2018-2021 instructional technology plan - annually - 2018 ... › userfiles...conversion teams at...

SPENCERPORT CSD Status Date: 11/01/2017 10:10 AM - Not Submitted

2018-2021 Instructional Technology Plan - Annually - 2018

I. District LEA Information

Section I - District LEA Information1. What is the name of the district administrator responsible for entering the Instructional Technology Plan data?

Cory Allen

2. What is the title of the district administrator responsible for entering the Instructional Technology Plan data?

Chief Information Officer

For help with completing the plan, please visit 2018-2021 ITP Resources for Districts, contact your district's RIC, or email [email protected].

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II. Strategic Technology Planning

Section II - Strategic Technology Planning1. What is the overall district mission?

Our mission is to educate and inspire each student to love learning, pursueexcellence and use knowledge, skills and attitudes to contribute respectfullyand confidently to an ever-changing global community.

2. What is the vision statement that guides instructional technology use in the district?

Technology integration will empower our learning community to become global citizens today by developing knowledge and competencies tocontinually contribute and adapt to our tomorrow.

3. List three goals that will drive the attainment of the vision.

List GoalsGoal 1 Revise Spencerport’s 2014 Tech. Vision Statement and goals to support student achievement and

engagement through the balanced and thoughtful integration of technology to transform teaching andlearning. Vision Statement: Technology integration will empower our learning community to become global citizens today by developingknowledge and competencies to continually contribute and adapt to our tomorrow.

Goal 2 Engage faculty and staff in relevant and innovative professional development to transform teaching andlearning through the balanced and thoughtful integration of technology.

Goal 3 Increase equitable access to high-quality digital resources and standards-based transformative learningexperiences through the balanced and thoughtful integration of technology.

4. Do you want to list a fourth goal that will drive attainment of the vision?

Yes

4a. List Goal #4

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

5. Do you want to list a fifth goal that will drive attainment of the vision?

No

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6. Summarize the planning process used to develop answers to the Instructional Technology Plan questions and/oryour district comprehensive instructional technology plan. Please include the stakeholder groups participating andthe outcomes of the instructional technology plan development meetings.

In 2014, Spencerport School District held a Tech. Summit. Teachers, administrators, Board of Education members, support staff and communitymembers collaborated to develop a Tech. Vision Statement, Strategic Objectives and a Strategic plan for the rollout of devices and implementation of instructional technology. Spencerport's Technology Advisory Committee is comprised of teachers, administrators, Tech. staff, community members and Board of Educationmembers. This committee helps to steer the district's ever evolving vision for 1:1 purchasing, implementation and instructional pathways. Thiscommittee collaborated to develop the first iteration of our four goals and corresponding action steps that make up our 2018-2021 StrategicTechnology Plan. In the years after the Tech. Summit, the district's Digital Conversion Teams have led our Digital Conversion. These teams at grades K-5, 6-8 and 9-12are made up of teachers who applied and were vetted by administrators and instructional coaches. Led by Spencerport's Chief Information Officer,these teams developed a multi-year plan aimed at introducing and supporting the seven ISTE Standards for Students. This plan, which has undergoneseveral iterations, has provided guidance in the implementation of purposeful instructional technology across the district. While Spenceperport'sDigital Conversion Teams continue to evolve, each team is committed to supporting administrators and teachers in the balanced andmindful implementation of devices and instructional technology. The Digital Conversion teams assisted in vetting the four goals and action steps thatwere created by the Technology Advisory Committee. In July of 2018, district administrators gathered to provide feedback on each of the four goals. This group, including district and building-leveladministrators, made suggestions one each of the four goals. Following this meeting, a smaller group of district and building-level administratorsconvened to review their colleagues commentary and revise the exiting goals. Lastly, these goals were reintroduced to building principals for theirapproval.In September of 2018, the district's revised goals and action steps will be published and presented to both the Technology Advisory Committee andour Digital Conversion Team. In doing so, we hope to bring the process full circle.Each building will address the goals and actions steps within theirBuilding Planning Team plans.

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7. Please describe the professional development plan for building the capacity of educators and administrators in theattainment of the instructional technology vision.

In the past two years, our Professional Development Plan has evolved to meet the needs of teachers and students in a 1:1 environment. In 2016-2017,the district began training 1:1 pilot teachers by providing these teachers professional development focused on the implementation of instructionaltechnology. These teachers became the conduit for broader learning, as they turnkeyed their knowledge across the district. In 2017-2018, DigitalConversion Teams at grades K-5, 6-8 and 9-12 continued to explore the ISTE Standards for Students, as they were introduced to new methods tointegrate balanced and thoughtful instructional technology in their classrooms. As members of the DCT, these teacher leaders were charged withsupporting their colleagues throughout the district. This collaboration has come in the form of push-in support and breakout sessions during facultymeetings. As we prepare for the 2018-2019 school year, we will continue to build the capacity of teachers across the district. The Digital ConversionTeams will grow their own learning as they work to meet the unique needs of our K-12 teachers.In 2017-2018, the district worked to create innovative professional development offerings that provide an alternative to the traditional six hourdistrict-wide PD. For example, teachers were invited to share their expertise on a variety of Tech-centric topics during Power Hour and App SpeedDating. In August of 2017, Spencerport Schools hosted an edcamp that saw over 150 participants. District leaders are currently planning a secondedcamp to be held on October 13th of 2018. Recently, Spencerport has partnered with several neighboring districts to share our progress towards adigital conversion while learning learn from others around us.In the 2017-2018 school year, the district began a pilot of four online professional development courses for teachers. To ensure consistency and acommon experience, the district's BOCES Technology Integration Specialist created the template and expectations for these courses. The initialfive courses were created by teachers and instructional coaches. This pilot proved to be successful, as all participants completed the courses andoffered valuable feedback and reflection. We will continue to move toward anytime online PD in the 2018-2019 school year. This shift aligns withSpencerport's commitment to support ongoing learning that reaches beyond the district's brick and mortar footprint. Furthermore, courses focusing on instructional technology will be offered throughout the school year. These classes will include, but are notlimited to the following:Device and classroom management in a 1:1 learning environmentKnowing what to do when the tech fails in a 1:1 ClassroomMeaningful centers in a 1:1 Classroom. Knowing when to use the technology and when to use more traditional strategies and toolsSchoology Learning Management System, an introductionSchoology Learning Management System, intermediate skillsSchoology Learning Management System, advancedStudent portfolios in a 1:1 Classroom utilizing SchoologyHeading towards using data points in a 1:1 ClassroomBlended Learning in a 1:1 ClassroomStudents as Producers in a 1:1 ClassroomClassroom Virtual field trips and author visits using Skype for BusinessOn Demand Online Courses Tech. Edcamp to be held on 10.13.18 Through a partnership with the Warner School of Education, five Spencerport teachers will participate in Digitally-Rich Teaching and Learning in K-12 Schools. This graduate level course will be held in the fall of 2018.

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8. How will the instructional technology goals be measured and evaluated during and after implementation? Be sureto include any tools or metrics that are part of this evaluation process.

Spencerport will engage in the cyclic measurement and evaluation of our Technology Plan. A variety of stakeholders including the TechnologyAdvisement Committee, Digital Conversion Team, Team Leaders at K-5, Teacher Leaders at 6-12, Administrative Council and the InstructionalLearning Team will work to monitor the goals and actions steps of the plan. Throughout the process of implementation, the district willemploy measurement tools including, but are not limited to:• Formal and informal teacher observations• Student surveys• Teacher surveys• Community surveys• Tracking attendance at district and building-level professional development• Inventory of instructional programs that are employed throughout the district• The district will develop guidelines for blended learning that will help in the measurement and evaluation of this initiative.• Data from Web Help Desk• Number of tickets submitted by teachers• Type of tickets submitted by teachers• Turnaround time on tickets• Number and allocation of devices across the district• Schoology Analytics• Teachers, students and parents accessing Schoology• Computer Based State Assessment Data• Curriculum audits through Atlas• Data from formative and summative assessments• Data from instructional programs• iReady• Achieve 3000• IXL


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III. Action Plan - Goal 1

Section III - Action PlanOverview: This section requires specific action steps that will be taken in order to achieve each of the goals presented in Section II of the plan. Each goal will have itsown page in the plan. For this page, copy Goal #1, which you listed in Section II, Question 3, and respond to all questions below.

1. Goal #1

Revise Spencerport’s 2014 vision statement and goals to support student achievement and engagement through the balanced and thoughtfulintegration of technology to transform teaching and learning.

2. Select the NYSED goal that best aligns with this district goal.

1. Develop a strategic vision and goals to support student achievement and engagement through the seamless integration of technology intoteaching and learning

3. Target Student Population(s). Check all that apply.

All studentsPre-K-2Grades 3-5/6Middle SchoolHigh SchoolStudents with DisabilitiesELL/MLLs

Migrant studentsHomeless studentsEconomically disadvantaged studentsStudents between the ages of 18-21Students who are targeted for dropout prevention orcredit recovery programsOther (please identify in Question 3a, below)

4. List the action steps that correspond to Goal #1 from your answer to Question 1, above.

ActionStep -Selectonecategory.

Action Step - Description ResponsibleStakeholder.Selectone.

If youselected'Other' ResponsibleStakeholder in thecolumnto theleft,pleaseidentifyhere. Otherwise, pleasewrite"N/A."

Anticipated monthofcompletion

Anticipatedyear ofcompletion

Anticipated cost

Action Step 1 Evaluation

Through the Technology AdvisoryCommittee, revisit the Tech. VisionStatement, Strategic Objectives,Strategies for Implementation and ISTEPlan to ensure that current initiatives andSpencerport's Professional DevelopmentPlan are in alignment.

Other(pleaseidentifyinnextcolumn,totheright

ChiefInformationOfficer

Oct.(10)

2018

0

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Anticipated cost

)Action Step 2 Plan

ningThrough the Digital Conversion Teams atK-5, 6-8 and 9-12, develop a plan tocontinue to build the team's instructionalcapacity while supporting theircolleagues in the implementation ofinstructional technology. Collaborate with building-leveladministrators to determine the the bestmeans to support teachers. This supportmay include, but is not limited to,building-based professionaldevelopment, breakout sessions and/orclassroom visits.

Other(pleaseidentifyinnextcolumn,totheright)


Nov.(11)

2018

0

Action Step 3 Implementation

Through the Digital Conversion Teams atK-5, 6-8 and 9-12, implement releasedays in which the team continues to buildits instructional capacity while supportingtheir colleagues in the implementation ofinstructional technology. Collaborate with building-leveladministrators to determine theaffectiveness of building-basedprofessional development, breakoutsessions and/or classroom visits.



Dec.(12)

2018

$30,000.00


Through the Technology AdvisoryCommittee, revisit the Vision Statement,Strategic Objectives, Strategies forImplementation and ISTE Plan to ensurethat current initiatives and Spencerport'sProfessional Development Plan are in

Other(pleaseidentify


May(05)

2019

0

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Anticipated cost

alignment.

Continue this cycle.

innextcolumn,totheright)

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



If youselected'Other' ResponsibleStakeholder in thecolumnto theleft,pleaseidentifyhere.



Anticipated cost

Action Step 5 (NoResponse)

(No Response) (NoResponse)

(NoResponse)

(NoResponse)

(NoResponse)

(NoResponse)



(NoResponse)

(NoResponse)

(NoResponse)

(NoResponse)

Action Step 7 (No (No Response) (No (No (No (No (No

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Anticipated cost

Response)

Response)

Response)

Response)

Response)

Response)



(NoResponse)

(NoResponse)

(NoResponse)

(NoResponse)


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Section III - Action PlanCopy Goal #2, which you listed in Section II, Question 3,and respond to all questions below.

1. Goal #2

Engage faculty and staff in relevant and innovative professional development to transform teaching and learning through the balanced and thoughtfulintegration of technology.


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

3. Target Student Population(s)









Anticipated cost


Through Professional DevelopmentCommittee,review Spencerport's ProfessionalDevelopment Plan to ensure that currentand future professional development isaligned to our Tech. Vision Statement,Strategic Objectives, Strategies forImplementation and ISTE Plan.


DirectorofLearningandProfessionalDevelopment

Oct.(10)

2018

0

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Anticipated cost

Action Step 2 Planning

Through Professional DevelopmentCommittee, plan building-based anddistrict-wide professional developmentthat meets the unique needs of teachersacross the district. This professionaldevelopment should include online andtraditional modes of learning.



Nov.(11)

2018

0


Implement building-based and district-wide professional development thatmeets the unique needs of teachersacross the district.This professionaldevelopment should include online andtraditional modes of learning.



Dec.(12)

2018

$500.00


Through Professional developmentCommittee,review Spencerport's ProfessionalDevelopment Plan to ensure that currentand future professional development isaligned to our Tech. Vision Statement,Strategic Objectives, Strategies forImplementation and ISTE Plan. Use data

Other(pleaseidentifyinnext


May(05)

2019

0

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Anticipated cost

from the previous year to trackattendance, garner teacher feedback andreview this feedback. Continue this cycle.

column,totheright)



Action Step - Description ResponsibleStakeholder.Select one.

If youchose"Other"ResponsibleStakeholder in thecolumnto theleft,pleaseidentifyhere.



Anticipated cost



(NoResponse)

(NoResponse)

(NoResponse)

(NoResponse)



(NoResponse)

(NoResponse)

(NoResponse)

(NoResponse)

Action Step 7 (NoRespon

(No Response) (NoRespon

(NoResponse)

(NoRespon

(NoRespon

(NoResponse)

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Action Step - Description ResponsibleStakeholder.Select one.

If youchose"Other"ResponsibleStakeholder in thecolumnto theleft,pleaseidentifyhere.



Anticipated cost

se) se) se) se)Action Step 8 (No

Response)


(NoResponse)

(NoResponse)

(NoResponse)

(NoResponse)


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Section III - Action PlanCopy Goal # 3, which you listed in Section II, Question 3, and respond to all questions below.

1. Goal #3

Increase equitable access to high-quality digital resources and standards-based transformative learning experiences through the balanced andthoughtful integration of technology.


3. Increase equitable access to high-quality digital resources and standards-based, technology-rich learning experiences










Anticipated Cost


Through the Technology AdvisementCommittee, determine the long-rangepurchasing cycle and vetting process forinstructional devices, instructionalsoftware and technical support. Indicate any need for revisions in thedevises or software to be purchased inthe coming school year.



Oct.(10)

2018

0

Action Step 2 Plan Through the Computer Services Team, Oth Chief Nov. 201 $806,50

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Anticipated Cost

ning plan for the distribution andmaintenance of devices that will stay inclassrooms at grades K-5 and go homewith students at grades 6-12. Collaborate with the AdministrativeCouncil and the Technology AdvisoryCommittee to determine the need forinstructional software.Collaborate with the ProfessionalDevelopment Committee todetermine any necessary professionaldevelopment for new software and/orhardware.

er(pleaseidentifyinnextcolumn,totheright)

InformationOfficer

(11) 8 0.00


Through the Computer Services Team,monitor the use and maintenance ofdevices that will stay in classrooms atgrades K-5 and go home with students atgrades 6-12.Continue to collaborate with theAdministrative Council and theTechnology Advisory Committee todetermine specific hardware andsoftware needs across the district. Continue to collaborate with theProfessional Development Committee todetermine any necessary professionaldevelopment for new software and/orhardware.



Dec.(12)

2018

0


Through the Technology AdvisementCommittee, determine the long-rangepurchasing cycle and vetting process forinstructional devices, instructionalsoftware and technical support. Indicate any need for revisions in thedevises or software to be purchased inthe coming school year.

Other(pleaseidentifyinnext


May(05)

2019

0

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Anticipated Cost

Continue this cycle. column,totheright)







Anticipated Cost



(NoResponse)

(NoResponse)

(NoResponse)

(NoResponse)



(NoResponse)

(NoResponse)

(NoResponse)

(NoResponse)

Action Step 7 (NoRespon

(No Response) (NoRespon

(NoResponse)

(NoRespon

(NoRespon

(NoResponse)

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Anticipated Cost

se) se) se) se)Action Step 8 (No

Response)


(NoResponse)

(NoResponse)

(NoResponse)

(NoResponse)


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Section III - Action PlanCopy Goal # 4, which you listed in Section II by responding "Yes" to Question 4, and respond to all questions below.

1. Goal #4

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


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










Anticipated Cost


Monitor the network traffic generated bythe 1:1 implementation at buildings.Monitor wireless connectivity issues tofind gaps in coverage.Monitor the student use of technologyusing our web filter and other monitoringtools.Evaluate security tools to monitor andprotect traffic.


NetworkAdministrator

Dec.(12)

2018

0

Action Step 2 Plan Plan for changes in the web filter and Oth Network May 201 $200,00

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Anticipated Cost

ning security policies on systems.Plan for upgrading and installingadditional wireless access points andnetwork paths to improve performanceand redundancy.Plan for changes in security policiesbeing applied to devices.

er(pleaseidentifyinnextcolumn,totheright)

Administrator

(05) 9 0.


Implement necessary changes in thenetwork, wireless or policies as needed.Install additional wireless access pointsas necessary.Upgrade or Install necessary systems toenhance security.



Aug.(08)

2019

0


Monitor the network traffic generated bythe 1:1 implementation at buildings.Monitor wireless connectivity issues tofind gaps in coverage.Monitor the student use of technologyusing our web filter and other monitoringtools.Evaluate security tools to monitor andprotect traffic.

Other(pleaseidentifyinnextcolu


Dec.(12)

2019

0

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Anticipated Cost

Continue Cycle mn,totheright)







Anticipated Cost



(NoResponse)

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(NoResponse)

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Anticipated Cost



(NoResponse)

(NoResponse)

(NoResponse)

(NoResponse)


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IV. NYSED Initiatives Alignment

Section IV - NYSED Initiatives Alignment1. Explain how the district use of instructional technology will serve as a part of comprehensive and sustained effort

to support rigorous academic standards attainment and performance improvement for students.

As our district moves to full implementation of 2:1 at grades K-1 and 1:1 at grades 2-12 in the 2018-2019 school year, our focus is on supportingcontent standards through alignment to the 2016 ISTE Standards for Students. Our teachers, instructional coaches and administrators have worked tobuild a multi-year plan that provides guidance in supporting the 2016 ISTE Standards for Students through the balanced and thoughtful useof instructional technology. Furthermore, our district-wide use of Schoology as a learning management system has allowed students, parents, teachers and administrators 24/7access to learning. Beginning at our elementary grades, students have access to their assignments and are able to connect with their teachers and fellow learners. Parents can also access their student's assignments and projects through the parent portal. Classrooms across the district continue to leverage communication software such as Skype and Zoom to connect with learners within our communityand across the globe. These experiences help students to make real world connections to their learning, provides access to a global audience andfosters opportunities to engage in global perspectives. In the past two years, Spencerport School District has partnered with Marcia Kish to explore the blended learning model of instruction. By trainingadministrators, Teacher/Team Leaders, as well as members of our Digital Conversion Teams, we have come to a more complete understanding ofhow to employ instructional technology alongside more traditional modes of instruction. After Zooming or working directly with Mrs. Kish, ourteachers and administrators have collaborated to create district-wide and building-based professional development offerings that support the blendedlearning model of instruction.These opportunities focus on using technology as a tool to amplify learning while implementing best instructionalpractices.

2. Students with disabilities may be served through the use of instructional technology as well as assistivetechnology devices and services to ensure access to and participation in the general curriculum. Describe howinstruction is differentiated using technology to support the individualized learning needs of this student group.

To support the instructional goals of the District, we have initiated a 1:1 program for grades 2-12 and 2:1 for grades K and 1. Utilizing current andproposed resources in addition to transitioning to a modern data-centric learning management system, we will be able to extend the learningopportunities for students beyond the school day. The resources include web-based software subscriptions supporting literacy, numeracy andinstructional programs (e.g., STEAM). Additionally, our 1:1 program will benefit struggling learners (SWD, ELL) with differentiated resourcesaligning to their instructional needs. These include but are not limited to our partnership with Monroe 2 BOCES assistive technology services. Our 1:1initiative will continue to enhance our program for SWD with an increased opportunity for tactile, interactive and differentiated resources through theuse of 1:1 devices. Our students with disabilities will benefit from 1:1 devices through the use of web applications, language tools, and giving alllearners access to high quality instructional materials. Our learning management system will connect the classroom to the home on a daily basis. As aresult of our transition to web based instructional tools, students will be reaching outside the boundaries of their classroom on a daily basis throughcollaboration, partnership on an affordable basis

3. How does the district utilize technology to address the needs of Students with Disabilities to ensure equitableaccess to instruction, materials, and assessments? Check all that apply.

Class lesson plans, materials, and assignment instructions are available to students and families for 'anytime, anywhere' access (such as throughclass 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).Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or writteninstruction 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 3a, below)

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4. Please select the professional development that will be offered to teachers of Students with Disabilities that willenable them to differentiate learning and to increase their student language and content learning with the use oftechnology. Check all that apply.

Technology to support writers in the elementaryclassroomTechnology to support writers in the secondaryclassroomResearch, writing and technology in a digital worldEnhancing children's vocabulary development withtechnologyReading strategies through technology for studentswith disabilitiesChoosing assistive technology for instructionalpurposes in the special education classroomUsing technology to differentiate instruction in thespecial education classroom

Using technology to increase options for students withdisabilities to demonstrate their knowledge and skillsMultiple ways of assessing student learning throughtechnologyElectronic communication and collaborationPromotion of model digital citizenship andresponsibilityIntegrating technology and curriculum across corecontent areasHelping students with disabilities to connect with theworldOther (please identify in Question 4a, below)

5. How does the district utilize technology to address the needs of English Language Learners/Multilingual Learnersto ensure equitable access to instruction, materials, and assessments? Check all that apply.

Class lesson plans, materials, and assignment instructions are available to students and families for 'anytime, anywhere' access (such as throughclass 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).Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or writteninstruction 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/MLL student learning, such as home-language keyboards, translation pens, and/or interactive whiteboards, isutilized.Technology is used to increase options for students to demonstrate knowledge and skill, such as through the creation of a product or recording ofan oral response.Learning games and other interactive software are used to supplement instruction.Other (please identify, in Question 5a, below)

6. The district’s instructional technology plan addresses the needs of English Language Learners/Multilinguallearners to ensure equitable access to instruction, materials, and assessments in multiple languages.

Yes

6a. If Yes, check one.

In the 5 most spoken languages in the district

6b. If 'Other' was selected in 6a, above, please explain here.

(No Response)

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7. Please select the professional development that will be offered to teachers of English languagelearners/multilingual learners that will enable them to differentiate learning and to increase their student languageand content learning with the use of technology. Check all that apply.

Technology to support writers in the elementaryclassroomTechnology to support writers in the SecondaryclassroomResearch, writing and technology in a digital wordWriting and technology workshop for teachersEnhancing Children's Vocabulary Development withtechnologyWriter's workshop in the Bilingual classroomReading strategies for English Language LearnersMoving from learning letters to learning to readThe power of technology to support languageacquisitionUsing technology to differentiate instruction in thelanguage classroom

Multiple ways of assessing student learning throughtechnologyElectronic communication and collaborationPromotion and model digital citizenship andresponsibilityIntegrating technology and curriculum across corecontent areasWeb authoring toolsHelping students connect with the worldThe interactive whiteboard and language learningUse camera for documentationOther (please identify in Question 7a, below)

8. How does the district use instructional technology to facilitate culturally-responsive instruction and learningenvironments?

The district uses instructional technology to strengthen relationships and connections with families to assist in building a culturally responsivelearning 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 uponstudents' cultural backgrounds and experiences.The district uses instructional technology to assist in varying teaching approaches to accommodate diverse learning styles and languageproficiencies.The district uses instructional technology to enable students to communicate and collaborate with students in different schools or districts in NewYork State, the United States, or with different countries.The district uses instructional technology to facilitate collaborative classroom projects among heterogeneous student groups.The district does not use instructional technology to facilitate culturally responsive instruction.Other (please identify in Question 8a, below)


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V. Administrative Management Plan

Section V - Administrative Management Plan1. Staff Plan

Full-time Equivalent (FTE)District Technology Leadership 2.00Instructional support 2.00Technical Support 11.00Totals: 15.00

2. Investment Plan

Anticipated Item orService. Select one perrow.

If you chose'Other' Anticipated Itemor Service in thecolumn to the left,please identify here. Otherwise, please write"N/A."

EstimatedCost

Is CostOne-time,Annual, orBoth?

Potential FundingSource. Maycheck more than onesource per item.

If you chose'Other' PotentialFunding Source in thecolumn to the left,please identify here. Otherwise, please write"N/A."

1 End UserComputingDevices

N/A 2,310,000 Both BOCES Co-SerpurchaseDistrict OperatingBudgetDistrict PublicBondE-RateGrantsInstructionalMaterials AidInstructionalResources AidSmart SchoolsBond ActOther (pleaseidentify in nextcolumn, to theright)N/A

N/A

2 Instructional andAdministrativeSoftware

N/A 109,500 Both BOCES Co-SerpurchaseDistrict OperatingBudgetDistrict PublicBondE-RateGrantsInstructionalMaterials AidInstructionalResources AidSmart Schools

N/A

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Anticipated Item orService. Select one perrow.

If you chose'Other' Anticipated Itemor Service in thecolumn to the left,please identify here. Otherwise, please write"N/A."

EstimatedCost

Is CostOne-time,Annual, orBoth?

Potential FundingSource. Maycheck more than onesource per item.

If you chose'Other' PotentialFunding Source in thecolumn to the left,please identify here. Otherwise, please write"N/A."

Bond ActOther (pleaseidentify in nextcolumn, to theright)N/A

3 Network andInfrastructure

N/A 600,000 Both BOCES Co-SerpurchaseDistrict OperatingBudgetDistrict PublicBondE-RateGrantsInstructionalMaterials AidInstructionalResources AidSmart SchoolsBond ActOther (pleaseidentify in nextcolumn, to theright)N/A

N/A

4 Staffing N/A 2,259,744 Annual

BOCES Co-SerpurchaseDistrict OperatingBudgetDistrict PublicBondE-RateGrantsInstructionalMaterials AidInstructionalResources AidSmart SchoolsBond ActOther (pleaseidentify in nextcolumn, to theright)N/A

N/A

Totals: 5,279,244

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3. Has the school district provided for the loan of instructional computer hardware to students legally attendingnonpublic schools pursuant to Education Law, section 754?

Not Applicable (There are no non-public schools in the district)

4. Please indicate whether or not the district has a public website.

The district has a public website.

4a. Provide the URL of the district's public website.

http://www.spencerportschools.org/

5. Please indicate whether or not the district has assigned a specific person with responsibility for InformationSecurity.

Yes

5a. If 'Yes' was selected in Question 5 above, please identify the responsible person’s title.

Network Administrator

6. Please indicate whether or not the district has assigned a specific person with responsibility for InformationPrivacy.

Yes

6a. If 'Yes' was selected in Question 6 above, please identify the responsible person’s title.

Network Administrator

7. Has a district-wide information security and/or privacy audit ever been performed in the district?

No

8. Does the school district provide for educating minors about appropriate online behavior, including interacting withother individuals on social networking websites and in chat rooms?

Yes

9. Does the school district provide for educating minors about cyberbullying awareness and response?

Yes

10. Does the district have an Internet Safety Policy?

Yes, and I will upload the policy.

10a. Please upload the district’s Internet Safety Policy.

2018-19_Code_of_Conduct_Changes-short_version.docx

11. Does the district have a Cyberbullying Policy?

Yes, and I will upload the policy.

11a. Please upload the district’s Cyberbullying Policy.

2018-19 Code of Conduct Changes-short version.docx

12. Does the district have a Parents’ Bill of Rights for Data Privacy and Security?

Yes, and I will provide the URL to the Parents' Bill of Rights for Data Privacy and Security.

12a. What year was the Parents' Bill of Rights for Data Privacy and Security policy first posted?

2017

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12b. Please provide the URL to the district’s Parents’ Bill of Rights for Data Privacy and Security.

http://www.spencerportschools.org/common/pages/DisplayFile.aspx?itemId=720359

13. Does the district have an information breach policy that addresses the district’s planned response to aninformation breach?

No. The district does not have such a policy.

14. Provide a direct link to the district’s technology plan as posted on the district’s website.

http://www.spencerportschools.org/UserFiles/Servers/Server_432258/File/Departments/2016%20Tech%20Plan.pdf


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VI - Sharing Innovative Educational Technology Programs

Sharing Innovative Educational Technology Programs1. 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 category that is not on thelist.

Active Learning Spaces/MakerspacesCulturally Responsive Instruction with TechnologyDevice Planning and Implementation (1:1; BYOD)Digital CitizenshipInfrastructureOER and Digital CurriculumPersonalized LearningPilots and Proof of Concept

Policy, Planning, and LeadershipPrivacy and SecurityProfessional LearningProject-based LearningOther Topic AOther Topic BOther Topic C

1a. If you selected 'Other Topic A' above, please describe in a few words the topic of your district's innovativeprogram.

Blended Learning

1b. If you selected 'Other Topic B' above, please describe in a few words the topic of your district's innovativeprogram.

Online Professional Learning Opportunities for Teachers

1c.If you selected 'Other Topic C' above, please describe in a few words the topic of your district's innovativeprogram.

Online Courses for Studnets

2. Provide the name, title, and e-mail of the person to be contacted in order to obtain more information about theinnovative program(s) at your district.

Name of Contactperson

Title E-mail address Innovative Programs.Check all that apply.

Please complete all columns. Cory Allen Chief Information Officer [email protected]

Active LearningSpaces/MakerspacesCulturallyResponsiveInstruction withTechnologyDevice Planningand Implementation(1:1, BYOD)Digital CitizenshipInfrastructureOER and DigitalCurriculumPersonalizedLearningPilots and Proof ofConceptPolicy, Planning,and LeadershipPrivacy andSecurity

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Name of Contactperson

Title E-mail address Innovative Programs.Check all that apply.

ProfessionalLearningProject-basedLearningOther Topic AOther Topic BOther Topic C

3. If you want to list multiple contact points for the innovative programs above, please provide the names, titles, ande-mail addresses of the people to be contacted in order to obtain more information about the innovative program(s)at your district.

Name of Contact person Title E-mail address InnovativePrograms. Checkall that apply foreach contact name.

Please complete allcolumns (No Response) (No Response) (No Response) Active Learning

Spaces/MakerspacesCulturallyResponsiveInstruction withTechnologyDevice PlanningandImplementation(1:1, BYOD)DigitalCitizenshipInfrastructureOER and DigitalCurriculumPersonalizedLearningPilots and Proofof ConceptPolicy, Planning,and LeadershipPrivacy andSecurityProfessionalLearningProject-basedLearningOther Topic AOther Topic BOther Topic C


Spaces/MakerspacesCulturally

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ResponsiveInstruction withTechnologyDevice PlanningandImplementation(1:1, BYOD)DigitalCitizenshipInfrastructureOER and DigitalCurriculumPersonalizedLearningPilots and Proofof ConceptPolicy, Planning,and LeadershipPrivacy andSecurityProfessionalLearningProject-basedLearningOther Topic AOther Topic BOther Topic C


Spaces/MakerspacesCulturallyResponsiveInstruction withTechnologyDevice PlanningandImplementation(1:1, BYOD)DigitalCitizenshipInfrastructureOER and DigitalCurriculumPersonalizedLearningPilots and Proofof ConceptPolicy, Planning,and Leadership

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Privacy andSecurityProfessionalLearningProject-basedLearningOther Topic AOther Topic BOther Topic C


Spaces/MakerspacesCulturallyResponsiveInstruction withTechnologyDevice PlanningandImplementation(1:1, BYOD)DigitalCitizenshipInfrastructureOER and DigitalCurriculumPersonalizedLearningPilots and Proofof ConceptPolicy, Planning,and LeadershipPrivacy andSecurityProfessionalLearningProject-basedLearningOther Topic AOther Topic BOther Topic C


Spaces/MakerspacesCulturallyResponsiveInstruction withTechnologyDevice Planningand

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Implementation(1:1, BYOD)DigitalCitizenshipInfrastructureOER and DigitalCurriculumPersonalizedLearningPilots and Proofof ConceptPolicy, Planning,and LeadershipPrivacy andSecurityProfessionalLearningProject-basedLearningOther Topic AOther Topic BOther Topic C


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