Steven Livsey

Other

School Instructional Multi-Media Technician

At Roscoe our mission is to assure that each individual will become a well-rounded, educated person with a positive self image and a desire to be a lifelong learner. This will be accomplished by providing a certified, enthusiastic staff, implementing a comprehensive curriculum, in a cooperative, supportive, and well-ordered environment.

At Roscoe Central School we strive to empower students with 21st century job skills. We will accomplish this by exposing students to various technologies, integrating those technologies into NYS curriculum, and providing the education to safely and responsibly become an accomplished digital citizen.

The Technology Plan is a collaborative effort between instructional, support, and administrative staff. This includes technology teacher(s), school librarian(s), special education, student support services, and teachers of varying grade levels. The general outline of the plan is created by the IT Department. The previous Technology Plan & Survey are used as a starting point, evaluating what goals were or were not met and effectiveness of technologies in use. New goals, usually in the form of technologies, are added based on needs, state requirements, and end user feedback (Staff, Student and Teacher).

The updated Technology Plan is then reviewed in sections by the Technology Committee. The Technology Committee is composed of educators, administration, school librarian(s), and technical support staff. The Technology Committee may collaboratively add more goals to the timeline. The main goal of the Technology Committee is to ensure successful implementation of new technologies and proper training to support technology agendas. Input from teachers, support staff, and administration help plan for a smooth transition of new technologies into the classroom.

Regular meetings are held by the Technology Committee to evaluate technology use throughout the year. For the creation of the Technology Plan the main topics of those meetings are: review of previous Technology Plan and needs assessments, Visions & Goals, and the Technology Integration Timeline. The Technology Plan is then approved by administration before being sent to the local BOCES and/or Regional Information Center (RIC) to be reviewed prior to being submitted to NYSED.

Roscoe Central School was able to meet most of the goals of the previous Technology Plan. One such goal is an ongoing and always evolving aspiration that we would argue could never be fully met, but it is important to continue this pursuit and make changes as necessary. Other goals that had more tangible deliverables we feel were met or exceeded:

Goal #1: “Provide more access to Technology in the Elementary Department.” was realized as of the 2020 - 2021 school year when Roscoe Central School District had completed its 1:1 chromebook distribution and the implementation of SeeSaw as an elementary LMS.

Goal #2:“Provide more access to Technology in the Middle and High School,” was also realized as of the 2020 - 2021 school year with our full 1:1implementation. When the previous plan was written our 1:1 program was only for grades 7 - 12. This goal also included the use of an LMS. The plan mentioned Schoology, which was used for a period of time before transitioning to a mix of SeeSaw and Google Classroom depending on the student’s grade level.

Goal #3: “Ensure a safe and reliable network for student and staff use that is compliant with or exceeds NYSED standards.” Roscoe Central School strives to keep up with NYS standards and policies regarding security. In this ever changing landscape this goal will never be fully realized, but many advances have been made for security in our school district and I anticipate this will be true for years to come. Some of those advances are email encryption, advanced anti-virus & threat detection, and other network security appliances & services.

Goal #4:“Improve Physical Campus Safety with Technology,” since this was identified as a goal Roscoe Central School has updated and replaced its old analog camera system. The District now has an IP based camera system with more capabilities that is much easier to use. Emergency phone protocols were put in place, including an internal emergency number as well as monitoring of emergency phone communications using CallAwaresoftware.

The planning process for the 2022 - 2025 Technology plan was very similar to that of previous years. A larger emphasis has been assigned to CyberSecurity and the protection of Personal Identifiable Information (PII) since the implementation of NYS Ed Law 2D Part 121. Another area of focus has become “anywhere learning” after our district continued education services through the COVID-19 pandemic. Technology committee members have changed, a District Privacy Officer was added to the team, and meetings now can take place on Zoom calls, but most of the overall process and the overarching goal of improving technology within the school district remains the same.

Previous goals were evaluated by the Technology team and any shortcomings would be addressed in future Technology Plans in the form of Goals and Action Items. Each goal was broken down into the action items to see if all the pillars of a particular goal were reached to determine if a goal had been achieved. Even if an overall goal was achieved there is always the ability to improve the process and identify any weaknesses or issues that arouse during the implementation of the actions steps necessary to attain our previous plans Goals. Goals from previous years plans that were not met would continue to be goals for the district going forward, especially goals that do not have a definitive endpoint.

The COVID-19 Pandemic had a large impact on the educational landscape at Roscoe Central School. This created many challenges and learning curves, but this was also an opportunity for change and development of new skills.

Before the Pandemic

• The 1:1 program was only for the Middle & High School

• Distance Learning was for specific classes only

• Classlink was available but not widely used within the district

• Learning Management Systems were in place but not highly utilized

Start of the Pandemic:

• We expanded our 1:1 program to include all grades. This was done by purchasing additional devices and repurposing shared devices.

• We also added an LMS, SeeSaw, specifically for our Elementary students. All Teachers had access to Google Classroom, but it wasn’t ideal for the Elementary application.

• Distance Learning was expanded to all teachers and classes. Teachers had the option of using Google Meet or Zoom Meetings for Distance Learning, the district had to purchase additional licenses for Zoom Meetings.

• Help and Professional Development resources were posted on our website for staff and students. Staff were encouraged to continue their professional development remotely specifically with Google Apps related materials.

• Classlink utilization increased out of necessity. Resources that were rostered and set up for Single Sign-On (SSO) also increased. Classlink proved itself to be a useful tool and will continue to be used along with the analytics provided by its use.

When In Person Instruction Resumed

• The 1:1 Program continued and will be maintained with scheduled purchases of devices based on grade level.

• Learning Management Systems use has increased and classes are a hybrid of in person and digital resources.

• Distance Learning classes continue and now various meeting softwares can be used for student & staff collaboration.

• Professional Develop resources continue to be available online. In person resources are used when possible.

• Classlink continues to be used and we plan on using the software/service use analytics from Classlink to drive future Professional Development and software purchases.

Yes

Professional Development Plan

Roscoe Central School District Professional Development Plan meets the requirement of the 100.2(dd) Regulations of the State of New York. The purpose of the plan is to increase student learning by providing meaningful, focused professional development opportunities that are aligned with the Next Gen State Standards. The professional development needs to be meaningful and in line with the District Goals established by the LINKS Team .Decisions regarding the content, delivery, and providers shall be made within the context of the District Professional Development Plan.

Description of the Plan

The Professional Development Plan is the result of extensive work by a district wide team. A needs assessment was sent to all staff to ensure ful lrepresentation of all teachers. The Plan was developed from the needs assessment, review of district and state assessments, and correlation with the district goals. Goals, objectives, barriers, critical success factors, and strategies were established to develop an understanding of the steps needed to implement high quality teaching and learning opportunities for all teachers to participate in professional development.

The goals and objectives of the plan focus on improving student growth and achievement by addressing teacher practices. Through professional development that increases the implementation of Next Gen State Standards in literacy, writing, and math skills of students will increase. Professional opportunities that increase DEI SEL training will demonstrate an awareness of the importance of physical and mental wellness and the acceptance of diversity. Additionally, teachers will receive training to enable the increase in parental and community involvement. The goals of this professional development plan will be accomplished through the consideration of the development of the whole child.

Professional Development Activities

All District employees who hold professional teaching certificates for classroom teaching are required to complete professional development hours to maintain the validity of their certificates. Professional certificate holders must complete 100 hours every five years. Teachers will be offered opportunities to meet the 100 hours mandated through a variety of activities. Decisions regarding content, delivery, and providers of such professional development are within the purview of the District and must be in line with the professional development goals established by the professional team. Such activities may include, but are not limited to:

• In-Service Courses and Workshops

• Faculty Meetings

• Superintendent's Conference Day

• Conferences-related to DDI and CCSS

• Accredited Webinars

• Positive Action training

• DEI SEL related training

Prior approval of the activities must be received for meeting the Professional Development requirement. Members of the staff are also encouraged to continue their formal education through the completion of graduate courses. The district will offer professional development activities to enable the completion of required certification hours. The content of the Roscoe Central School district’s professional development plan is being supported in part by the Delaware–Chenango-Madison –Otsego Board of Cooperative Services, Sullivan County Board of Cooperative Services, Orange –Ulster Board of Cooperative Services, Mid-Hudson Regional Information Center, teacher center, and approved consultants.

Needs Assessment

As part of the ongoing professional development planning cycle, Roscoe Central School District reviews multiple sources to identify needs. The following documents will be analyzed annually to determine content and priority of the Professional Development Plan:

• Student Achievement Data

• School Report Card

• NYS Assessments

• NWEA –MAPS

• Disaggregated Students Achievement Data

• Report Cards

• Student Attendance and Discipline Reports

• Graduation and Dropout Rates

• Special Education Classification Rates

• Academic Intervention Service Records

• Progress Monitoring

• Universal Pre-K screening

• Surveys

• Professional Development Needs Assessment Survey

• Title I Parent Survey

• School Climate survey (one time per year)

• LINKS Goals and Objectives Staff Survey

Since technology is heavily integrated into the classroom environment many of the professional development offerings will be related to or focusing on technology use and integration in a classroom setting. At the beginning of the school year all staff receive a brief refresher course of technology that is used frequently in the district and their best use practices. As new technologies are introduced to the district they will be accompanied by a training program to ensure that all staff are comfortable and familiar with tools they will be using.

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.

Significantly

Significantly

Significantly

Fully

Significantly

OneRoster and Single Sign On Solution Expansion & Usage Analytics

Roscoe CSD currently uses Classlink as a OneRoster and Single Sign On (SSO) solution for the district. The roster data is supplied from our Student Information System (SIS). This allows for all students to have equal access to all applications used in their educational setting.

Increase ClassLink Use In District

• Increase the amount of applications available for use in ClassLink

• Continue to provide Professional Development specifically for ClassLink

• Require teachers to use ClassLink for web based applications & services

Implement SSO Whenever Possible

• SSO allows for greater usability

• The easier a product is to use the more likely it is to be used in district

• QR codes will also be used for Elementary Students

Usage Analytics Drive Decision Making

• Use Analytics to understand how current platforms are used in the district

• Make analytics based decisions on what to purchase, expand, and provide professional development for based on real district usage analytics

Other Benefits

• Accurate Licensing for products that can be updated dynamically

• Accurate classroom program rosters

• Saves time

Provide technology-enhanced, culturally — and linguistically  — responsive learning environments to support improved teaching and learning.

√ All students

Early Learning (Pre-K -3)

Elementary/intermediate

Middle School

High School

Students with Disabilities

English Language Learners

Students who are migratory or seasonal farmworkers, or children of such workers

Students experiencing homelessness and/or housing insecurity

Economically disadvantaged students

Students between the ages of 18-21

Students who are targeted for dropout prevention or credit recovery programs

Students who do not have adequate access to computing devices and/or high-speed internet at their places of residence

Students who do not have internet access at their place of residence

Students in foster care

Students in juvenile justice system settings

Vulnerable populations/vulnerable students

Other

√ Teachers/Teacher Aides

√ Administrators

Parents/Guardians/Families/School Community

√ Technology Integration Specialists

Other

The analytics provided by ClassLink will be the main metric to determine success of this initiative. General usage statistics are currently in place and the district will expand upon this with the purchase of enhanced analytics (Analytics+). A baseline of general use will be determined and success willbe measured by the percentage increase from that use baseline. As ClassLink is integrated into more classes the general use should increase dramatically from the baseline level.

Increases in request for applications and SSO integrations into ClassLink will also be a metric of successful adoption into daily teaching activities.

Action step: Action step — Description; Responsible stakeholder; ‘other’ responsible stakeholder; Anticipated date of completion; anticipated cost

• Action Step 1: Budgeting; Budget for and add Analytics+ to current ClassLink Implementation; Director of Technology; Business Official; 08/26/2022; $210.00 ($0.20 peruser)

• Action Step 2: Professional Development; Continue Professional Development for ClassLink with staff; Director of Technology; Technology Teacher; 10/31/2022; $0

• Action Step 3: Curriculum; Administrative DIrective to Incorporate ClassLink into Teacher's Curriculum; Building Principal; N/A; 11/30/2022; $0

• Action Step 4: Implementation; Implement any new Rostering & SSO Request; Director of Technology; N/A; 08/25/2023; N/A

• Action Step 5: Planning, Use analytic data to drive further professional development and purchases; Director of Technology; Building Principal; 09/29/2023; $0

Improve 1:1 Program

Before the COVID-19 Pandemic Roscoe CSD had a 1:1 program that provided chromebooks to students in grade 7 - 12. To meet the needs of the pandemic school year we expanded the 1:1 program to cover all grade levels. This was an unplanned expansion so after implementation the school identified some issues that should be addressed to improve the program. Those issues include: teachers not having a suitable device at home, difficulty returning devices, and a need for a well defined spare & repair process.

Professional Development Cart

• Provide a cart of devices for teachers to use for Professional Development

• These extra devices would also be available for Teachers to use for remote or offsite purposes as well

Update Wireless Access Points/Expand coverage outside

• Update current Wireless Access Points (WAPs) with an updated model

• Add WAPs outside the building to expand coverage

Spare and Repair Process

• Have adequate spare devices available in the Main Office for day loaners

• Have extra spare devices available in the Library for day loaners & CBT testing spares

Improve Device Returns

• Work with Administration and Faculty to determine the best time to have devices returned.

• Train staff that is responsible for accepting returns with the proper check in process

• Communicate this Plan with Staff & Students

Sustainable Device Purchasing Process

• Purchase Devices on a Schedule According to their support life cycle

• Device Support and Warranty will be in place while the device is assigned to a student

• Devices no longer under support will be used as “loaner” devices

Provide access to relevant and rigorous professional development to ensure educators and leaders are proficient in the integration of learning technologies.

√ All students

Early Learning (Pre-K -3)

Elementary/intermediate

Middle School

High School

Students with Disabilities

English Language Learners

Students who are migratory or seasonal farmworkers, or children of such workers

Students experiencing homelessness and/or housing insecurity

Economically disadvantaged students

Students between the ages of 18-21

Students who are targeted for dropout prevention or credit recovery programs

Students who do not have adequate access to computing devices and/or high-speed internet at their places of residence

Students who do not have internet access at their place of residence

Students in foster care

Students in juvenile justice system settings

Vulnerable populations/vulnerable students

Other

√ Teachers/Teacher Aides

Administrators

Parents/Guardians/Families/School Community

Technology Integration Specialists

Other

Most of this implementation would have to be examined by a year to year comparison of the 1:1 program and rely on feedback from staff and students that encountered these issues in the past. A series of questions will be added to our yearly Technology Survey to collect user feedback on the 1:1program. These survey responses will be used to determine if there are any issues that still need to be addressed or if our current plan adequately addressed issues of past years. Any changes or additions to the 1:1 program will be implemented as needed based on user feedback.

Device return rates can be compared year over year to determine if we addressed the issue to a satisfactory level. Device return issues are expected, but the district intends to limit this as much as possible.

Sustainable Device Purchasing Process can be measured in the amount of, if any, 1:1 devices are purchased outside of the intended schedule.

Action step: Action step — Description; Responsible stakeholder; ‘other’ responsible stakeholder; Anticipated date of completion; anticipated cost

• Action Step 1: Budgeting; Budget for Grade Level 1:1 Purchases; Business Official; IT Department; 07/01/2022; 0

• Action Step 2: Purchasing; Use E-Rate Funds to Purchase Outdoor Wireless Access Points; Business Official; IT Department; 07/08/2022; $7,565.85

• Action Step 3: Implementation; Install Replacement Indoor WAPs; Director of Technology; Maintenance; 08/31/2022; 0

• Action Step 4: Implementation; Install Outdoor WAPs; Director of Technology; Maintenance; 09/30/2022; 0

• Action Step 5: Purchasing; Purchase 1:1 Devices; Business Official; IT Department; 09/01/2022; $30,000

• Action Step 6: Purchasing; Purchase Professional Development Cart and Devices; Business Official; IT Department; 09/01/2022; $10,000.

Enhance Cyber Security

Enhancing Cyber Security will be a continuous goal for the district for the foreseeable future. Roscoe Central School District has made many advances in Cyber Security in recent years, but there will always be room for improvement or more staff training in regards to Cyber Security. Over the next 3 years we plan to focus on these aspects of Cyber Security: National Institute of Standards and Technology (NIST) compliance and the installation of advanced monitoring technologies.

National Institute of Standards and Technology (NIST) compliance

• Roscoe Central School will join with local school district and Sullivan County BOCES to implement software and training to manage aspects of NIST compliance

• Roscoe Staff will attend user groups and collaborate with other districts

• Roscoe’s Technology Department will implement policies, technologies, controls, and settings to improve our NIST compliance

Advanced Monitoring Technologies

• Roscoe Central School will work with the Mid-Hudson Regional Information Center to implement a Checkpoint Infinity NDR

• The Checkpoint Infinity NDR is a security appliance that will monitor network traffic and generate alerts for any suspicious traffic

• The Infinity NDR appliance will be installed in-line so that anomalies can be addressed as they are detected

• This service also allows for monitoring and responses 24/7 which is currently not achievable with our staff limitations

Design, implement, and sustain a robust secure network to ensure sufficient reliable high-speed connectivity for learners, educators, and leaders.

√ All students

Early Learning (Pre-K -3)

Elementary/intermediate

Middle School

High School

Students with Disabilities

English Language Learners

Students who are migratory or seasonal farmworkers, or children of such workers

Students experiencing homelessness and/or housing insecurity

Economically disadvantaged students

Students between the ages of 18-21

Students who are targeted for dropout prevention or credit recovery programs

Students who do not have adequate access to computing devices and/or high-speed internet at their places of residence

Students who do not have internet access at their place of residence

Students in foster care

Students in juvenile justice system settings

Vulnerable populations/vulnerable students

Other

√ Teachers/Teacher Aides

√ Administrators

√ Parents/Guardians/Families/School Community

√ Technology Integration Specialists

Other

Roscoe Central School’s NIST score will be a metric that will be used to determine progress of compliance to NIST standards. When changes are implemented and control recommendations are followed the organization's NIST score will improve year by year. We expect to see a significant improvement in our compliance by year 3 over our current baseline.

The implementation of the Checkpoint Infinity NDR device will be successful when the device is installed, tested, and users are trained on how to use the appliance.

Action step: Action step — Description; Responsible stakeholder; ‘other’ responsible stakeholder; Anticipated date of completion; anticipated cost

• Action Step 1: Budgeting; Budget for NIST Compliance Management; Business Official; Technology Department; 06/30/2022; 0

• Action Step 2: Budgeting; Budget for Checkpoint Infinity NDR; Business Official; Technology Department; 06/30/2022; 0

• Action Step 3: Purchasing: Purchase NIST Compliance Management; Business Official; Technology Department; 07/29/2022; $5,000

• Action Step 4: Purchasing: Purchase Checkpoint Infinity NDR; Business Official; Technology Department; 07/29/2022; $36,0894.

• Action Step 5: Implementation; Install Checkpoint Infinity NDR; Director of Technology; N/A; 08/31/2022; 0

• Action Step 6: Professional Development; NIST Compliance Management Training; Director of Technology; Technology Department; 12/30/2022; 0

• Action Step 7: Collaboration, Work with other districts and BOCES on NIST Compliance Management; Director of Technology; Technology Department; 06/30/2023; 0

• Action Step 8: Implementation; Implement actions based on NIST Compliance Management; Director o fTechnology; Technology Department; 06/30/2025; 0

No

Instructional Technology has become an integral part of education. Students receive instruction, complete & submit assignments, collaborate with classmates, and take assessments all with provided technology. Roscoe Central School Teachers have yearly Technology Goals that are focused on using Instructional Technology to increase student engagement. These goals are updated annually and typically are accompanied by Professional Development.

Computer Based Testing (CBT) allows for a simple assessment process and immediate feedback; as well as real-time adaptive testing. Roscoe Central School uses Data Driven Instruction and Inquiry to identify areas of academic need for individual students. These areas of academic need then determine student learning objectives for upcoming lessons.

Roscoe Students are given a NWEA MAP (Northwest Evaluation Association Measure of Academic Progress) assessment two or three times a year. All students are tested in the Fall and Spring to receive a baseline assessment and measure of progress. Students identified by our AIS (Academic Intervention Services) also take an assessment in the winter to monitor their progress closely.

The results of these assessments allow teachers to tailor lessons and assignments to a student’s specific educational needs. Technology resources can then be utilized to personalize instruction in a classroom setting. A class of students may all be using the same device, but each student may be using a different application, program, or web service that has lessons that align with particular student learning objectives.

Learning “everywhere, all the time” has been a goal in education once that possibility became a reality with the use of technology. This goal became a necessity during the COVID-19 Pandemic.

Device Access

• •       Roscoe CSD completed its implementation of a 1:1 device program with Chromebooks

• •       Devices will be purchased each year for specific grade levels to maintain a sustainable life cycle of dependable devices

• •       The 1:1 implementation will be evaluated yearly to improve its performance. This evaluation will look at the device roll out, stream lining repairs that are both major and minor in nature, student accountability for device operability, and Mobile Device Management (MDM) solutions.

Software/Service Access

• •       Roscoe CSD will maintain a Learning Management System (LMS)

• •       Distance Learning tools will be provided to ensure an adequate learning environment regardless of the physical location of staff or students

• •       OneRoster solutions will be available to simplify access for students and staff

Internet Access

• The infrastructure at Roscoe CSD will be maintained and expanded as needed to provide adequate internet connectivity and network access on campus

• Wireless Access Points (WAPs) will be replaced regularly according to manufacturer guidelines and kept under support & maintenance contracts

• WAPs will be positioned inside & outside of classrooms to adequately accommodate the learning environment. Additional WAPs will be added to address shortcomings that are reported or found through evaluations of the wireless network.

•    Mobile Hotspots will be provided to students that do not have sufficient wireless access at home. The district will keep some Mobile Hotspots on hand and purchase others when the need arises.

Human Capacity

• Staff will receive Professional Development in accordance with Roscoe CSD’s Professional Development Plans. This Professional Development will include technologies used by the district and remote learning strategies

• Staff will be provided the technology they require to perform their job in a remote environment. This can include devices and mobile hotspots.

• Staff will have access to Technology Support to assist with Professional Development

• Staff will have access to Technology Support to assist with hardware and software issues

Infrastructure

• Roscoe CSD will maintain a Network Infrastructure that is compliant with NYS laws and government regulations.

• This Network Infrastructure will be evaluated regularly and expanded when needed

• New technologies will be integrated into the Network Infrastructure as they become available and necessary

• The Network Infrastructure planning will occur in a fashion that highlights interoperability and future expansion. Technology decisions will be made of specific Technologies and not individual products to allow for flexibility.

Partnerships

• Roscoe CSD will continue to work with local BOCES and RICs to increase our ability to meet the educational needs of students and staff

• Regular meetings with the BOCES & RICs will be attended to keep current on technology issues and guidelines

• Vendors will be utilized for any and all resources they can make available. Roscoe CSD works with various vendors and works closely with our contacts at those institutions

• Software providers will also be utilized for their professional development, best practices, and support using their products

• Roscoe CSD will join and contribute to organizations that help further technology in education. Organizations like the Multi State Information Sharing and Analysis Center will be utilized for any resources, services, and knowledge they can make available

The provision of assistive technology to students with disabilities is driven by the Committee on Special Education’s recommendations onI ndividualized Education Plans (IEPs). Additional student needs are addressed on a case by case basis and the proper adaptive technology will be applied to provide the best educational experience possible for every student. This is accomplished with cooperation between the Special Education Department, Student Services, and the IT Department to formulate a needs assessment, implementation plan, implementation, and follow up support. Additionally, when recommended by the Committee on Special Education, a student may receive an Assistive Technology Assessment in order to determine if a technology device or service would assist in providing appropriate access to and participation in the general education curriculum.

For students with disabilities who need additional support beyond the 1:1 devices and universally provided technology provided to all students, specific technology, applications, and/or devices are determined on a case-by-case basis, purchased, and implemented. Teachers use technology toa ddress accessibility and to differentiate, modify, and accommodate the instruction for students with disabilities by assessing student needs, creating a plan of action to address those needs, and then implementing that plan. Roscoe CSD will find the appropriate accommodations to meet student need sand allow participation for all in the general curriculum. This has been provided with the use of remote access for students unable to attend campus, iOS devices with apps tailored to specific student needs (LAMP), iOS

√ 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

√ 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

√ 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 Questions 6a, below

The district does not currently have any ELL/ML Learners enrolled, but the above selected factors indicate the ways that the district would plan to implement these supports if a need arose.

 Yes: In the five most commonly spoke in the district.

√ 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

The district does not currently have any ELL/ML Learners enrolled, but the above selected factors indicate the ways that the district would plan to implement these supports if a need arose.

√ 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 information 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 cell phones, and other devices and connectivity.

√ Provide students a way to protect and charge any devices they are provided with by the district.

√ Replace devices that are damaged or stolen as needed.

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 course work.

√ 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

√ 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

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.

District Technology Leadership: .25

Instructional Support: .5

Technical Support: .5

Totals: 1.25

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.

End User devices; n/a; $30,000; both; BOCES Co-Ser purchase, District Operating Budget, Grants; N/A

Network and infrastructure; Checkpoint Infinity NDR; $6,080; annual; District Operating Budget, E-Rate, Other; MHRIC CoSer

Peripheral devices; replacement Smartboards; annual, District operating Budget; n/a

Instructional and Administrative; cymetric.Caetra.io; $6,000; both; BOCES CoSer

Total: $77,589

Not applicable

Technology Plan Page:

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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 0 Professional Development / Professional Learning

Special Education Instruction and Learning with Technology

Technology Support

Other Topic A

Other Topic B

Other Topic C

N/A

N/A

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