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Technology Plan

2022-2025 Instructional Technology Plan for Green Island Union Free School District

Adopted by: Green Island Union Free School District Board of Education June 2022

I. District LEA Information

District administrator responsible for entering the Instructional Technology Plan data: Dan Kalbfliesh

II. Strategic Technology Planning

District Mission Statement

The mission of the Green Island UFSD is, “Every student will graduate for college, career, and citizenship.” Our Board of Education also has their own mission. It is, “Meeting the needs of every student and supporting them to their maximum potential.”

District Responsibilities

The Board of Education recognizes its responsibility to ensure the district’s administration, faculty, staff, and students have access to up-to-date technological materials and equipment. For the purpose of this document, the term “technology” refers to electronic materials and equipment, and includes, but is not limited to: computers; computer networking; presentation software and hardware; media; distance learning; digital /analog video or still photography; interactive telecommunications, and robotics.

Technology is a tool that facilitates student engagement and efficiency in academic endeavors by providing a cost-effective means of exposing them universally to content and curriculum to which they are not otherwise readily engaged. Our aspiration is to reach students in unique ways that challenge their individual strengths and address their specific learning challenges.

Summary of the Planning Process

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 this Instructional Technology Plan has spanned over the course of 5-6 months and included multiple stakeholders. The administrative team has worked closely with our partners at NERIC to oversee the development of the plan, and our Technology Committee has revisited the plan several times as the plan has come together. At the monthly Technology Committee meetings, goals for the plan were developed and drafts were reviewed before it was submitted to the Superintendent for her review and approval. The Technology Committee includes teachers that span K-12, related service providers, IT, administrators, and a parent. The following timeline was followed with the technology committee:

  1. Jan 11, 2022 – determine timeline
  2. February – rescheduled to March 11, 2022 – determine draft of goals to committee
  3. March 29, 2022 – Share draft of plan to committee

Building Upon the Work from the 2018-2023 Technology Plan

This reiteration of the plan continues to work of the last plan in several ways. When we first came together to determine goals, we did a review of the old plan. We were delighted to find that almost all of the goals were met in some iteration. Stakeholders also recognized that several of the goals had evolved over time and that we could leverage this plan to further their development. For instance, this plan aims to fully complete a 1:1 device program, which is an expansion of Goal #2 (increase student access to technology) from the last plan. Second, it further expands upon using technology to improve communication, which was Goal #4 in the old plan. This time around, two of the four goals related to communication.

The District Instructional Technology Plan & the COVID Pandemic

The district Instructional Technology Plan reflects experiences during the COVID pandemic because of the acceleration of the 1:1 student and teacher device program. It remains critical that all faculty, staff, and students have a device that will meet their instructional needs. As a result, we plan to purchase more devices every year to keep an updated piece of equipment in the hands of our all staff and students. With that being said, part of this goal is to not just purchase devices, but create a program that is sustainable and deliberate in how we purchase devices to meet the needs of our staff and students. These devices provide us with more flexibility for instruction as COVID has forced us to go completely remote or hybrid. COVID has also made communication with stakeholders more complicated as old methods of reaching people are no longer effective or no longer reach the same amount of people it used to reach. Having a varied communication plan and the systems to support this has been a critical change and one that relies more and more on technology.

Becoming a 1:1 District

While the district is not fully 1:1, we are currently 1:1 for all staff and with students in grades 1-12. We hope to purchase devices that will allow Pre-K and K to also be 1:1 in a developmentally appropriate way. We also hope to create a better system for keeping track of inventory so that devices are purchased to replace older devices on a more predictable schedule.

The district plans on becoming fully 1:1 by the 2023-24 school year.

Professional Development & Technology

Please describe the professional development plan for building the capacity of educators and administrators in the attainment of the instructional technology vision (as stated above).

Our Professional Development plan highlights technology as one of its goals. In order to support this, we have increased the number of tools available to our staff and students, as well as an instructional technology coach to help provide workshops, daily support, and turn key training. Our professional development plan also includes support specifically in the areas of our school management system, our MTSS system, Google classroom and other Google for Education products, as well as distance learning and STEAM related technologies (like computer science and robotics). As a member of the Capital Region BOCES MODEL Schools, our faculty/staff are able to participate in a myriad of asynchronous and synchronous training opportunities, as well as borrow materials from their lending library. Our staff annually receives mandated data privacy training and training in technology is part of our new teacher orientation.

III. Goal Attainment

In this new section, the District outlines the extent to which they have achieved, at the local level, goals put forth in the 2010 Statewide Learning Technology Plan.

  1. Digital Content – The District uses standards-based, accessible digital content that supports all curricula for all learners. The district has met this goal:

Significantly

  1. Digital Use – The District’s learners, teachers, and administrators are proficient in the use of technology for learning. The district has met this goal:

Significantly

  1. 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:

Significantly

  1. Leadership – The District Instructional Technology Plan is in alignment with the Statewide Learning Technology Plan vision. The district has met this goal:

Fully

  1. 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:

Significantly

IV. Action Plan – Goal #1

Goal #1: Complete the 1:1 device program and implement a plan to keep student/faculty devices updated. We know that implementing this goal will help us continue to support our ELL and students with special needs, as well as support our learners who are considered economically disadvantaged.

  • NYSED goal that best aligns with this district goal:
    • Develop a strategic vision and goals to support student achievement and engagement through the seamless integration of technology into teaching and learning.
  • Target Student Population(s). Check all that apply.
    • (X) All students
    • (X) Economically disadvantaged students
    • (X) Early Learning (Pre-K – 3)
    • Students between the ages of 18-21
    • (X) Elementary/intermediate
    • Students who are targeted for dropout prevention or credit recovery programs
    • (X) Middle School
    • (X) High School
    • (X) Students who do not have adequate access to computing devices and/or high-speed internet at their places of residence
    • (X) Students with Disabilities
    • (X) 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 section below)
  • Additional Target Population(s). Check all that apply.
    • (X) Teachers/Teacher Aides
    • (X) Administrators
    • Parents/Guardians/Families/School Community
    • Technology Integration Specialists
    • Other
  • Measurement & Evaluation of Goal During/After Implementation (includes 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 by the completion and full implementation of the 1:1 device program by June of 2024. Data collected to review this goal’s progress will be the number of devices in the district, as well as the number of devices scheduled to be replaced. Right now, all students in grades 1-12 have a 1:1 device and all faculty have a device as well. Evidence will be utilized on a monthly basis to monitor implementation, as well as reviewed annually in preparation for purchasing and recycling devices. We will know this goal has been accomplished when our PreK and K students have devices as well as when there is a system put in place for reviewing the inventory of all devices to sustain the 1:1 program.
  • List the action steps that correspond to Goal #1. 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/Collaboration/The IT department will collect any current data on devices and consolidate them into one document that can be used to review and analyze the sustainability of the 1:1 device program. Based on this, they can then suggest a long-range plan to the Administration for device sustainability./Assistant Superintendent/05/31/22/$0
      • Action Step 2/Budgeting/The Business Office will review the needs based on the document created in action step 1 and determine how many devices can be budgeted for based on the needs analysis./Assistant Superintendent/Business Manager/07/01/2022/$0
      • Action Step 3/Implementation/The IT department will review the document monthly to track usage. Annually, the IT department will share an overview with the Technology Committee and Administration./Assistant Superintendent/Technology Assistant/09/30/2022/$0
      • Action Step 4/Purchasing/Purchase additional devices based on the plan to sustain and complete the 1:1 program/Business Official/Assistant Superintendent/06/30/2023/$10,000
  • This question is optional. If more action steps are needed, continue to list the action steps that correspond to Goal #1.
    • Action Step/Action Step – Description/Responsible Stakeholder:/”Other” Responsible Stakeholder/Anticipated date of completion/Anticipated Cost
      • Action Step 5/Professional/Workshops and support for teachers and teaching assistants to learn how to use new devices and how to access applications for support on the devices./Assistant Superintendent/06/30/2023
      • 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)

IV. Action Plan – Goal #2

Goal #2: Upgrade the PA system to integrate with the VOIP phone system to ensure increased security.

  • NYSED goal that best aligns with this district goal:
    Provide technology-enhanced, culturally- and linguistically-responsive learning environments to support improved teaching and learning
  • Target Student Population(s). Check all that apply.
    • (X) 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 section below)
  • Additional Target Population(s). Check all that apply.
    • (X) Teachers/Teacher Aides
    • (X) Administrators
    • Parents/Guardians/Families/School Community
    • Technology Integration Specialists
    • Other
  • Measurement & Evaluation of Goal During/After Implementation (includes 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 based on the completion of the integration of the PA system with the new VOIP phone system. We will know we have met this goal when the system is fully operational so that announcements can be made from anywhere in the building. We will also evaluate this goal based on staying within budget and on time for the completion of this project. Currently, there is only one phone in the district/building that is capable of making an announcement.
  • List the action steps that correspond to Goal #2. 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/Research/Superintendent will receive quotes from vendors./Superintendent/Business Manager/05/31/2022/$0
      • Action Step 2/Communications/Once a quote has been signed off on, the Superintendent or Business Manager will communicate with the Assistant Superintendent and IT Department so that they can support the implementation of the new system./Superintendent/Business Manager/08/01/2022/$0
      • Action Step 3/Purchasing/The appropriate materials and labor will be purchased./Business Official/Superintendent/10/31/2022/$5,000
      • Action Step 4/Implementation/The systems will be integrated and tested for implementation./Business Official/N/A/12/30/2022/$0
  • This question is optional. If more action steps are needed, continue to list the action steps that correspond to Goal #2.
    • Action Step/Action Step – Description/Responsible Stakeholder:/”Other” Responsible Stakeholder/Anticipated date of completion/Anticipated Cost
      • Action Step 5/Professional Development/Faculty and Staff will be trained on how to use the new system./Assistant Superintendent/N/A/03/31/2023/$0
      • 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)

IV. Action Plan – Goal #3

Goal #3: The cameras on the perimeter of the building/campus will be upgraded to enhance security.

  • NYSED goal that best aligns with this district goal:
    Develop a strategic vision and goals to support student achievement and engagement through the seamless integration of technology into teaching and learning.
  • Target Student Population(s). Check all that apply.
    • (X) 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 section below
  • Additional Target Population(s). Check all that apply.
    • (X) Teachers/Teacher Aides
    • (X) Administrators
    • Parents/Guardians/Families/School Community
    • Technology Integration Specialists
    • (X) Other
  • Measurement & Evaluation of Goal During/After Implementation (includes 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 by the successful upgrade to this security feature, as well as how well the work is able to stay on budget and on time.
  • List the action steps that correspond to Goal #3. 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/Research/The Superintendent will collect quotes for the upgrade./Superintendent/Business Official/06/30/2022/$0
      • Action Step 2/Purchasing/The Superintendent and Business Official will decide which quotes to act upon, as well as the timeline for the work./Superintendent/Business Official/07/29/2022/$0
      • Action Step 3/Purchasing/The materials/labor needed will be purchased./Business Official/N/A/07/29/2022/$6,000
      • Action Step 4/Implementation/The new cameras will be tested for fidelity in collaboration with the administration and appropriate office and maintenance staff./Business Official/Superintendent/09/30/2022/$0
  • This question is optional. If more action steps are needed, continue to list the action steps that correspond to Goal #3.
    • Action Step/Action Step – Description/Responsible Stakeholder:/”Other” Responsible Stakeholder/Anticipated date of completion/Anticipated Cost
      • Action Step 5/Professional Development/Those who have access to the cameras will receive a training on how to appropriately use them/Business Official/Superintendent/11/30/2022/N/A
      • 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)

IV. Action Plan – Goal #4

Goal #4: Technology will be used to increase communication with the student body, faculty/staff, and parents/guardians through further development of the morning announcements and the implementation of a district-wide communications platform.

  • NYSED goal that best aligns with this district goal:
    Develop a strategic vision and goals to support student achievement and engagement through the seamless integration of technology into teaching and learning.
  • Target Student Population(s). Check all that apply.
    • (X) 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 section below)
  • Additional Target Population(s). Check all that apply.
    • (X) Teachers/Teacher Aides
    • (X) Administrators
    • (X) Parents/Guardians/Families/School Community
    • (X) Technology Integration Specialists
    • Other
  • Measurement & Evaluation of Goal During/After Implementation (includes 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 quarterly surveys and the climate survey that is implemented annually to all stakeholders. In parent forums and small group meetings conducted during the Fall and Winter of 2021-22, parents continually have brought up the issue of communication. This is also true of focus groups of faculty/staff and students. We will use these surveys to measure the effectiveness of this goal over time.
  • List the action steps that correspond to Goal #4. 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/Collaboration/Several stakeholder groups will meet to review tools and ideas that can be implemented to increase communication amongst stakeholder groups. These groups include administration, the Impact Team, parents and student focus groups, the Technology Committee, the IT department, our communication specialist, and Elementary/High School student councils./Assistant Superintendent/N/A/06/30/2022/$300
      • Action Step 2/Planning/The Assistant Superintendent will coordinate the results of these meetings with the professional development plan, the school improvement plans, and the administrative teams goals so that appropriate resources are secured and that a detailed plan of action steps will be shared with all parties./Assistant Superintendent/Communication Specialist/08/31/2022/$0
      • Action Step 3/Purchasing/A district-wide communications platform will be purchased, as well as any other devices or equipment that will be necessary for the implementation of this plan./Assistant Superintendent/Business Official/08/31/2022/$4,000
      • Action Step 4/Professional Development/Faculty will be trained on how to use the new communications platform and any other products/processes/Assistant Superintendent/Principal/12/30/2022/$0
  • This question is optional. If more action steps are needed, continue to list the action steps that correspond to Goal #4.
    • Action Step/Action Step – Description/Responsible Stakeholder:/”Other” Responsible Stakeholder/Anticipated date of completion/Anticipated Cost
      • Action Step 5/Communications/A communications campaign will be implemented to highlight these new changes to all stakeholders./Assistant Superintendent/Communications Specialist/12/30/2022/$0
      • Action Step 6/Evaluation/As part of the quarterly surveys to students/faculty/parent s/guardians, at least one question will aim to evaluate the impact of these changes to the communications through the use of technology. The results will be shared with stakeholders and used to refine the system developed throughout the year./Assistant Superintendent/Principal/06/30/2023/$0
      • Action Step 7/(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)

IV. Action Plan – Goal #5

Goal #5: Expand our use of distance learning through the creation of two additional distance learning capable classrooms.

  • NYSED goal that best aligns with this district goal:
    Develop a strategic vision and goals to support student achievement and engagement through the seamless integration of technology into teaching and learning.
  • Target Student Population(s). Check all that apply.
    • (X) All students
    • (X) 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
    • (X) 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 section below)
  • Additional Target Population(s). Check all that apply.
    • (X) Teachers/Teacher Aides
    • Administrators
    • Parents/Guardians/Families/School Community
    • Technology Integration Specialists
    • (X) Other
  • Measurement & Evaluation of Goal During/After Implementation (includes 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 using the following tools/metrics:
      • number of distance learning courses supported during the school year for grades 9-12 during each year of the plan
      • the purchase and set up of two distance learning units by Fall of 2022
    • List the action steps that correspond to Goal #5. 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/Budgeting/Complete and submit the Smart Schools Investment Plan for classroom learning technology./Superintendent/None/07/01/2022/$20000
        • Action Step 2/Infrastructure/Complete the installation of new equipment./Business Official/None/09/01/2022/$0
        • Action Step 3/Planning/Create a master schedule that supports the supervision of the distance learning lab and sign up to receive or host classes./Building Principal/Assistant Superintendent/09/01/2022/$0
        • Action Step 4/Policy/Protocols/Work with the Union leadership to develop a distance learning stipend to encourage teachers to offer courses in this mode./Superintendent/None/09/01/2022/$0
  • This question is optional. If more action steps are needed, continue to list the action steps that correspond to Goal #5.
    • Action Step/Action Step – Description/Responsible Stakeholder/”Other” Responsible Stakeholder/Anticipated date of completion/Anticipated Cost
      • Action Step 5/Professional Development/Schedule professional development to learn how to use the distance learning labs, as well as how to better support students through this mode of teaching./Assistant Superintendent/(No Response)/06/30/2022/0
      • Action Step 6/Implementation/Support teachers and students in their participation of the lab as dictated by the master schedule./Assistant Superintendent/Building Principal/06/27/2025/0
      • 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)

V. NYSED Initiatives Alignment

Using Instructional Technology to Support Academic Standards Attainment & Performance for Students

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.

We aim to use instructional technology as one way to help our students and community overcome sociological factors that impede their academic performance. With increased access and use of instructional technology, we will be able to better differentiate instruction to address certain deficits, particularly in reading and math instruction. The use of instructional technology will allow us to open up opportunities for our students to both explore curricular concepts, but also engage in places and ideas that would otherwise be outside of their ability to connect without said technology. Our ability to integrate technology into teaching and learning throughout the district (e.g. distance learning) will allow students and teachers to engage regardless of the mode of their instruction or their socio-economic level. The use of the 1:1 devices will also open up the opportunity for multiple pathways to learning for all stakeholders, including credit recovery, asynchronous classes, college in the high school classes, synchronous learning opportunities, special event nights learning about new and exciting technology, and distance learning classes. Technology will also serve as a way to help keep our students safe while at the same time increasing engagement with the greater community in learning.

Implementation of Strategies to Address the Need to Provide Equitable Learning “Everywhere, All the Time” (National Technology Plan)

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.

In the short term, we have continually communicated with our stakeholder groups about what support is available to them if they need help with their district-owned device or need help acquiring internet access off campus. The District currently sustains five kajeet hotspots that can be borrowed by stakeholders to use at home and any available connectivity funding that could benefit individual families is also shared in our weekly newsletter as well as on our website. We have also recently hired a Director of Equity to support the equitable access to instruction and learning. In the long term, we hope to use the goals in this plan to increase the sustainability of our 1:1 device program, expand the distance learning program, and use those resources to support growth in other areas, such as before and after school clubs, summer enrichment, summer school, and family events. We hope to use our website as a hub to coordinate resources for families that may need help but don’t know where to go. We will also use the 1:1 device program, as well as the communication goal to continually review the infrastructure, human capacity, and procedures that are put into place to support equitable learning “everywhere, all the time.”

Differentiating Instructional Technology to Support the Individual Learning Needs of Students with Disabilities

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.

Students with disabilities benefit greatly from the use of instructional technology as well as assistive technology devices and services in order to participate in the general education curriculum. Instructional technology is used to fulfill our aim of having all our students participate fully in the general education curriculum. Some examples of this is the use of instructional technology to differentiate readings, assignments, and make modifications when appropriate. With a 1:1 device, these students are also able to communicate discreetly and immediately with the teacher they are working with when they need help or have a question. These devices also allow students to have text read to them, as well as the ability to highlight certain areas of the screen, color code, and much more! Assistive technology such as auditory trainers, microphones, and others are provided as applicable to students. In addition, students have the ability to work remotely if in quarantine or a similar situation. Distance Learning will open up opportunities to all our students, including those with disabilities, by allowing us to expand our course offerings to students in the secondary school.

Utilizing Instructional Technology to Address the Needs of Students with Disabilities

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.

  • (X) 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 privateonline video channel).
  • (X) 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.
  • (X) Text to speech and/or speech to text software is utilized to provide increased support for comprehension of written or verbal language.
  • (X) Assistive technology is utilized.
  • (X) Technology is used to increase options for students to demonstrate knowledge and skill.
  • (X) Learning games and other interactive software are used to supplement instruction.
  • Other (please identify in Question 4a, below)

Professional Development Opportunities for Teachers of Students with Disabilities

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.

  • (X) Technology to support writers in the elementary classroom
  • (X) Technology to support writers in the secondary classroom
  • Research, writing and technology in a digital world
  • Enhancing children’s vocabulary development with technology
  • (X) Reading strategies through technology for students with disabilities
  • (X) Choosing assistive technology for instructional purposes in the special education classroom
  • (X) Using technology to differentiate instruction in the special education classroom
  • (X) Using technology as a way for students with disabilities to demonstrate their knowledge and skills
  • (X) Multiple ways of assessing student learning through technology
  • (X) Electronic communication and collaboration
  • (X) Promotion of model digital citizenship and responsibility
  • (X) Integrating technology and curriculum across core content areas
  • (X) Helping students with disabilities to connect with the world
  • Other (please identify in Question 5a, below)

Utilizing Instructional Technology to Address the Needs of English Language Learners

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.

  • (X) 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).
  • (X) 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.
  • (X) Text to speech and/or speech to text software is utilized to provide increased support for comprehension of written or verbal language.
  • (X) Home language dictionaries and translation programs are provided through technology.
  • (X) Hardware that supports ELL student learning, such as home-language keyboards, translation pens, and/or interactive whiteboards, is utilized.
  • (X) 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.
  • (X) Learning games and other interactive software are used to supplement instruction.
  • Other (Please identify in Question 6a, below)

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.

No

Professional Development Opportunities for Teachers of English Language Learners

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.

  • (X) Technology to support writers in the elementary classroom
  • (X) Technology to support writers in the secondary classroom
  • Research, writing and technology in a digital world
  • (X) Writing and technology workshop for teachers
  • (X) Enhancing children’s vocabulary development with technology
  • (X) Writer’s workshop in the Bilingual classroom
  • (X) Reading strategies for English Language Learners
  • Moving from learning letters to learning to read
  • (X) The power of technology to support language acquisition
  • (X) Using technology to differentiate instruction in the language classroom
  • (X) Multiple ways of assessing student learning through technology
  • (X) Electronic communication and collaboration
  • (X) Promotion of model digital citizenship and responsibility
  • (X) Integrating technology and curriculum across core content areas
  • (X) Web authoring tools
  • Helping students connect with the world
  • (X) The interactive whiteboard and language learning
  • (X) Use camera for documentation
  • Other (please identify in Question 8a, below)

Utilizing Instructional Technology to Address the Needs of Students Experiencing Homelessness and/or Housing Insecurity

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.

  • (X) McKinney-Vento information is prominently located on individual school websites, as well as the district website.
  • (X) If available, online/enrollment is easily accessible, written in an understandable manner, available in multiple languages and accessible from a phone.
  • (X) Offer/phone/enrollment as an alternative to/in-person/enrollment.
  • (X) Set enrollment forms to automatically provide the McKinney-Vento liaison with contact information for students who indicate possible homelessness and/or housing insecurity.
  • (X) 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.
  • (X) Provide/students/experiencing homelessness/and/or housing insecurity with tablets or laptops, mobile hotspots, prepaid cell phones, and other devices and connectivity.
  • (X) Provide students a way to protect and charge any devices they are provided/with/by the district.
  • (X) 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.
  • (X) 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.
  • (X) 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.
  • (X) 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).
  • (X) 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.
  • (X) 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.
  • (X) Adjust assignments/to be completed successfully using/only/the/resources students have available.
  • Provide online mentoring programs.
  • (X) 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.
  • (X) Make sure technology/support is offered in multiple languages.
  • Other (Please identify in Question 9a, below)

Utilizing Instructional Technology to Facilitate Culturally Responsive Instruction & Learning Environments

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.

  • (X) 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.
  • (X) The district uses instructional technology to facilitate classroom projects that involve the community.
  • (X) 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.
  • (X) The district uses instructional technology to assist in varying teaching approaches to accommodate diverse learning styles and language proficiencies.
  • (X) 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.
  • (X) The district uses instructional technology to facilitate collaborative classroom projects among heterogeneous student groups.
  • Other (please identify in Question 10a, below)

IV. Administrative Management Plan

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/1.00
  • Instructional Support/0.10
  • Technical Support/1.40
  • Totals:/2.50

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. End User Computing Devices/N/A/15,000/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/N/A
  2. Peripheral Devices/Labor for installment of hardware/6,030/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
  3. Instructional and Administrative Software/NA/6,000/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/N/A
  4. Network and Infrastructure/Labor for installment of hardware or software, as well as the purchase of distance learning equipment/26,000/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

Totals: $53,030

Additional Questions

  1. Has the school district provided for the loan of instructional computer hardware to students legally attending nonpublic schools pursuant to Education Law, section 754?
    A: N/A
  1. 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

  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.
  • (X) 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
  1. 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/Dan Kalbfliesh/Assistant Superintendent/dkalbfliesh@greenisland.org/• 1:1 Device Program Active Learning Spaces/Makers paces 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
  1. 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.
  • 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/Makers paces 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
  • 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/Makers paces 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
  • 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/Makers paces 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