. THE PLAN SHALL INCLUDE, BUT NOT BE LIMITED TO, THE
FOLLOWING:  MAJOR  GOALS  AND  EDUCATIONAL PURPOSES FOR TECHNOLOGY INTE-
GRATION WITHIN THE DISTRICT  OR  DISTRICTS;  GOALS  FOR  INTEGRATION  OF
EDUCATIONAL  TECHNOLOGY  IN  VARIOUS  SUBJECTS/GRADE  LEVELS;  A LIST OF
PRIORITIES  AND  DIRECTIONS  FOR  IMPLEMENTING  THE  PLAN;  RESULTS   OF
DISTRICT-WIDE  BUILDING  AND INSTRUCTIONAL NEEDS ASSESSMENTS; BENCHMARKS
FOR TIMELINES AND IMPLEMENTATION; ASSESSMENT PROCESSES FOR VARIOUS STAG-
ES OF IMPLEMENTATION; PROVISIONS FOR ONGOING FUNDING; PLANS FOR PRE- AND
IN-SERVICE STAFF DEVELOPMENT AND TRAINING; PLANS FOR  PROVIDING  ONGOING
TECHNICAL ASSISTANCE AND MAINTENANCE.
  C.  THE  PLANNING PROCESS SHOULD CONSIDER AND THE PLAN MAY ADDRESS HOW
THE SCHOOL'S TECHNOLOGY EFFORTS CAN BE LINKED WITH OTHER COMMUNITY TECH-
NOLOGY NETWORKS IN PLACE OR UNDER DEVELOPMENT.  SUCH OTHER NETWORKS  MAY
INCLUDE  INFORMATION  BASED  LABOR  EXCHANGE,  EMPLOYMENT,  TRAINING  OR
LIBRARY SERVICES, AND MAY ADDRESS THE EXTENT TO WHICH  COORDINATION  AND
INFORMATION SHARING IS APPROPRIATE.
  D. ANNUALLY THEREAFTER THE REGIONAL OR DISTRICT-WIDE EDUCATIONAL TECH-
NOLOGY PLANS SHALL BE UPDATED TO REFLECT:
  (I) ACTIONS TAKEN TO MEET THE GOALS REFLECTED IN THE FIVE-YEAR PLAN;
  (II)  CHANGES  TO THE PLAN AS A RESULT OF REVISED COMPLETION TIMELINES
AND/OR  IMPLEMENTATION  SCHEDULES  OR  NEW  OR  REVISED   GOALS   AND/OR
DIRECTIONS FOR PLAN IMPLEMENTATION;
  (III)  FINANCIAL  ACCOUNTING  OF LOCAL, STATE AND FEDERAL EXPENDITURES
APPLIED IN CARRYING OUT THE PLAN AND IN  SATISFYING  OTHER  DEPARTMENTAL
REPORTING REQUIREMENTS APPLICABLE TO THE EXPENDITURE OF FUNDS FOR EDUCA-
TIONAL TECHNOLOGY; AND
  (IV)  ANY  OTHER  INFORMATION  IN  SATISFACTION  OF OTHER DEPARTMENTAL
REPORTING REQUIREMENTS.
  E. INDIVIDUALS INVOLVED IN THE PLANNING PROCESS SHALL  INCLUDE,  AMONG
OTHERS,  REPRESENTATIVES  DRAWN  FROM TEACHERS AND OTHER SCHOOL DISTRICT
PERSONNEL WHO MAY USE, MAINTAIN, INSTALL, OR MANAGE EQUIPMENT ON A REGU-
LAR BASIS.
  2. ROLE OF THE DEPARTMENT. A. THE DEPARTMENT SHALL SUPPORT THE USE  OF
TECHNOLOGY  IN  SCHOOLS  BY PROVIDING TO SCHOOL DISTRICTS, UPON REQUEST,
WITH PRIORITY GIVEN TO THOSE DISTRICTS MOST IN NEED OF ASSISTANCE, TECH-
NICAL ASSISTANCE IN THE PLANNING, USE AND  APPLICATIONS  OF  EDUCATIONAL
TECHNOLOGY.   SUCH TECHNICAL ASSISTANCE SHALL INCLUDE BUT NOT BE LIMITED
TO PROVIDING INFORMATION AND ASSISTANCE REGARDING LONG TERM  EDUCATIONAL
TECHNOLOGY  PLANNING  AND GOALS; METHODS FOR INTEGRATING TECHNOLOGY INTO
CURRICULUM  AND  THE  DEPARTMENT'S  LEARNING  STANDARDS;  THE  PURCHASE,
INSTALLATION  AND  MAINTENANCE  OF EDUCATIONAL TECHNOLOGY EQUIPMENT; ANY
ACTIVITIES RELATED TO THE TRAINING AND STAFF DEVELOPMENT OF TEACHERS AND
OTHER INSTRUCTIONAL PERSONNEL IN  SUCH  EQUIPMENT  AND  TECHNOLOGY;  AND
SHARING  EXAMPLES OF MODEL SCHOOL DISTRICT EDUCATIONAL TECHNOLOGY PLANS,

S. 1009                             3

PLANNING GUIDES, NEEDS ASSESSMENT SURVEYS,  AND  OTHER  RELEVANT  REFER-
ENCES.
  B.  THE  DEPARTMENT SHALL REVIEW REGIONAL OR DISTRICT-WIDE EDUCATIONAL
TECHNOLOGY PLANS TO ENSURE THAT MINIMUM COMPONENTS AS DESCRIBED IN  THIS
SECTION  ARE  ADDRESSED.   UPON DETERMINING THAT SUCH MINIMUM COMPONENTS
ARE ADDRESSED, THE DEPARTMENT SHALL APPROVE SUCH  PLAN  AND  NOTIFY  THE
SCHOOL DISTRICT OF SUCH APPROVAL.
  C. THE DEPARTMENT SHALL SUBMIT A REPORT TO THE GOVERNOR, THE TEMPORARY
PRESIDENT  OF  THE  SENATE,  THE SPEAKER OF THE ASSEMBLY, AND THE CHAIR-
PERSONS OF THE EDUCATION COMMITTEES OF THE SENATE AND  THE  ASSEMBLY  BY
JANUARY  FIRST,  TWO  THOUSAND  TEN  BASED  ON INFORMATION GATHERED FROM
REGIONAL AND DISTRICT-WIDE EDUCATIONAL TECHNOLOGY PLANS AND  OTHER  DATA
AVAILABLE TO THE DEPARTMENT. THE REPORT SHALL INCLUDE BUT NOT BE LIMITED
TO  THE  FOLLOWING:  PROJECTED  COSTS  FOR SCHOOL DISTRICTS TO IMPLEMENT
EDUCATIONAL TECHNOLOGY PLANS, AND FOR THE DEPARTMENT  TO  ASSIST  SCHOOL
DISTRICTS; THE APPLICATION OF LOCAL, STATE AND FEDERAL EDUCATIONAL TECH-
NOLOGY AID IN MEETING SCHOOL DISTRICTS' EDUCATIONAL TECHNOLOGY GOALS AND
NEEDS;  THE  DEPARTMENT'S  ACTIONS AND PLANS TO ASSIST SCHOOLS IN IMPLE-
MENTING EDUCATIONAL TECHNOLOGY  PLANS  AND  GOALS;  RECOMMENDATIONS  FOR
STRUCTURING  STATE  EDUCATIONAL  TECHNOLOGY  AID  TO  BEST  SERVE SCHOOL
DISTRICTS' EDUCATIONAL TECHNOLOGY GOALS AND NEEDS AND  ENSURE  THE  MOST
EFFECTIVE  AND EFFICIENT USE OF STATE AID; AND ANY OTHER RECOMMENDATIONS
THE DEPARTMENT DEEMS RELEVANT.
  S 4. This act shall take effect immediately.

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