I. District LEA Information

1. What is the name of the district administrator responsible for entering the Instructional Technology Plan Data?

Terry Harcleroad

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

Director of Technology

II. Strategic Technology Planning

1. What is the overall district mission?

The mission of the Liberty Central School District is to inspire all students to pursue their dreams and to contribute and thrive in a diverse community.

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

The vision that guides instructional technology use in the district is to make available the technology resources necessary to ensure equitable educational opportunities for all Liberty Central School District students, to enhance the teaching/learning process through the effective and responsible use of technology in the classroom, and to support the operations of the district through the integration of the technologies. In recent times this has included the ability to teach our students remotely during times of crisis.

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

The purpose of this three-year technology plan is to provide a roadmap for the planning and use of technology and technology-related resources in order to improve and support quality educational services. Operating from these basic principles, we have crafted a broad vision for technology integration and a series of goals that are designed to put that vision into action. This plan provides a framework for making decisions and recommendations for improving technology’s impact on student achievement. A comprehensive study of the current status of the district’s operational and instructional technologies has been completed by the Technology Committee, Tech Plan group, and IT Staff, leading to the inclusion of 1 to 1 Chromebook initiative, Internet Hotspots, district provided device insurance and more. Accordingly, a set of goals has been developed. After establishing our goals, we then provide specific action plans for implementing these goals.

This document is intended to be a living document, and it will therefore be reviewed regularly in order to continue to refine our action plans throughout the life of this plan. The district technology committee will meet bimonthly to evaluate and revise the plan accordingly based on changes in education, technology, and curriculum. We will be supported in this effort by a strong evaluation plan. In addition, we will be soliciting parents, students, and community members to participate as members of our district technology committee.

The technology plan will be shared throughout our district and community using various methods. The plan will be disseminated to all staff and an overview will be shared at building faculty meetings or through department and grade level meetings. We will post the plan on our website as well as share the plan with the Building Leadership Teams (BLT), which include parents and students. The technology plan will also be shared and an overview provided at an upcoming board meeting.

In addition, this plan has been completed to meet the following requirements or guidelines of the:

• Federal E-Rate program
• New York State Education Department (SED)
• Enhancing Education Through Technology (Title IId) Program
• Smart Schools Bond

District Technology Committee

• Director of Technology
• Superintendent of Schools
• Asst Superintendent of Schools
• Director of Student Services
• Interim Business Administrator
• School Board Members
• Middle School Principal
• Assistant High School Principal Elementary School Dean
• Middle School Teacher Assistant / Tech Asst Computer Technician
• Technology Instructional Specialist
• High School Teachers
• Middle School Teachers
• Elementary School Teachers

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

This current plan now shows the intention of the district to move forward with technology integrated learning. It differed from previous plans as technology quickly became the only way to reach our sequestered student population, and all the changes that were needed to do so. One to one Chromebook initiative, remote device management, insurance coverage for devices, student internet access, device replacement plans, district bandwidth, and infrastructure upgrades to bolster our ability to properly maintain and grow the technology influx brought about by the rush to participate in remote instruction all needed to be planned out and addressed. Any shortfalls were discussed by the Tech Committee, and were either addressed immediately or put in planning phase to remediate as time and funding allows.

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

As the pandemic occurred, the district was hurried into full remote instruction. This required many changes to previous Tech Plan:

• a complete one to one mobile device initiative, Chromebooks PK-12, providing the ability to go to remote instruction if needed.
• Google Classroom and other educational apps to establish and build upon digital fluency
• these devices needed to be insured, repaired and a replacement plan implemented to keep them current.
• cellular based internet hotspots, for students living in very rural areas, or when they could not afford access. Budgeting for these devices and their required data plans.
• with hybrid learning model, and later the fully in-person education was used, the district had to manage the usage of all these new devices here on campus, requiring more bandwidth and better monitoring ability.
• our Technology Integration Specialist set up an E-Coaching website, with answers to commonly asked question, tips, tricks and videos in addition to personalized one-on-one instruction for our staff.
• Professional Development opportunities were designed and planned with the input from the Professional Development Plan members. The PD is ongoing with a focus on the effective use of platforms for various content areas as well as way to increase student engagement online and with technology in person.
• Students provided access to platforms such as Keyboarding without Tears and teachers modeling the use of various platforms to increase student proficiency.
• Parents/Families were part of a technology survey and that information assisted in decisions that went into the Tech Plan
• A Tech Survey was sent out, inquiring about needs at home for remote instruction, this provided the district with data on needed internet hotspots for example
• Stakeholders updated on a consistent basis via robo calls, mass emails and regular consistent website updates.

6. Is your district currently fully 1:1?

Yes

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

Staff development is ongoing as the goal is to add to our educators’ repertoire of technical savviness in order for them to integrate the SAMR model, technology, various platforms and the use of 1:1 devices into all classrooms across all content areas. Pre-K – 12. We know that student collaboration, discourse and reflection are key ingredients to highly-effective student engagement. Setting the classroom up for successful engagement and discourse with students is part of lesson design and instructional technology that will increase student engagement in today’s classrooms. The district seeks teacher input and tracks data usage for platforms in addition to researching the best platforms to serve students across grade bands and demographics. Technology that supports SEL (social emotional learning), MLL (multilingual language learners), deeper access to the curriculum and tiered MTSS provisions enhances the daily, live interactions, lessons and classroom structures that exist in a traditional classroom setting.

Professional development occurs through a variety of avenues not limited to, but including:

• Superintendent’s Conference Days
• Google Certification
• Conferences, workshops, trainings provided in district and outside of district.
• Participation in grants such as the Educational Technology Grant
• e-Coaching availability online or in person

III. Goal Attainment

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

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

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:

Significantly

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:

Significantly

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:

Significantly

IV. Action Plan

1. Goal 1

1.Enter Goal 1 below:

Every student should have the opportunity to use technology to access and analyze information, to develop higher order thinking skills, as a tool to solve problems.

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

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

3.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

4. Additional Target Population(s). Check all that apply.

• √ Teachers/Teacher Aides
• √ Administrators
• Parents/Guardians/Families/School Community
• √ Technology Integration Specialists
• Other

5. How will this instructional technology goal be measured and evaluated during and after implementation? Be sure to include any tools and/or metrics that are part of this evaluation process. Examples might be formative data, local, state, and/or national LEA benchmarks, metrics from instructional software, other technology evaluation programs, etc.

With information collected at

• Administrative Cabinet meetings.
• District Improvement Leadership Team meetings.
• Platform data
• ClassLink monitoring
• HelpDesk feedback.
• Teacher surveys.
• Information relayed to Tech Department/Tech Director

Will all be considered in the evaluation process. Using ClassLink software, the usage of individual apps can be tracked, to ensure proper use and licensing. Ultimately we are striving for the students and staff to be able to effectively use the technology comfortably, with as little assistance needed as possible from Tech Staff or Administrators. This will be determined through percentages of usage, student performance, evaluation from different education platforms and teacher plans/unit developed.

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

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

• Action Step 1: Curriculum; Re-evaluate the district’s current technology offerings/curriculum maps in grades K-12 to determine their correlation to NYS Digital Literacy Standards; Assistant Superintendent; n/a; 09/06/20023; 0
• Action Step 2: Curriculum; Explore opportunities for integration of STEAM using Makerspaces with integration of new technologies; Assistant Superintendent; Instructional/PD Coach; 09/05/2023; $100,000
• Action Step 3: Curriculum; Develop and implement a plan to assess the technology literacy of our students annually for feedback regarding areas of strength and weakness in our technology instruction across the curriculum. Assistant Superintendent; Instructional/PD Coach; 09/06/2023; 0
• Action Step 4: Cybersecurity; Review and update the Internet safety curriculum and strategies across all grade levels, based on the Internet Safety Policy and Regulation adopted by the BOE; Assistant Superintendent; 09/06/2023; 0

2. Goal 2

1.Enter Goal 2 below:

The LCSD will provide timely and ongoing staff development to ensure that teachers and staff are technologically literate and able to engage students in interactive lessons and activities that motivate and challenge all students including those with diverse learning styles and abilities.

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

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

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

• √ All students
• 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

4. Additional Target Population(s). Check all that apply.

• √ Teachers/Teacher Aides
• 0 Administrators
• 0 Parents/Guardians/Families/School Community
• √ Technology Integration Specialists
• Other

5. How will this instructional technology goal be measured and evaluated during and after implementation? Be sure to include any tools and/or metrics that are part of this evaluation process. Examples might be formative data, local, state, and/or national LEA benchmarks, metrics from instructional software, other technology evaluation programs, etc.

Evaluation is twofold; evaluation of the platforms and technology being used for usage, efficacy and efficiency and evaluations from the faculty and staff after professional development. In addition, the LCSD Professional Development Plan includes a PD Team that will work with central administration to identify areas of need for teachers, which includes maintaining and continuing educators’ knowledge and use of technology in the classroom. Using both forms of evaluations allows the district to stay up to date with purchasing and using the best technological platforms to meet the needs of students, within the various demographics, while also maintaining teacher professional development that is timely, effective, and purposeful

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

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

• Action Step 1: Professional Development; expose, engage support, and integrate new technologies to teachers and administrators through various means, such as structured professional development, technology integration coaching, and peer support and mentoring; assistant superintendent; Instructional PD coach; 06/30/2025; 0
• Action Step 2: Professional Development; Develop and implement synchronous and asynchronous professional development opportunities that reinforce technology literacy skills; Assistant superintendent; Instructional/PD coach; 06/30/2025; 0
• Action Step 3: Purchasing; As part of the PDP teachers and staff will work with the Director of Tech and ASI to identify platforms and programs that will support students learning and engage students; Assistant Superintendent; Director or Technology; O6/30/2025; $90,000.
• Action Step 4: Evaluation; Evaluation is twofold; evaluation of the platforms and technology being used for usage, efficacy and efficiency and evaluations from the faculty and staff after professional development. In addition, the LCSD Professional Development Plan includes a PD Team that will work with central administration to identify areas of need for teachers, which includes maintaining and continuing educators’ knowledge and use of technology in the classroom. Using both forms of evaluations allows the district to stay up to date with purchasing and using the best technological platforms to meet the needs of students, within the various demographics, while also maintaining teacher professional development that is timely, effective and purposeful; Assistant Superintendent; Facilitators/Department Chairs; 06/30/2025; 0

3. Goal 3

1. Enter Goal 3 below

The LCSD will provide a robust, secure, reliable and high speed network for educational and administrative use, with the ability to revert to remote instruction if and when warranted.

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

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

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

• √ All students
• 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

4. 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.

Evaluation will be based on:

• Feedback from the district’s Cyber Security checkup
• NIST guidelines
• Reports at Administrative Cabinet meetings
• Discussions with principals, administrators, teachers
• Discussion at Tech Committee meetings
• Vendor recommendations
• Tech Dept feedback from speed tests and other tools.

5. 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: Infrastructure; Upgrade existing Virtualization infrastructure. Add storage to SAN; Director of Technology; N/A; 06/30/2025; $300,000.
• Action Step 2: Infrastructure; Ensure that the network can provide adequate storage capacity for students and staff while balancing the needs/demands of the network; Director of Technology; N/A; 06/30/2025; $300,000
• Action Step 3: Infrastructure; Update the district cloud backup to accommodate growth and security needs; Director of Technology; N/A; 06/30/2025; $200,000
• Action Step 4: Cybersecurity; Develop a Cyber Security Plan and update the security plan as relates to cameras, door access, support, licensing, and software; Director of Technology; Assistant Superintendent; 06/30/2025; $150,000.
• Action Step 5: Cybersecurity; Security and infrastructure upgrades to better serve and protect our users and data include; Director of Technology; Assistant Superintendent; 09/06/2022; $51,000.

4. Would you like to list a fourth goal?

No

V. NYSED Initiatives Alignment

1. 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.

The district’s use of instructional technology for this purpose include

• 1 to 1 device initiative at all grade levels, PK-12
• student use of internet hotspots for rural areas without internet access
• teachers are all using the Google Classroom platform to maintain continuity across the district
• the use of a variety of testing mechanisms including NYS CBT, RRT, HMH Growth Measurements and Renaissance STAR to evaluate student progress and alignment with academic standards

2. Explain the strategies the district plans to implement to address the need to provide equitable learning “everywhere, all the time” (National Technology Plan). Include both short and long-term solutions, such as device access, internet access, human capacity, infrastructure, partnerships, etc.

The districtwide 1 to I Chromebook initiative has provided the ability for every student, Pre-K through 12, to have a device to use at school, and the ability to it take home if needed for remote instruction. External WiFi has been setup at both campuses for students to get access even when buildings are closed. Partnerships with Spectrum (ISP) and local library have helped provide internet availability at no cost. If a family is in a location that doesn’t offer high speed internet, or simply cannot afford it, the district has provided cellular based internet hotspots in emergencies so instruction can continue. We continue to work with various BOCES to ensure that we are providing access to a variety of technology tools, adequate bandwidth and network security.

3. Students with disabilities may be served through the use of instructional technology as well as assistive technology devices and services to ensure access to and participation in the general education curriculum. Describe how instruction using technology is differentiated to support the individual learning needs of students with disabilities.

All of our buildings have a 1-1 Chromebook initiative, teachers of students with disabilities are trained in the accessibility features of the Chromebook. Students are shown how to have items read, use speech to text software, and to adjust visual settings in order to assist their knowledge acquisition from whatever is presented on their Chromebooks. Google classroom is used in many special education classrooms, allowing students to have continuous access to classroom materials for review and assistance outside of the classroom time. It also enables the teacher to differentiate assignments within that space in a confidential manner.

For students with multiple disabilities or limited cognitive functioning assistive technology such as the new Tobii Dynavox with eye gaze is used to allow non-verbal students to communicate. Apps such as “Proloquo to Go” also enable students with disabilities to communicate in the classroom with other students. Smart Boards allow students to be interactive with the curriculum. When it to too difficult for a student to use touch screen features of his/her device, teachers will have the student participate interacting with the classroom Smart Board to have the same opportunity as their peers.

Additional technology has been used to help students with Attention Deficit Disorder focus on tasks at hand. Timers and small vibrators send signals to students in a quiet confidential manner students may need in order to refocus on a task. Allotted time is determined in collaboration with the IEP or 504 team.

4. How does the district utilize technology to address the needs of students with disabilities to ensure equitable access to instruction, materials, and assessments? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.

• √ Class lesson plans, materials, and assignment instructions are available to students and families for “anytime, anywhere” access (such as through a class website or learning management system).
• √ Direct instruction is recorded and provided for students to access asynchronously (such as through a learning management system or private online video channel).
• √ Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or written  instruction or content.
• √ Text to speech and/or speech to text software is utilized to provide increased support for comprehension of written or verbal language.
• √ Assistive technology is utilized.
• √ Technology is used to increase options for students to demonstrate knowledge and skill.
• √ Learning games and other interactive software are used to supplement instruction.
• Other

5. Please select the professional development that will be offered to teachers of students with disabilities that will enable them to differentiate learning and to increase student language and content learning through the use of technology. Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.

• √ Technology to support writers in the elementary classroom
• √ Technology to support writers in the secondary classroom
• √ Research, writing and technology in a digital world
• √ Enhancing children’s vocabulary development with technology
• √ Reading strategies through technology for students with disabilities
• √ Choosing assistive technology for instructional purposes in the special education classroom
• 0 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

6. How does the district utilize technology to address the needs of English Language Learners to ensure equitable access to instruction, materials, and assessments? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.

• √ Class lesson plans, materials, and assignment instructions are available to students and families for “anytime, anywhere” access (such as through class website or learning management system).
• √ Direct instruction is recorded and provided for students to access asynchronously (such as through a learning management system or private online video channel).
• √ Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or written instruction or content.
• √ Text to speech and/or speech to text software is utilized to provide increased support for comprehension of written or verbal language.
• √ Home language dictionaries and translation programs are provided through technology.
• √ Hardware that supports ELL student learning, such as home-language keyboards, translation pens, and/or interactive whiteboards, is utilized.
• √ Technology is used to increase options for students to demonstrate knowledge and skill, such as through the creation of a product or recording of an oral response.
• Learning games and other interactive software are used to supplement instruction.
• Other (Please identify in Questions 6a, below 7.

7. The district’s Instructional Technology Plan addresses the needs of English Language Learners to ensure equitable access to instruction, materials, and assessments in multiple languages.

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

8. Please select the professional development that will be offered to teachers of English Language Learners that will enable them to differentiate learning and to increase their student language development and content learning with the use of technology. Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.

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

9. How does the district utilize technology to address the needs of students experiencing homelessness and/or housing insecurity to ensure equitable access to instruction and learning? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.

• √ McKinney-Vento information is prominently located on individual school websites, as well as the district website.
• If available, online enrollment is easily accessible, written in an understandable manner, available in multiple languages and accessible from a phone.
• Offer phone enrollment as an alternative to in-person enrollment.
• Set enrollment forms to automatically provide the McKinney-Vento liaison with contact information for students who indicate possible homelessness and or housing insecurity
• Create a survey to obtain information about students’ living situations contact information access to internet and devices for all students in the enrollment processes so the district can communicate effectively and evaluate their needs.
• Create simple videos in multiple languages, and with subtitles, that explain McKinney-Vento rights and services, identify the McKinney-Vento liaison, and clarify enrollment instructions.
• Create mobile enrollment stations by equipping buses with laptops, internet, and staff at peak enrollment periods.
• √ Provide students experiencing homelessness and/or housing insecurity with tablets or laptops, mobile hotspots, prepaid cell phones, and other devices and connectivity.
• √ Provide students a way to protect and charge any devices they are provided with by the district.
• √ Replace devices that are damaged or stolen as needed.
• √ Assess readiness-to-use technology skills before disseminating devices to students experiencing homelessness and/or housing insecurity.
• Create individualized plans for providing access to technology and internet on a case-by-case basis for any student experiencing homelessness and/or housing insecurity.
• Have resources available to get families and students step-by-step instructions on how to set-up and use their districts Learning Management System or website.
• Class lesson plans, materials, and assignment instructions are available to students and families for
• √ Direct instruction is recorded and provided for students to access asynchronously (such as through a learning management system, DVD, or private online video channel).
• Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or written instruction or content.
• Conduct regular educational check-ins with all students experiencing homelessness and/or housing insecurity and secure any help needed to keep up with course work.
• Adjust assignments to be completed successfully using only the resources students have available.
• Provide online mentoring  programs.
• Create in-person and web-based tutoring programs spaces and/or live chats to assist with assignments and technology issues.
• Offer a technology/support hotline during flexible hours.
• Make sure technology/support is offered in multiple languages.
• Other

10. How does the district use instructional technology to facilitate culturally responsive instruction and learning environments? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.

• √ The district uses instructional technology to strengthen relationships and connections with families to assist in building a culturally responsive learning environment to enhance student learning.
• The district uses instructional technology to facilitate classroom projects that involve the community.
• √ The district uses instructional technology to develop and organize coherent and relevant units, lessons, and learning tasks that build upon students’ cultural backgrounds and experiences.
• √ The district uses instructional technology to assist in varying teaching approaches to accommodate diverse learning styles and language proficiencies.
• √ The district uses instructional technology to enable students to communicate and collaborate with students in different schools or districts in New York State, the United States, or with different countries.
• √ The district uses instructional technology to facilitate collaborative classroom projects among heterogeneous student groups.
• Other

VI. Administrative Management Plan

1. Staff Plan

Provide the Full-Time Equivalent (FTE) count, as of plan submission date, of all staff whose primary responsibility is delivering technology integration training and support and/or technical support.

• District Technology Leadership: 1.00
• Instructional Support: 1.00
• Technical Support: 2.00
• Totals: 4.00

2. Investment Plan

Provide a three-year investment plan to support the vision and goals. All costs must be calculated for the entire three year-period, not annualized. For example, if a cost occurs annually, the estimated cost should include the annual cost times three.

Provide a three-year investment plan to support the vision in Section II and goals in Section IV.

A chart with drop-down choices is provided in order for NYSED to obtain consistent responses to this question. All cells in the table must be populated. If you have less than four items in your plan, you must choose N/A for columns one, two, four, five and six, and put zero in column three (estimated cost) for each unneeded row.

Anticipated Item or Service; ‘other’ anticipated item or service; estimated cost; is cost one-time, annual or both?; Potential funding Source; ‘Other’ funding source.

• Peripheral devices; n/a; $231,000; annual; BOCES Co-Ser purchase; ECR
• Network and infrastructure; n/a; $300,000; one-time; Smart Schools Bond Act; n/a
• Network and infrastructure; n/a; $60,000; annual; E-Rate; n/a
• Other; security; $600,000; one-time; Smart Schools Bond Act; n/a
• Total: $1,191,000.

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

Not applicable

4. Districts are required to post either the responses to this survey or a more comprehensive technology plan that includes all of the elements in this survey. Please provide the URL here. The URL must link to a public website where the survey or plan can be easily accessed by the community.

Click to access a print-friendly version of the plan

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.

• √ 1: 1 Device Program
• √  Active Learning Spaces/Makerspaces
• Blended and/or Flipped Classrooms
• Culturally Responsive Instruction with Technology
• √ Data Privacy and Security
• √ Digital Equity Initiatives
• √ Digital Fluency Standards
• √ Engaging School Community through Technology
• English Language Learner
• √  Instruction and Learning with Technology
• √ Infrastructure
• OER and Digital Content
• √ Online Learning
• Personalized Learning
• √ Policy, Planning, and Leadership 0 Professional Development / Professional Learning
• √ Special Education Instruction and Learning with Technology
• √ Technology Support
• Other Topic A
• Other Topic B
• Other Topic C

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

• Lynnette Brunger, Assistant Superintendent, lbrunger@libertyk12.org; Programs: Culturally Responsive Instruction with Technology; English Language learner; Instruction and Learning with Technology; Online Learning; Professional Development/Professional Learning.

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

• Terry Harcleroad; Director of Technology; tharcleroad@libertyk12.org; 1:1 Device Program; Active Learning Spaces/Makerspaces; Data Privacy and Security; Digital Equity Initiatives; Digital Fluency Standards; Infrastructure; Policy, Planning, and Leadership; Technology Support
• Deborah DeGraw: Director of Student Support Services; ddegraw@libertyk12.org; Special Education Instruction and Learning with Technology.