2022-2025 Instructional Technology Plan
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District LEA Information
Page last modified 09/29/2021
- What is the name of the district administrator responsible for entering the Instructional Technology Plan data?
Brittany Thoma
2. What is the title of the district administrator responsible for entering the Instructional Technology Plan data?
Director of Technology
For help with completing the plan, please visit 2022-2025 ITP Resources for Districts on our website, contact your district’s RIC, or email edtech@nysed.gov.
II. Strategic Technology Planning
Page last modified: 10/27/2021
- What is the overall district mission?
To nurture, encourage and cultivate lifelong learners who contribute to a diverse society as productive citizens.
2. What is the vision statement that guides instructional technology use in the district?
Hornell City School District’s instructional technology will provide students with every opportunity to excel academically and contribute to a diverse society as global learners. It is important that all students continue to grow in technology proficiency to meet the Next Generation Learning Standards, to gather information, communicate, solve problems, and become lifelong learners. Educators must combine and integrate technology within new models of teaching, acknowledging and supporting each student’s individual learning style. The use of technology is an essential pathway to:
• Providing global access to information and content for all
• Promoting equity among all students
• Meeting the curricular needs of all students
• Enhancing critical thinking and problem-solving skills
• Fostering creativity, innovation, and collaboration
• Creating opportunities to acquire essential skills for lifelong learning and college and career readiness
3. Summarize the planning process used to develop answers to the Instructional Technology Plan questions and/or your district comprehensive Instructional Technology Plan. Please include the stakeholder groups participating and the outcomes of the instructional technology plan development meetings.
The planning process for developing the Instructional Technology Plan for Hornell City School District consists of continued participation and collaboration of all stakeholders involved with the district’s Technology Committee. The committee has and will continue to meet quarterly. The committee consists of teacher representatives for departments and grade levels k-12, the Director of Technology, curriculum directors, building principals, library media specialists, community members, district parents, a representative from the Board of Education, and IT network specialists. Agenda items for this committee included discussions, planning, and decisions on the varying sections of the technology plan, student data privacy and EdLaw 2D, digital equity and access for all students, and curriculum and content area best practices with technology integration. The outcomes of these meetings have included but are not limited to the review and assessment of existing staff and student technology use with the current curriculum and Next Generation Standards and benchmarks, focus and assess all ideas brought to the committee to be in line with the district’s goals, and restructuring of vision and mission in light of the COVID-19 pandemic. The committee has and will continue to work on establishing needs and resources for curriculum and technology integration requests submitted to the committee for review by teachers, grade-level department teams, and building and district-level administration.
4. How does the district’s Instructional Technology Plan build upon, continue the work of, and improve upon the previous three-year plan?
The district’s Instructional Technology Plan builds upon, continues the works of, and improves upon the previous three-year plan. The district will expand its 1:1 Chromebook initiative from grades 7-12 down to grades 5-12. This plan builds upon that by ensuring Chromebook support for grades K-4 in the form of full classroom Chromebook sets for each teacher which will allow for every student within the district to have access to their own device. The district has also built -up a sustainable device refreshment cycle and is working to upgrade and enhance devices available for students. The district has increased its instructional coaching and support in developing technology awareness and understanding among all staff with the addition of a full-time instructional coach, incorporating technology integration options into conference and curriculum days, hosting a regional technology summit open to all district faculty, and regional Technology Educator Forums. The district is moving from technology awareness into meaningful integration across all content areas. The district did not accomplish its 18-21 goal of adopting the ISTE standards due to the disruption of the COVID pandemic school closures.
5. How does the district Instructional Technology Plan reflect experiences during the COVID pandemic?
The district’s Instructional Technology Plan reflects experiences during the COVID pandemic through its expansion and maintenance of our 1:1 device initiative, building a sustainable device purchasing cycle to maintain and upgrade 1:1 devices, targeted professional development and training in best practices for remote and virtual instruction, building equity amongst all students with devices and internet access via mobile hotspots and community supports, and strengthening district infrastructure capacity, security, and student data privacy. The district was unable to accomplish goal two from the 18-21 plan due to disruption caused by the pandemic and would like to continue working towards the accomplishment of that goal in the 21-25 plan.
6. Is your district currently fully 1:1?
Yes
7. Please describe the professional development plan for building the capacity of educators and administrators in the attainment of the instructional technology vision as stated in response to question 2.
Hornell City School District has designed its Professional Development Plan to ensure that each staff member is provided with job-embedded opportunities for growth and participation leading to an improved quality of job performance.
The plan prescribes an emphasis on collaboration and reflection with colleagues, site-determined experiences responding to expressed needs, and individually designed activities to further one’s competence and expertise. Teacher standards herein endorsed and adhered to will help our students achieve and master the Next Generation Learning Standards. To implement and maintain these teacher standards, the individual will be held accountable through his/her professional APPR growth and participation in the educational issues of our day.
The focus of the professional development efforts at HCSD moving forward will be to support the strategies outlined in the district’s Professional Development Plan. Technology components are woven throughout this plan and its action plan provides clear direction that can be used to drive the technology-based integration training at Hornell.
An important role of the district’s technology committee is to support staff development that focuses on transforming classrooms. Input from building level PD committees, department chairs, faculty surveys, data, and feedback collected from the district administrative team are shared so that they have a basis for evaluating and recommending technology-related staff development activities. A variety of district-run workshops, including online opportunities, are offered throughout the year as well as during summer break. Approved class offerings are advertised and posted in an online program called Frontline’s My Learning Plan which allows interested faculty and staff to register for courses. My Learning Plan also manages the approval process for courses and allows individual faculty and staff members to track all of their professional growth activities.
In addition to district staff development initiatives, the district has 12 days a year of training through BOCES utilizing staff developers under the Common Set of Learning Objectives COSER. BOCES also offers workshops and online webinars throughout the year. The technology committee helps to plan building/grade-level technology classes to meet specific needs. All teachers can schedule one on time with the Director of Technology via release time for instructional technology planning and training.
For help with completing the plan, please visit 2022-2025 ITP Resources for Districts on our website, contact your district’s RIC, or email edtech@nysed.gov.
III. Goal Attainment
Overview: In this new section, the District is asked to outline the extent to which they have achieved, at the local level, goals put forth in the 2010 Statewide Learning Technology Plan.
- Digital Content – The District uses standards-based, accessible digital content that supports all curricula for all learners.
The district has met this goal:
Moderately
2. Digital Use – The District’s learners, teachers, and administrators are proficient in the use of technology for learning.
The district has met this goal:
Moderately
3. Digital Capacity and Access – The District’s technology infrastructure supports learning and teaching in all of the District’s environments.
The district has met this goal:
Fully
4. Leadership – The District Instructional Technology Plan is in alignment with the Statewide Learning Technology Plan vision.
The district has met this goal:
Moderately
5. Accountability – District-level information is posted on the District website, is easy to access, and is easily understood. Information provided includes the results achieved by the District in their efforts to enable students to build knowledge, master skills, and grasp opportunities for a better life.
The district has met this goal:
Moderately
For help with completing the plan, please visit 2022-2025 ITP Resources for Districts on our website, contact your district’s RIC, or email edtech@nysed.gov.
iV. Action Plan – Goal 1
Enter Goal 1 below:
Purchase mobile hotspots for district buses that can be utilized during daily transportation to and from school, after-school sports, extracurricular trips, and utilized in the community during breaks and/or extended closures to ensure students have as much access to a consistent internet connection as possible.
2. Select the NYSED goal that best aligns with this district goal.
Design, implement, and sustain a robust, secure network to ensure sufficient, reliable high-speed connectivity for learners, educators, and leaders
3. Target Student Population(s). Check all that apply.
- All students
- Economically disadvantaged students
- Early Learning (Pre-K -3)
- Students between the ages of 18-21
- Elementary/intermediate
- Students who are targeted for dropout prevention or credit recovery programs
- Middle School
- High School
- Students who do not have adequate access to computing devices and/or high-speed internet at their places of residence
- Students with Disabilities
- English Language Learners
- Students who are migratory or seasonal farmworkers, or children of such workers
- Students who do not have internet access at their place of residence
- Students experiencing homelessness and/or housing insecurity
- Students in foster care
- Students in juvenile justice system settings
- Vulnerable populations/vulnerable students
- Other (please identify in Question 3a, below
4. Additional Target Population(s). Check all that apply.
- Teachers/Teacher Aides
- Administrators
- Parents/Guardians/Families/School Community
- Technology Integration Specialists
- Other
5. How will this instructional technology goal be measured and evaluated during and after implementation? Be sure to include any tools and/or metrics that are part of this evaluation process. Examples might be formative data, local, state, and/or national LEA benchmarks, metrics from instructional software, other technology evaluation programs, etc.
This goal will be measured through hotspot purchases and the number of vehicles within the district’s fleet that will be equipped. Digital Equity survey data will be utilized each year to measure the impact this has on families’ access to the internet. The goal will be accomplished when all school transportation vehicles are equipped with a mobile hotspot.
6. List the action steps that correspond to Goal #1 from your answer to Question 1, above. All cells in the table must be populated. If you have less than four action steps for this goal, you must enter N/A into columns two, three, four, five, and seven, and choose June 30, 2021 in the date column for all unneeded rows in the table.
Action Step/Action Step – Description/Responsible Stakeholder:/‘Other’ Responsible Stakeholder/Anticipa ted date of completion/Anticipated Cost
Action Step 1/Purchasing/Enroll in 550.120.20 Extended Classroom service to support Kajeet mobile hotspots/Director of Technology/N/A/06/30/2025/25000
Action Step 2/Implementation/Review transportation data and digital equity data to ensure first round of hotspot devices are placed on the busses that will support the biggest needs./Director of Technology/Transportation Director, Principals/06/30/2023/50000
Action Step 3/Budgeting/Purchase and build hotspot inventory access for all district vehicles that transport students./Director of Technology/N/A/06/30/2025/25000
Action Step 4/Other (please identify in Column 3, Description)/N/A/N/A/N/A/06/30/2021/N/A
7. This question is optional.
If more action steps are needed, continue to list the action steps that correspond to Goal #1 from your answer to Question 1, above.
Action Step/Action Step – Description/Responsible Stakeholder:/”Other” Responsible Stakeholder/Anticipated date of completion/Anticipated Cost
Action Step 5/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)
Action Step 6/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)
Action Step 7/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)
Action Step 8/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)
Action Plan – Goal 2
- Enter Goal 2 below:
Expansion of 2018 goal (adoption of ISTE standards district-wide for instructional technology education integration with particular focus on Digital Literacy and Digital Citizenship) to provide purposeful and targeted instructional coaching and support in developing meaningful technology integration and understanding among staff and students to align instruction and best practices to continue the incorporation of all ISTE Standards district-wide.
2. Select the NYSED goal that best aligns with this district goal.
Provide access to relevant and rigorous professional development to ensure educators and leaders are proficient in the integration of learning technologies
3. Target Student Population(s). Check all that apply.
- All students
- Economically disadvantaged students
- Early Learning (Pre-K -3)
- Students between the ages of 18-21
- Elementary/intermediate
- Students who are targeted for dropout prevention or credit recovery programs
- Middle School
- High School
- Students who do not have adequate access to computing devices and/or high-speed internet at their places of residence
- Students with Disabilities
- English Language Learners
- Students who are migratory or seasonal farmworkers, or children of such workers
- Students who do not have internet access at their place of residence
- Students experiencing homelessness and/or housing insecurity
- Students in foster care
- Students in juvenile justice system settings
- Vulnerable populations/vulnerable students
- Other (please identify in Question 3a, below)
4. Additional Target Population(s). Check all that apply.
- Teachers/Teacher Aides
- Administrators
- Parents/Guardians/Families/School Community
- Technology Integration Specialists
- Other
5. How will this instructional technology goal be measured and evaluated during and after implementation? Be sure to include any tools and/or metrics that are part of this evaluation process. Examples might be formative data, local, state, and/or national LEA benchmarks, metrics from instructional software, other technology evaluation programs, etc.
PD opportunities will be developed utilizing feedback and data from surveying faculty, administrators, and curriculum directors and provided through curriculum days, conference days, online workshops, and summer curriculum days to provide opportunities for horizontal and vertical planning to support consistent approaches to technology integration. The district will fully utilize CSLO days from the WNYRIC to support staff and PD days for instructional staff will be tracked via My Learning Plan. Instructional progress will be measured through faculty and student surveys as the district incorporate the ISTE standards beyond those focused solely on Digital Citizenship and Digital Literacy. Feedback, reflection surveys, and classroom observations will be ongoing to evaluate the effectiveness of all professional development opportunities to best align with supporting faculty and students with this goal and measure the progress of the ISTE standards implementation.
6. List the action steps that correspond to Goal #2 from your answer to Question 1, above. All cells in the table must be populated. If you have less than four action steps for this goal, you must enter N/A into columns two, three, four, five, and seven, and choose June 30, 2021 in the date column for all unneeded rows in the table.
Action Step/Action Step – Description/Responsible Stakeholder:/”Other” Responsible Stakeholder/Anticipated date of completion/Anticipated Cost
Action Step 1/Professional Development/Differentiated professional development to support student/teacher growth and needs in regards to using district technology i.e Google skills training at level of comfort, Chromebook app training, and individualized skill training identified through surveying. Professional development around virtual and remote instruction will also be prioritized for all staff while focusing on the ISTE standards./Curriculum and Instruction Leader/Director of Technology/06/30/2023/45000
Action Step 2/Implementation/Through trainings and surveys, expansion of the ISTE standards will consist of regularly scheduled professional days with grade-levels and content areas throughout the district to manage and help embed best new technology practices into the curriculum. PLC days will be used to align these practices both horizontally and vertically within the curriculum to help achieve consistency./Director of Technology/N/A/06/30/2022/45000
Action Step 3/Collaboration/Develop a program where grades 9-12 students become trained and run a student centered help desk with the focus of providing students the opportunity to become Google certified before leaving high school. The students would also be able to help and support their fellow students as well as their teachers and can help to drive innovation./Director of Technology/Technology Teacher/s/06/30/2025/100000
Action Step 4/Evaluation/Surveying students and teachers to identify gap patterns and areas of need both instructionally and of skill sets./Director of Technology/Curriculum Directors/06/30/2023/150000
7. This question is optional.
If more action steps are needed, continue to list the action steps that correspond to Goal #2 from your answer to Question 1, above.
Action Step/Action Step – Description/Responsible Stakeholder:/”Other” Responsible Stakeholder/Anticipated date of completion/Anticipated Cost
Action Step 5/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)
Action Step 6/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)
Action Step 7/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)
Action Step 8/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)
For help with completing the plan, please visit 2022-2025 ITP Resources for Districts on our website, contact your district’s RIC, or email edtech@nysed.gov.
Action Plan – Goal 3
- Enter Goal 3 below:
Expansion of district 1:1 Chromebook initiative to include grades 5-6 with devices to go back and forth from home to school to support student achievement and engagement and continued Chromebook upgrade (touchscreen) and enhancement support for all devices district-wide.
2. Select the NYSED goal that best aligns with this district goal.
Increase equitable access to high-quality digital resources and standards-based, technology-rich learning experiences
3. Target Student Population(s). Check all that apply.
- All students
- Economically disadvantaged students
- Early Learning (Pre-K -3)
- Students between the ages of 18-21
- Elementary/intermediate
- Students who are targeted for dropout prevention or credit recovery programs
- Middle School
- High School
- Students who do not have adequate access to computing devices and/or high-speed internet at their places of residence
- Students with Disabilities
- English Language Learners
- Students who are migratory or seasonal farmworkers, or children of such workers
- Students who do not have internet access at their place of residence
- Students experiencing homelessness and/or housing insecurity
- Students in foster care
- Students in juvenile justice system settings
- Vulnerable populations/vulnerable students
- Other (please identify in Question 3a, below)
4. Additional Target Population(s). Check all that apply.
- Teachers/Teacher Aides
- Administrators
- Parents/Guardians/Families/School Community
- Technology Integration Specialists
- Other
5. How will this instructional technology goal be measured and evaluated during and after implementation? Be sure to include any tools and/or metrics that are part of this evaluation process. Examples might be formative data, local, state, and/or national LEA benchmarks, metrics from instructional software, other technology evaluation programs, etc.
This goal will be measured with purchasing cycles that allow for all students in grades 5-12 to be assigned a device that goes back and forth from home to school. These devices will be on a 4-year cycle and students will receive a new device in grades 5 and 9. Full classroom Chromebook sets will be provided for grades K-4 that are assigned to students for classroom use and can be sent home in the event virtual instruction is needed and will be on a 5-year replacement cycle. Enrollment reports from the SIS will be used to verify that device purchases match the district’s current enrollment with spares purchased to allow for incoming new students to ensure there is no delay in new students having access to a school device. New Chromebook devices purchased moving forward will have touchscreen ability and the district will upgrade non-touchscreen devices as funds and availability allow. The district hardware inventory will be utilized to monitor this goal.
6. List the action steps that correspond to Goal #3 from your answer to Question 1, above. All cells in the table must be populated. If you have less than four action steps for this goal, you must enter N/A into columns two, three, four, five, and seven, and choose June 30, 2021 in the date column for all unneeded rows in the table.
Action Step/Action Step – Description/Responsible Stakeholder:/”Other” Responsible Stakeholder/Anticipated date of completion/Anticipated Cost
Action Step 1/Purchasing/Purchase of Chromebooks for 1:1 grades 5-6 and upgrade previous devices to touchscreen models./Director of Technology/N/A
06/30/2/250000
Action Step 2/Implementation/Grades 5-6 1:1 for 21-22 school year. Ongoing implementation of device upgrades as yearly cohort purchases are made and funds become available./Director of Technology/N/A/06/30/2022/160000
Action Step 3/N/A/N/A/N/A/N/A/06/30/2021/N/A
Action Step 4/N/A/N/A/N/A/N/A/06/30/2021/N/A
7. This question is optional.
If more action steps are needed, continue to list the action steps that correspond to Goal #3 from your answer to Question 1, above.
Action Step/Action Step – Description/Responsible Stakeholder:/”Other” Responsible Stakeholder/Anticipated date of completion/Anticipated Cost
Action Step 5/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)
Action Step 6/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)
Action Step 7/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)
Action Step 8/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)/(No Response)
8. Would you like to list a fourth goal?
No
V. NYSED Initiatives Alignment
Page last modified: 03/25/2022
- Explain how the district use of instructional technology will serve as a part of a comprehensive and sustained effort to support rigorous academic standards attainment and performance improvement for students.
Technology is a tool provided to students and staff and provides a positive and productive learning alignment that aligns with the expectations of college and career readiness. As educational technology continues to evolve as well as the demands from COVID-19, the consistent revelation of its uses will be conducted to ensure student access is maintained in a productive and equitable manner. Along with research and practical application of best practices using technology in the classroom, quality professional development will be delivered both by internal staff members whose skills match the vision of the district, as well as external experts selected by the district.
2. Explain the strategies the district plans to implement to address the need to provide equitable learning “everywhere, all the time” (National Technology Plan). Include both short and long-term solutions, such as device access, internet access, human capacity, infrastructure, partnerships, etc.
The district is fully 1:1 and can provide all students grades pk-12 with a device. The district is expanding its outdoor access points to ensure better wifi coverage in outdoor areas that can be accessed even when the school is closed. Mobile hotspots are available for students who do not have internet access at home. The district worked with the local internet provider to set up and maintain three free wifi access points across the community (two local parks and the community center) for families to access closer to their own homes. Equitable learning was supported with teacher-created digital content and lessons that could be accessed by students both in and out of the classroom via Google Classroom, Class Dojo, and Zoom.
3. Students with disabilities may be served through the use of instructional technology as well as assistive technology devices and services to ensure access to and participation in the general education curriculum. Describe how instruction using technology is differentiated to support the individual learning needs of students with disabilities.
Teachers differentiate according to students’ IEPs and 504 plans. Technology is used in the form of speech to text, digital read aloud, specialized software, and apps i.e. Proloquo2Go for nonverbal students and Read & Write for Google. Chromebooks allow students to access additional resources to support their learning and address their individual needs via specialized web apps like screen readers and screen magnifiers. Apps have been identified by the district staff that supports teacher specialties. These include apps for speech, occupational therapy, physical therapy, and counseling services. Some apps work better on an iPad and the district will continue to support these. All instructional spaces have a Redcat audio system that allows for amplification of teacher’s voice and enable a student with a personal hearing device to plug into and hear the teacher audio directly through their personal hearing device.
4. How does the district utilize technology to address the needs of students with disabilities to ensure equitable access to instruction, materials, and assessments? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
- Class lesson plans, materials, and assignment instructions are available to students and families for “anytime, anywhere” access (such as through a class website or learning management system).
- Direct instruction is recorded and provided for students to access asynchronously (such as through a learning management system or private online video channel).
- Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or written instruction or content.
- Text to speech and/or speech to text software is utilized to provide increased support for comprehension of written or verbal language.
- Assistive technology is utilized.
- Technology is used to increase options for students to demonstrate knowledge and skill.
- Learning games and other interactive software are used to supplement instruction.
- Other (please identify in Question 4a, below)
5. Please select the professional development that will be offered to teachers of students with disabilities that will enable them to differentiate learning and to increase student language and content learning through the use of technology. Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
- Technology to support writers in the elementary classroom
- Technology to support writers in the secondary classroom
- Research, writing and technology in a digital world
- Enhancing children’s vocabulary development with technology
- Reading strategies through technology for students with disabilities
- Choosing assistive technology for instructional purposes in the special education classroom
- Using technology to differentiate instruction in the special education classroom
- Using technology as a way for students with disabilities to demonstrate their knowledge and skills
- Multiple ways of assessing student learning through technology
- Electronic communication and collaboration
- Promotion of model digital citizenship and responsibility
- Integrating technology and curriculum across core content areas
- Helping students with disabilities to connect with the world
- Other (please identify in Question 5a, below)
6. How does the district utilize technology to address the needs of English Language Learners to ensure equitable access to instruction, materials, and assessments? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
- Class lesson plans, materials, and assignment instructions are available to students and families for “anytime, anywhere” access (such as through class website or learning management system).
- Direct instruction is recorded and provided for students to access asynchronously (such as through a learning management system or private online video channel).
- Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or written instruction or content.
- Text to speech and/or speech to text software is utilized to provide increased support for comprehension of written or verbal language.
- Home language dictionaries and translation programs are provided through technology.
- Hardware that supports ELL student learning, such as home-language keyboards, translation pens, and/or interactive whiteboards, is utilized.
- Technology is used to increase options for students to demonstrate knowledge and skill, such as through the creation of a product or recording of an oral response.
- Learning games and other interactive software are used to supplement instruction.
- Other (Please identify in Question 6a, below)
7. The district’s Instructional Technology Plan addresses the needs of English Language Learners to ensure equitable access to instruction, materials, and assessments in multiple languages.
Yes
7a. If Yes, check one below:
In the 5 languages most commonly spoken in the district
7b. If ‘Other’ was selected in 7a, above, please explain here.
(No Response)
8. Please select the professional development that will be offered to teachers of English Language Learners that will enable them to differentiate learning and to increase their student language development and content learning with the use of technology. Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
- Technology to support writers in the elementary classroom
- Technology to support writers in the secondary classroom
- Research, writing and technology in a digital world
- Writing and technology workshop for teachers
- Enhancing children’s vocabulary development with technology
- Writer’s workshop in the Bilingual classroom
- Reading strategies for English Language Learners
- Moving from learning letters to learning to read
- The power of technology to support language acquisition
- Using technology to differentiate instruction in the language classroom
- Multiple ways of assessing student learning through technology
- Electronic communication and collaboration
- Promotion of model digital citizenship and responsibility
- Integrating technology and curriculum across core content areas
- Web authoring tools
- Helping students connect with the world
- The interactive whiteboard and language learning
- Use camera for documentation
- Other (please identify in Question 8a, below)
9. How does the district utilize technology to address the needs of students experiencing homelessness and/or housing insecurity to ensure equitable access to instruction and learning? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
- McKinney-Vento information is prominently located on individual school websites, as well as the district website.
- If available, online/enrollment is easily accessible, written in an understandable manner, available in multiple languages and accessible from a phone.
- Offer/phone/enrollment as an alternative to/in-person/enrollment.
- Set enrollment forms to automatically provide the McKinney-Vento liaison with contact information for students who indicate possible homelessness and/or housing insecurity
- Create a survey to obtain in formation/about students’ living situations,/contact information,/access to internet and devices for/all/students in/the/enrollment processes/so the district can/communicate effectively and/evaluate their needs.
- Create simple videos in multiple languages, and with subtitles, that explain McKinney-Vento rights and services, identify the McKinney-Vento liaison, and clarify enrollment instructions.
- Create mobile enrollment stations by equipping buses with laptops, internet, and staff at peak enrollment periods.
- Provide/students/experiencing homelessness/and/or housing insecurity with tablets or laptops, mobile hotspots, prepaid cellphones, and other devices and connectivity.
- Provide students a way to protect and charge any devices they are provided/with/by the district.
- Replace devices that are damaged or stolen/as needed.
- Assess readiness-to-use technology/skills/before disseminating devices to students experiencing homelessness and/or housing insecurity.
- Create individualized plans for providing access to technology and internet on a case-by-case basis for any student experiencing homelessness and/or housing insecurity.
- Have/resources/available to/get/families and students step-by-step instructions on how to/set-up and/use/their districts Learning Management System or website.
- Class lesson plans, materials, and assignment instructions are available to students and families for
- Direct instruction is recorded and provided for students to access asynchronously (such as through a learning management system, DVD,/ or private online video channel)./
- Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or written instruction or content.
- Conduct regular educational check-ins with all students experiencing homelessness and/or housing insecurity and secure any help needed to keep up with coursework.
- Adjust assignments/to be completed successfully using/only/the/resources students have available./
- Provide online mentoring programs.
- Create in-person and web-based tutoring/programs/spaces/and/or live chats/to assist with assignments and technology/issues.
- Offer a technology/support hotline during flexible hours.
- Make sure technology/support is offered in multiple languages.
- Other (Please identify in Question9a, below)
10. How does the district use instructional technology to facilitate culturally responsive instruction and learning environments? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
- The district uses instructional technology to strengthen relationships and connections with families to assist in building a culturally responsive learning environment to enhance student learning.
- The district uses instructional technology to facilitate classroom projects that involve the community.
- The district uses instructional technology to develop and organize coherent and relevant units, lessons, and learning tasks that build upon students’ cultural backgrounds and experiences.
- The district uses instructional technology to assist in varying teaching approaches to accommodate diverse learning styles and language proficiencies.
- The district uses instructional technology to enable students to communicate and collaborate with students in different schools or districts in New York State, the United States, or with different countries.
The district uses instructional technology to facilitate collaborative classroom projects among heterogeneous student groups.
Other (please identify in Question 10a, below)
VI. Administrative Management Plan
Page Last Modified: 03/25/2022
1. Staff Plan
Provide the Full-Time Equivalent (FTE) count, as of plan submission date, of all staff whose primary responsibility is delivering technology integration training and support and/or technical support.
Full-time Equivalent (FTE)
- District Technology Leadership. 0.50
- Instructional Support. 0.50
- Technical Support. 2.80
- Totals:. 3.80
2. Investment Plan
Provide a three-year investment plan to support the vision and goals. All costs must be calculated for the entire three year-period, not annualized. For example, if a cost occurs annually, the estimated cost should include the annual cost times three.
Provide a three-year investment plan to support the vision in Section II and goals in Section IV.
A chart with drop-down choices is provided in order for NYSED to obtain consistent responses to this question.
All cells in the table must be populated. If you have less than four items in your plan, you must choose N/A for columns one, two, four, five and six, and put zero in column three (estimated cost) for each unneeded row.
Anticipated Item or Service/”Other” Anticipated Item or Service/Estimated Cost/Is Cost One-time, Annual, or Both?/Potential Funding Source
“Other” Funding Source
1 Network and Infrastructure/N/A/110,000/One-time/BOCES Co-Ser purchase/District Operating Budget/District Public Bond/E-Rate/Grants/Instructional Materials Aid/Instructional Resources Aid/Smart Schools Bond Act/Other (please identify in next column, to the right)/N/A
N/A
2 Internet Connectivity/N/A/250,000/One-time/BOCES Co-Ser purchase
District Operating Budget/District Public Bond/E-Rate/Grants/Instructional Materials Aid/Instructional Resources Aid/Smart Schools Bond Act/Other (please identify in next column, to the right)/N/A
3 End User Computing Devices/N/A/600,000/BOCES Co-Ser purchase
District Operating Budget/District Public Bond/E-Rate/Grants/Instructional Materials Aid/Instructional Resources Aid/Smart Schools Bond Act/Other (please identify in next column, to the right)/N/A
4 Peripheral Devices/N/A/90,000
Annual/BOCES Co-Ser purchase/District Operating Budget/District Public Bond/E-Rate/Grants/Instructional Materials Aid/Instructional Resources Aid/Smart Schools Bond Act/Other (please identify in next column, to the right)/N/A
Totals:
1,050,000
3. Has the school district provided for the loan of instructional computer hardware to students legally attending nonpublic schools pursuant to Education Law, section 754?
Yes
4. Districts are required to post either the responses to this survey or a more comprehensive technology plan that includes all of the elements in this survey. Please provide the URL here. The URL must link to a public website where the survey or plan can be easily accessed by the community.
VII. Sharing Innovative Educational Technology Programs
Page Last Modified: 10/27/2021
1. Please choose one or more topics that reflect an innovative/educational technology program that has been implemented for at least two years at a building or district level. Use ‘Other’ to share a topic that is not on the list.
- 1:1 Device Program
- Active Learning Spaces/Maker Spaces
- Blended and/or Flipped Classrooms
- Culturally Responsive Instruction with Technology
- Data Privacy and Security
- Digital Equity Initiatives
- Digital Fluency Standards
- Engaging School Community through Technology
- English Language Learner
- Instruction and Learning with Technology
- Infrastructure
- OER and Digital Content
- Online Learning
- Personalized Learning
- Policy, Planning, and Leadership
- Professional Development /Professional Learning
- Special Education Instruction and Learning with Technology
- Technology Support
- Other Topic A
- Other Topic B
- Other Topic C
2. Provide the name, title, and e-mail of the person to be contacted in order to obtain more information about the innovative program(s) at your district.
Name of Contact Person/Title/Email Address/Innovative Programs
Please complete all columns
(No Response)/(No Response)/(No Response)/1:1 Device Program/Active Learning Spaces/Makerspaces/Blended and/or Flipped Classrooms/Culturally Responsive Instruction with Technology/Data Privacy and/Security/Digital/Equity Initiatives/Digital Fluency Standards/Engaging School Community through Technology/English Language Learner/Instruction and Learning with Technology/Infrastructure/OER and Digital Content/Online Learning/Personalized Learning/Policy, Planning, and Leadership/Professional Development /Professional Learning/Special Education Instruction and Learning with Technology/Technology Support/Other Topic A/Other Topic B/Other Topic C
3. If you want to list multiple contact points for the innovative programs above, please provide the names, titles, and e-mail addresses of the people to be contacted to obtain more information about the innovative program(s) at your district.
(No Response)/(No Response)/(No Response)/1:1 Device Program/Active Learning Spaces/Makerspaces/Blended and/or Flipped Classrooms/Culturally Responsive Instruction with Technology/Data Privacy and/Security/Digital/Equity Initiatives/Digital Fluency Standards/Engaging School Community through Technology/English Language Learner/Instruction and Learning with Technology/Infrastructure/OER and Digital Content/Online Learning/Personalized Learning/Policy, Planning, and Leadership/Professional Development /Professional Learning/Special Education Instruction and Learning with Technology/Technology Support/Other Topic A/Other Topic B/Other Topic C