Weedsport Central School District Instructional Technology Plan 2022 - 2025

Section I – District LEA Information

What is the name of the district administrator responsible for entering the Instructional Technology Plan data?
Melinda Ervay
What is the title of the district administrator responsible for entering the Instructional Technology Plan data?
Assistant Superintendent

Section II – Strategic Technology Planning

What is the overall district mission?
Recognizing that learning is a life-long process and that all students can learn, the Weedsport Central School Community is committed to providing and promoting an environment that: encourages students to reach their maximum level of achievement, guides students to become respectful, resourceful, and responsible learners, and prepares students for challenges and demands of our ever changing world.
What is the vision statement that guides instructional technology use in the district?
Our vision for the Weedsport Central School District is to realize the potential, capacity and productive application of digital technology for students, faculty, staff and parents. An innovative educational community will foster an environment that:
- Provides robust and targeted professional development opportunities to leverage teacher capacity
- Provides equitable access and opportunity to all students
- Utilizes efficient & effective communication within the school community
- Delivers intentional and integrated instruction to build digital competence in students
- Provides transformative student experiences that use technology to foster creativity, collaboration, communication, and critical thinking
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.

A committee of Weedsport Central School District faculty, including administrators, teachers, and a Board of Education member, meet on a quarterly basis to discuss the specific technology needs of our district. The technology committee addresses and prioritizes hardware and software requests, identifies professional development needs, supports technology curriculum mapping, and serves to implement the vision of technology integration within our school.

Technology Committee Members:
Melinda Ervay. Director of Curriculum, Instruction and Assessment
Chuck Roach, Director of Operations and Technology Infrastructure
Timothy Cowin, Jr., Elementary Principal
Sherri Monell, Jr.-Sr. High Principal
Wendy Bannister, Board of Education Member
Aja Hahn, Jr.-Sr. High Librarian
Cara DeJohn, Business/Technology Teacher
Brian Gates, Technology Teacher
Lisa Mabbett, Elementary STEM Teacher
Teneka Harmon, Elementary Special Education Teacher
Chris Colburn, LAN Technician
Jonathan Schillace, BOCES Technology Integration Specialist
Karen Schaub, BOCES Technology Integration Specialist
To develop the District’s Instructional Technology Plan, the following has occurred:

September 2021: A sub subcommittee of the Technology Committee started to meet on a bi-weekly basis to address the ongoing technology needs in the District. Preliminary work on the Instructional Technology Plan, such as reviewing District priorities and needs, took place at these meetings as well. This committee consists of the Assistant Superintendent of Instruction, Director of Technology Infrastructure, Jr.-Sr. HS Librarian, LAN Technician, and BOCES Technology Integration Specialists.
Each school year the Weedsport Central School District develops and distributes a Professional Development Survey which includes a technology needs component. The results of this survey provide input from District Staff that supports the development of the annual Professional Develop plan as well as the District’s Technology Plan.
February 15, 2022: Weedsport Technology Subcommittee attended a BOCES meeting to review Technology Plan information and guidance as well as NYS 2022-2025 ITP Resources for Districts.
February 23, 2022: The entire Technology Committee reviewed the 2018-2021 Weedsport Instructional Technology Plan, District Mission Statement and District priorities, as well as guidance for the 2022-2025 plan.
March 15, 2022: The entire Technology Committee used the information gathered in the previous meeting to work in small groups to develop our goals for the 2022-2025 plan as follows:
- Review Technology Integration Models
- Visioning Instructional Technology in Weedsport
- Review Existing Goals and Action Steps
- Create three goals for 2022-2025 Tech Plan
- Small group work to create action steps
March 24, 2022: Technology Committee met to refine goals and action step to input into plan.

How does the district’s Instructional Technology Plan build upon, continue the work of, and improve upon the previous three-year plan?

This year the Technology Committee was able to directly relate the 2022-2025 plan to previous technology goals which directly connected to Weedsport Central Schools district priorities. The committee also took into account the increased need for technology that was quickly infused into the District due to Covid-19 pandemic. The immediate need for more technology during Covid-19 helped the District achieve some technology goals at a faster pace, such as 1:1 devices for students yet slowed the progress of other goals such as technology curriculum development and professional development for staff. Due to these factors, the committee has a clear picture of where we need to continue to improve as a District in terms of a Technology Plan.

During committee meetings, stakeholders were asked to dissect the previous Technology Plan and again determine progress, strengths and areas of improvement based on the 2018-2021 plan.

While the committee kept the same basic overarching goals that address the following:

Standards, programming and instruction
Professional development
Systems and procedure to distribute and track hardware/software in the District

They determined the previous action steps were too broad and needed to be further defined while also taking into account additional needs due to the set back of the Covid-19 pandemic.

How does the district Instructional Technology Plan reflect experiences during the COVID pandemic?

The Covid-19 pandemic has thrust our District forward in terms of meeting the basic technology needs of our students but more importantly opened our eyes to the additional possibilities of making technology accessible to students and families outside of the classroom walls.

Goal 1 addresses the need to better align the technology curriculum as well as enhance instructional delivery and practices that meet the needs of our students, not only to address the ever changing world but to also meet the needs of the new NYS computer Science Standards. The Covid pandemic has required students to demand the need for technology proficiency that should now be weaved into the everyday instruction that occurs throughout the school day. In order to meet these needs, our plan addresses the following:

Developing a clear technology scope and sequence to identify and deliver foundational and prerequisite skills for students as they progress through
school.
Enhance student experiences that were lost during the COVID pandemic, specifically as they relate to rich technology experiences.

Goal 2 addresses the need for continued professional growth for teachers, administrators and staff. During the pandemic not only were students thrust into a world relying on more technology, school staff was as well. This experience made us realize that we must continue to move forward to meet the needs of our students based on our increased technology expectations that continue are now more present in the in-person classroom. Our plan addresses the following:

Provide teachers with Professional Development to not only remain current and aligned with student technology needs as they pertain to foundational and prerequisite skills for students, but to also provide teachers with continuous growth toward a transformative level of technology integration in their classrooms.

Goal 3 addresses the importance of maintaining and distributing hardware and software within the District to ensure fiscal responsibility, curriculum alignment and technology safety and security. With the increased need for hardware over the last 2 years, it is important to have clear procedures in place to maintain the life of devices within the district. In addition, there have been more and more requests from teachers for software and application use in the classroom. This plan addresses the need to put a process in place so teachers can request software while ensuring the software meets the needs of students and aligns to NYS learning standards. The COVID pandemic has also caused an increased need for security to thwart breaches to our technology infrastructure. Policies and procedure for ensuring our District is Ed Law 2D compliant are included in our plan as well.

Is your district currently fully 1:1?

Yes.

Please describe the professional development plan for building the capacity of educators and administrators in the attainment of the instructional technology vision as stated in response to question 2.

Weedsport is currently developing its professional development plan for the 2022-2023 school year. This plan will include the need for technology professional development as it relates to Goal 2 of the 2022-2025 Technology Plan:
The WCSD will provide continuous and responsive professional development to staff to improve the integration of instructional technology. Using a technology integration framework, such as the Technology Integration Matrix, professional development and training will promote incremental and continuous growth towards a transformative level of technology integration for the 5 characteristics of the classroom environment (active, collaborative, constructive, authentic, goal-directed).
Weedsport Central Schools has recently filed a SSIP to apply for a second round of SSBA funding. Question 8 in the Classroom Learning Technology section, aligns with Goal 2 of the 2022-2025 Technology Plan as follows:

Based on annual feedback derived from technology needs assessment, Weedsport Central School District initiated a district-wide immersion in use of the Google Workspace with the help of a regional consultant – BOCES technology integration specialist – and continues to foster growth in this regard. While the District is aware that professional development costs are not eligible for Smart School Bond Act reimbursement, we will continue to work internally with a core group of administrators and teachers and allow/encourage them to attend regular Professional Development in changing instructional pedagogy and using technological tools to redefine teaching and learning. These staff exemplars are serving as pathfinders and, in subsequent years as more teachers transition to broad based use of technology in their instructional approach, teachers will be required to have the same Professional Development. Professional development on using Google Workspace apps, online tools and assessments, interactive whiteboard technology, and Chromebooks/iPads will continue to be offered in multiple modes: embedded peer support led by our technology integration specialist and the Library Media Specialists, offering regular and frequent hands-on workshops locally and regionally, webinar and in-person trainings for online tools and assessments, and supporting teachers endeavors to become Google Certified Educators. The District recognizes the critical relationship between professional development and the successful integration of these devices in instruction and learning.

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.

1. Digital Content – The District uses standards-based, accessible digital content that supports all curricula for all learners.
The district has met this goal: Moderately
2. Digital Use – The District’s learners, teachers, and administrators are proficient in the use of technology for learning.
The district has met this goal: Moderately
3. Digital Capacity and Access – The District’s technology infrastructure supports learning and teaching in all of the District’s environments.
The district has met this goal: Fully
4. Leadership – The District Instructional Technology Plan is in alignment with the Statewide Learning Technology Plan vision.
The district has met this goal: Moderately
5. Accountability – District-level information is posted on the District website, is easy to access, and is easily understood. Information provided includes the results achieved by the District in their efforts to enable students to build knowledge, master skills, and grasp opportunities for a better life.
The district has met this goal: Moderately

IV. Action Plan – Goal 1

Enter Goal 1 below:
The Weedsport Central School district will expand its instructional technology initiative to create an intentional and comprehensive program that integrates meaningful technology into the classroom and prepares Weedsport students for career and college readiness. Through the implementation of a progressive, skill based curriculum, that aligns to the NYS Computer Science Standards, that emphasizes digital citizenship, technical competence, and fosters rich student experiences through transformative technology integration, our students will be prepared for the demands of an ever changing digital world.
Select the 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.
×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 (please identify in Question 3a, below)
Additional Target Population(s). Check all that apply.
×Teachers/Teacher Aides
×Administrators
×Parents/Guardians/Families/School Community
×Technology Integration Specialists
Other
How will this instructional technology goal be measured and evaluated during and after implementation? Be sure to include any tools and/or metrics that are part of this evaluation process. Examples might be formative data, local, state, and/or national LEA benchmarks, metrics from instructional software, other technology evaluation programs, etc.
Goal Accomplishment:

Students can use technology proficiently and fluently to demonstrate their understanding of classroom content.
A survey is created to assess student technology skill strengths and needs.
A curriculum map document is created that outlines the scope and sequence of technology skills and the computer science and digital fluency standards.
Professional development sessions have been hosted for each grade level team.
Evidence:
Student skill assessment data by grade level

Application user data (Nearpod, typing software, etc.)
List the action steps that correspond to Goal #1 from your answer to Question 1, above. All cells in the table must be populated. If you have less than four action steps for this goal, you must enter N/A into columns two, three, four, five, and seven, and choose June 30, 2021 in the date column for all unneeded rows in the table.

	Action Step	Action Step – Description	Responsible Stakeholder	‘Other’ Responsible Stakeholder	Anticipated date of completion	Anticipated Cost
Action Step 1	Evaluation	Use teacher feedback data to evaluate current technology curriculum in order to assess student skill progression and address any deficits	Curriculum and Instruction Leader	Building Principal, Technology Committee	06/30/2023	0
Action Step 2	Planning	Develop a district wide curriculum map that outlines the progression of age appropriate student technology skills and aligns with the New York State Computer Science & Digital Fluency standards.	Curriculum and Instruction Leader	Library Media Specialist, Instructional Technology Coach, Classroom Teachers	03/02/2024	0
Action Step 3	Professional Development	Conduct targeted, grade level professional development to deepen the capacity of classroom teachers and create an instructional plan that addresses the expectations of the curriculum map.	Instructional/PD Coach	Curriculum and Instruction Leader, Instructional Technology Coach	06/30/2025	5,000
Action Step 4	Curriculum	Enhance and expand enrichment opportunities for students through students through the implementation of technology-related clubs (Robotics, STEM, Esports)	Building Principal	Curriculum and Instruction Leader	06/30/2023

This question is optional.
If more action steps are needed, continue to list the action steps that correspond to Goal #1 from your answer to Question 1, above.

	Action Step	Action Step – Description	Responsible Stakeholder	“Other” Responsible Stakeholder	Anticipated date of completion	Anticipated Cost
Action Step 5	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)
Action Step 6	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)
Action Step 7	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)
Action Step 8	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)

IV. Action Plan – Goal 2

Enter Goal 2 below:
The WCSD will provide continuous and responsive professional development to staff to improve the integration of instructional technology. Using a technology integration framework, such as the Technology Integration Matrix, professional development and training will promote incremental and continuous growth towards a transformative level of technology integration for the 5 characteristics of the classroom environment (active, collaborative, constructive, authentic, goal-directed).
Select the NYSED goal that best aligns with this district goal.
Provide access to relevant and rigorous professional development to ensure educators and leaders are proficient in the integration of learning technologies
Target Student Population(s). Check all that apply.
×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 (please identify in Question 3a, below)
Additional Target Population(s). Check all that apply.
×Teachers/Teacher Aides
×Administrators
×Parents/Guardians/Families/School Community
×Technology Integration Specialists
Other
How will this instructional technology goal be measured and evaluated during and after implementation? Be sure to include any tools and/or metrics that are part of this evaluation process. Examples might be formative data, local, state, and/or national LEA benchmarks, metrics from instructional software, other technology evaluation programs, etc.
Goal Accomplishment:

Throughout the implementation of goal 2, we will be providing professional development and training while assessing teacher efforts working toward transformation use of instructional technology.
Action steps will be continuously reviewed and adapted based on need of the district
When teachers are proficient in the use of instructional technology and are able to provide transformative learning experiences for students
Evidence:
We will collect exit surveys after professional development and training sessions to identify future needs
We will collect teacher responses from self-evaluating surveys to determine how teachers view their use of instructional technology

Evaluations from teacher observations, self-evaluating surveys
List the action steps that correspond to Goal #2 from your answer to Question 1, above. All cells in the table must be populated. If you have less than four action steps for this goal, you must enter N/A into columns two, three, four, five, and seven, and choose June 30, 2021 in the date column for all unneeded rows in the table.

	Action Step	Action Step – Description	Responsible Stakeholder	‘Other’ Responsible Stakeholder	Anticipated date of completion	Anticipated Cost
Action Step 1	Research	The technology committee will research and select a technology integration framework that is developmentally appropriate for the district	Curriculum and Instruction Leader	Instructional Technology Coach	12/31/2022	0
Action Step 2	Planning	A district wide strategy will be developed for how to implement the technology integration model by integrating it into trainings, professional development, and teacher evaluations *Teachers develop a personal/professional goal to implement in one area.	Curriculum and Instruction Leader	Instructional Technology Coach	06/30/2023	0
Action Step 3	Professional Development	Professional development on technology integration framework is provided and the model begins to be incorporated into trainings related to new technology tools with focus on transformational integration	Instructional/PD Coach	Instructional Technology Coach	09/30/2023	0
Action Step 4	Professional Development	Teachers follow-up with instruction Technology Integration Specialists Quarterly to check-in and request support when needed	Instructional Technology Coach	Building Principals	09/30/2023

This question is optional.
If more action steps are needed, continue to list the action steps that correspond to Goal #2 from your answer to Question 1, above.

	Action Step	Action Step – Description	Responsible Stakeholder	“Other” Responsible Stakeholder	Anticipated date of completion	Anticipated Cost
Action Step 5	Evaluation	Teachers self-evaluate on an annual basis of progress toward transformational integration	Classroom Teacher	Technology Integration Coach	06/30/2024	0
Action Step 6	Evaluation	Technology Integration Specialist(s) and Instructional coaches evaluate teacher responses and progress of plan implementation annually to improve integration of technology	Instructional Technology Coach	Instructional/PD Coach	09/30/2024	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)

IV. Action Plan – Goal 3

Enter Goal 3 below:
Develop a formal process for requesting and approving district software and online subscriptions that is compliant with NYSED Law 2d and curriculum guidelines that are used among elementary grade levels, high school departments, and district staff.
Select the NYSED goal that best aligns with this district goal.
Increase equitable access to high-quality digital resources and standards based, technology-rich learning experiences
Target Student Population(s). Check all that apply.
×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 (please identify in Question 3a, below)
Additional Target Population(s). Check all that apply.
×Teachers/Teacher Aides
×Administrators
×Parents/Guardians/Families/School Community
×Technology Integration Specialists
Other
How will this instructional technology goal be measured and evaluated during and after implementation? Be sure to include any tools and/or metrics that are part of this evaluation process. Examples might be formative data, local, state, and/or national LEA benchmarks, metrics from instructional software, other technology evaluation programs, etc.
Goal Accomplishment:
Employees will be able to identify and request approved software for use by grade levels and district.
Evidence:

Document district software approval process for Weedsport School District.
Listing of approved software/websites for Weedsport School District and BOCES (Cayuga County).

Feedback from staff/department heads on accessibility of district software listing and approval process.
List the action steps that correspond to Goal #3 from your answer to Question 1, above. All cells in the table must be populated. If you have less than four action steps for this goal, you must enter N/A into columns two, three, four, five, and seven, and choose June 30, 2021 in the date column for all unneeded rows in the table.

	Action Step	Action Step – Description	Responsible Stakeholder:	“Other” Responsible Stakeholder	Anticipated date of completion	Anticipated Cost
Action Step 1	Policy/Protocols	Develop and document a formal process for approvals of requested software/websites for the grade levels/district	Director of Technology	Curriculum and Instruction Leader	06/30/2 023	0
Action Step 2	Collaboration	Work with ES grade level chairs, HS Dept heads, and Cayuga-Onondaga BOCES on a list of approved software, extensions and/or websites that are currently available and meet NYSED Law 2d guidelines as well as align with the district’s curriculum objectives. Review the listing to identify if the software and/or websites meet the NYSED Law 2d and curriculum guidelines to be used by Weedsport School District.	Instructional Technology Coach	Curriculum and Instruction Leader	06/30/2024	0
Action Step 3	Communications	Create and implement a site for district employees to access approved software lists that meets the NYS Ed Law 2d and curriculum guidelines.	Director of Technology	N/A	06/30/2024	0
Action Step 4	Professional Development	Identify and implement training to staff members that require professional development in support of approved software that aligns with grade level curriculum	Instructional/PD Coach	Instructional Technology Coach	06/30/2025	5,000

This question is optional.
If more action steps are needed, continue to list the action steps that correspond to Goal #3 from your answer to Question 1, above.

	Action Step	Action Step – Description	Responsible Stakeholder:	“Other” Responsible Stakeholder	Anticipated date of completion	Anticipated Cost
Action Step 5	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)
Action Step 6	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)
Action Step 7	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)
Action Step 8	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)	(No Response)

V. NYSED Initiatives Alignment

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.
Not only has Weedsport Central Schools adopted resources and programs that contain digital components for access to students via technology, we are committed to providing transformative student experiences that use technology to foster creativity, collaboration, communication, and critical thinking. Our District has adopted The Technology Integration Matrix, created at the University of South Florida, to use as a framework for building capacity within our District staff to provide students with deep and meaningful technology integration experiences.
Through the use of SSBA and Federal COVID Funds, Weedsport Central Schools is committed to providing our teachers with current technologies, such as laptops, Interactive DELL Boards and Google Workspace for Education Plus, to facilitate their practice.
Students at Weedsport Central School currently have access to 1:1 Chromebooks so they are able to demonstrate understanding of skills and concepts while in or out of the physical school building. Students also have access to Google Workspace for Education Plus which allows them various tools to foster creativity, collaboration, communication, and critical thinking.
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.
Currently all Weedsport students have access to a 1:1 Chromebook that is available to students in and out of school. When needed, we partner with our local BOCES to assign mi-fi hotspot devices to students and provide them with internet access through Verizon. Weedsport Central Schools has invested in device insurance that covers all damage, including accidental, to remove financial burdens on families if devices are damaged. Weedsport Central School has remained up to date with infrastructure upgrades with an internet bandwidth of 150 Mbps meets all necessary requirements. The majority of our digital curriculum is continually updated and maintained through Google Classroom so content is available to our students at all times. We will continue to provide teachers, students and families with the necessary tools to continue to access technology that will enhance learning and communication.
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.
Weedsport Central School provides a 1:1 Chromebook to all students in the District, however, we have found that some students with disabilities can more easily access work through the use of an iPad. We have also purchased an adaptive touch pad to accommodate a students physical restrictions. Most recently, Weedsport Central School has purchased the Read and Write software program. Read and Write software is an academic support tool that offers help with everyday tasks like reading text out loud, understanding unfamiliar words, researching assignments and proofing written work. In addition, we have purchased audio books through Learning Ally and Overdrive to make content accessible to our students. Special Education teachers have full access to all digital tools that accompany purchased instructional resources. Many of these digital tools allow teachers to scaffold instruction as well as access off grade level resources if needed. Most recently Weedsport Central Schools has applied for SSBA funds to provide all learning spaces in the District with interactive white boards. These boards will allow teachers to accommodate differentiated learning styles while allowing teachers to provide students with immediate instructional feedback.
How does the district utilize technology to address the needs of students with disabilities to ensure equitable access to instruction, materials, and assessments? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
Class lesson plans, materials, and assignment instructions are available to students and families for “anytime, anywhere” access (such as through
a class website or learning management system).
Direct instruction is recorded and provided for students to access asynchronously (such as through a learning management system or private
online video channel).
×Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or written instruction or content.
×Text to speech and/or speech to text software is utilized to provide increased support for comprehension of written or verbal language.
×Assistive technology is utilized.
×Technology is used to increase options for students to demonstrate knowledge and skill.
×Learning games and other interactive software are used to supplement instruction.
Other (please identify in Question 4a, below)
Please select the professional development that will be offered to teachers of students with disabilities that will enable them to differentiate learning and to increase student language and content learning through the use of technology. Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
Technology to support writers in the elementary classroom
Technology to support writers in the secondary classroom
Research, writing and technology in a digital world
×Enhancing children’s vocabulary development with technology
×Reading strategies through technology for students with disabilities
×Choosing assistive technology for instructional purposes in the special education classroom
×Using technology to differentiate instruction in the special education classroom
×Using technology as a way for students with disabilities to demonstrate their knowledge and skills
×Multiple ways of assessing student learning through technology
×Electronic communication and collaboration
×Promotion of model digital citizenship and responsibility
×Integrating technology and curriculum across core content areas
×Helping students with disabilities to connect with the world
Other (please identify in Question 5a, below)
How does the district utilize technology to address the needs of English Language Learners to ensure equitable access to instruction, materials, and assessments? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
Class lesson plans, materials, and assignment instructions are available to students and families for “anytime, anywhere” access (such as through class website or learning management system).
Direct instruction is recorded and provided for students to access asynchronously (such as through a learning management system or private online video channel).
Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or written instruction or content.
×Text to speech and/or speech to text software is utilized to provide increased support for comprehension of written or verbal language.
×Home language dictionaries and translation programs are provided through technology.
×Hardware that supports ELL student learning, such as home-language keyboards, translation pens, and/or interactive whiteboards, is utilized.
×Technology is used to increase options for students to demonstrate knowledge and skill, such as through the creation of a product or recording of an oral response.
×Learning games and other interactive software are used to supplement instruction.
Other (Please identify in Question 6a, below)
The district’s Instructional Technology Plan addresses the needs of English Language Learners to ensure equitable access to instruction, materials, and assessments in multiple languages.
Yes
If Yes, check one below:
In the 5 languages most commonly spoken in the district
If ‘Other’ was selected in 7a, above, please explain here.
(No Response)
Please select the professional development that will be offered to teachers of English Language Learners that will enable them to differentiate learning and to increase their student language development and content learning with the use of technology. Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
Technology to support writers in the elementary classroom
Technology to support writers in the secondary classroom
Research, writing and technology in a digital world
Writing and technology workshop for teachers
×Enhancing children’s vocabulary development with technology
Writer’s workshop in the Bilingual classroom
×Reading strategies for English Language Learners
×Moving from learning letters to learning to read
The power of technology to support language acquisition
×Using technology to differentiate instruction in the language classroom
×Multiple ways of assessing student learning through technology
×Electronic communication and collaboration
×Promotion of model digital citizenship and responsibility
×Integrating technology and curriculum across core content areas
Web authoring tools
×Helping students connect with the world
×The interactive whiteboard and language learning
×Use camera for documentation
Other (please identify in Question 8a, below)
How does the district utilize technology to address the needs of students experiencing homelessness and/or housing insecurity to ensure equitable access to instruction and learning? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
×McKinney-Vento information is prominently located on individual
school websites, as well as the district website.
If available, online/enrollment is easily accessible, written in an
understandable manner, available in multiple languages and accessible from a phone.
Offer/phone/enrollment as an alternative to/in-person/enrollment.
Set enrollment forms to automatically provide the McKinney-Vento liaison with contact information for students who indicate possible homelessness and/or housing insecurity
×Create a survey to obtain 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/setup 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 (Please identify in Question 9a, below)
How does the district use instructional technology to facilitate culturally responsive instruction and learning environments? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
The district uses instructional technology to strengthen relationships and connections with families to assist in building a culturally responsive learning environment to enhance student learning.
×The district uses instructional technology to facilitate classroom projects that involve the community.
The district uses instructional technology to develop and organize coherent and relevant units, lessons, and learning tasks that build upon students’ cultural backgrounds and experiences.
×The district uses instructional technology to assist in varying teaching approaches to accommodate diverse learning styles and language proficiencies.
×The district uses instructional technology to enable students to communicate and collaborate with students in different schools or districts in New York State, the United States, or with different countries.
The district uses instructional technology to facilitate collaborative classroom projects among heterogeneous student groups.
Other (please identify in Question 10a, below)

VI. Administrative Management Plan

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	0.40
Technical Support	1.00
Totals:	2.40

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

Professional Development

N/A

10,000

Both

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

BOCES Co-

Ser purchase District Operating Budget District Public

N/A

	Anticipated Item or Service	“Other” Anticipated Item or Service	Estimated Cost	Is Cost One-time, Annual, or Both?	Potential Funding Source	“Other” Funding Source
					Bond E-Rate Grants Instructional Materials Aid Instructional Resources Aid Smart Schools Bond Act Other (please identify in next column, to the right) N/A
3	N/A	N/A	0	N/A	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	Other (please identify in next column, to the right)	N/A	0	N/A	BOCES Co- Ser purchase District Operating Budget District Public Bond E-Rate Grants Instructional Materials Aid	N/A

Anticipated Item or Service

“Other” Anticipated Item or Service

Estimated Cost

Is Cost One-time, Annual, or Both?

Potential Funding Source

“Other” Funding Source

Instructional Resources Aid

Smart Schools Bond Act

Other (please identify in next column, to the right)

N/A

Totals:

10,000

Has the school district provided for the loan of instructional computer hardware to students legally attending nonpublic schools pursuant to Education Law, section 754?
No
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.
https://www.weedsport.org/academics/weedsport-central-school-district-instructional-technology-plan-2018-2021/

VII. Sharing Innovative Educational Technology Programs

Please choose one or more topics that reflect an innovative/educational technology program that has been implemented for at least two years at a building or district level. Use ‘Other’ to share a topic that is not on the list.
1:1 Device Program
Active Learning Spaces/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
Provide the name, title, and e-mail of the person to be contacted in order to obtain more information about the innovative program(s) at your district.

Name of Contact Person

Title

Email Address

Innovative Programs

Please complete all columns

(No Response)

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

Name of Contact Person

Title

Email Address

Innovative Programs

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

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)

1:1 Device Program

Active Learning Spaces/Makers paces

Name of Contact Person

Title

Email Address

Innovative Programs

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

Please complete all columns

(No Response)

1:1 Device Program

Active Learning Spaces/Makers paces

Name of Contact Person

Title

Email Address

Innovative Programs

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

Please complete all columns

(No Response)

1:1 Device Program

Active Learning Spaces/Makers paces

Name of Contact Person

Title

Email Address

Innovative Programs

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