PINE BUSH CENTRAL SCHOOL DISTRICT TECHNOLOGY PLAN
7/1/2022 – 6/30/2025
Pine Bush Central School District
156 Route 302
Pine Bush, New York 12566
(845) 744-2031
Contacts: Co-Directors of Technology Task Force
John Hicks~ Director of Technology
john.hicks@pinebushschools.org
Phone: (845) 744-2031 ext. 4040
Lisa Hankinson~ Principal Circleville Middle School
lisa.hankinson@pinebushschools.org
Phone: (845) 744-2031 ext. 5601
- Executive Summary
- Instructional Technology Plan Overview
- Mission Statement
- About us
- District Goals
- Technology Vision Statement
- Technology Goals 2022-2025
- NYSED Initiatives Alignment
- Administrative Management Plan
Executive Summary
The following technology plan represents the collaborative efforts of various
stakeholders in the Pine Bush Central School District and its surrounding communities.
It is a living document, or work in progress, that will be consistently revisited,
reevaluated and revamped to meet the needs of our students, staff, and family and community members in relation to the emerging technologies as we strive for success in the 21st century.
This plan encompasses a three-year time frame and will serve as the driving force to guide our decision-making with regard to ensuring that our District’s mission, vision, and goals for the technological experiences our students and stakeholders experience are met with success.
To meet these ends, we have amassed a group of individuals who comprise our district-wide Technology Task Force and serve as the “instruments” of change necessary for creating personalized 21st century learning environments in which technology remains vital:
- Donna Geidel, Interim Superintendent
- Michael Pacella, Assistant Superintendent for Administrative Services
- Amy Brockner, Assistant Superintendent for Instruction
- John Hicks- Director of Technology and Co-chair of Technology Task Force
- Lisa Hankinson- Middle School Principal and Co-chair of Technology Task Force
- Angela Wise-Landman – Executive Director of Human Resources, Data and School Counseling
- Casey Grey – Instructional Technologist
- Darcy Kocsis – Instructional Technologist
- Jessica Herb – Instructional Technologist
- Brian Miros – High School Assistant Principal
- Chris Mummery- Middle School Assistant Principal
- Seth Siegel – Middle School Assistant Principal
- Eric Winter- Elementary Principal
- Brian Breheny- Elementary Principal
- Anthony Muia – Elementary Assistant Principal
- Joseph Prestianni- Elementary Assistant Principal
- Lisa Ruyack- Library Media Specialist
- Rob Pawson – Library Media Specialist
- Jonathan Konior – Computer Technical Assistant
- Martie Paulus – Computer Teaching Assistant
- Kelly McCauley – Computer Technical Assistant
- Sara Ferry – Assistive Technology Specialist
- Judy Parsells- Parent Liaison
- Mike Ciarelli – High School Teacher
- Maureen Curtin – Middle School Teacher
- Amy McDonald – Middle School Teacher
- Katie Green – Middle School Teacher
- Alyssa Tong – Middle School Teacher
- Gwen DeFazio- Elementary Teacher
- Sarah Levato- Elementary Teacher
In addition, members of our Technology Task Force collaborated with other staff members throughout our district leading the way with technology integration at all school levels comprised of the following stakeholders:
- Kenneth Marshall- District-wide STEAM Coordinator
- Patrick Reiser- High School STEAM
- Julie Facciolla- Middle School STEAM
- Dave Kellish- Middle School STEAM
- Mat Schomber- Middle School STEAM
- Russell Hennig- Middle School STEAM
- Michelle Pollack- Elementary STEAM
- Mariann Bott- Elementary STEAM
Student Forum Members:
High School Representatives~
- 9th- James Cerniglia
- 10th- Elias Blumrath
- 11th- David Tamkloe
- 12th- Katie Sassi
Middle School Representatives~
- Danny D’Alessandro~ Crispell Middle School
- Samaya Johnson ~ Circleville Middle School
These individuals are working collaboratively to fortify our commitment to effectively integrate technology into classrooms that are no longer confined to four walls.
Strategic Technology Planning
Our entire Technology Task Force met at least once a month virtually to formulate our new goals/plan and delineate tasks based on the timeline for submission. We then formed subcommittees based on the new goals that members chose to work. These groups met at least twice a month in addition to our regular District Technology Task Force meetings. In addition, our co-chairs kept in contact with each building level administrator at least once a week and held virtual meetings at least once a month to gauge how subcommittee action plans were being developed. Co-chairs communicated consistently via phone, email and virtual meets to brainstorm and debrief from any previous meetings. Co-chairs also facilitated subcommittee meetings we were asked to join as well. As a result of all of our meetings, there is a more intentional focus on spiraling our collaborative efforts to use technology as a tool to support teaching and learning from Pre K – 12, especially in our Personalized Learning initiative via Education Elements.
Instructional Technology Plan Overview
Includes: how our plan builds upon, continues the work of, and improves upon our previous three year plan, as well as reflecting on our experiences during this pandemic
As is the case in most school districts in our nation, the Pine Bush Central School District continues to grapple with the challenges and incredible upheaval the COVID-19 pandemic continues to cause in all of our lives.
In March of 2020, education was forever changed. We suddenly found ourselves in the throes of teaching our students in an unfamiliar world. In a matter of days, we pivoted to all virtual learning and rolled out a successful 1:1 Chromebook initiative. Technology became the vital component of education that enabled all of us to be resilient, strong, and present every day for our students and their families.
Moreover, as a result of this pandemic, we continue to create a more equitable education for all of our students infused with inspiring and innovative teaching practices in which technology is key. While we are incredibly grateful and excited that we have returned to full capacity in-person learning, we remain proactive in examining ways in which we can best serve our students, families, staff members, and communities. Our immediate task at hand is to continue to deliver a robust, technology-enhanced quality education program that supports and ensures success for all of our students.
We believe that our current technology plan will continue our previous three year plan as we continue to utilize our critical thinking and adaptability skills to ensure that our students’ academic, physical and social-emotional needs are met and or exceeded due to the impact of this pandemic and how we have changed in response. We believe our new goals directly correlate to our previous goals while providing more specificity due to new district-wide initiatives such as personalized learning in which technology experiences for our students remain paramount.
At this time, we find ourselves having virtual meetings and work sessions instead of meeting in person as in year’s past. We have been intentional to ensure collaboration and delineation of tasks throughout the creation of this plan. We also felt the need to form subcommittees to work on our goals and related action steps. As a result, we were able to facilitate more focused task completions. We continue to use virtual meetings and work sessions with breakout rooms. It is during these times that we meet to discuss and analyze data of what we did well during the pandemic and what we need to improve upon. We continue to survey our staff, students and families and use this information to tweak our individual goal-related action steps.
Moreover, we are also working to align our professional development goals with our district professional development plan as we collaborate to update both documents. Our current technology goal in our district professional development plan has us integrating technology to enhance learning, improve student achievement, and maximize student proficiency in utilizing up-to-date technology, as well as improving communication between staff members and our students’ families.
Furthermore, all of our elementary and middle schools have formed data teams with OU BOCES trainer, Melanie Lofaro, based on the framework discussed in the book Data Wise by Kathyrn Parker Boudett, Elizabeth A. City, and Richard J. Murname. These teams have been receiving professional development throughout this school year, as well as last year, as we use this framework to analyze our state assessment data to improve student achievement. This partnership is slated to continue.
Additionally, we recognize that we demonstrated strengths and weaknesses at every level in all of the learning models utilized throughout this pandemic. As a result, we have been able to focus on providing equitable learning for our students with more intentionality. For example, we have: rolled out a district-wide 1:1 Chromebook initiative, expanded our technology department to improve our help desk, purchased and deployed numerous technology devices including hotspots for families without Internet access, and increased our bandwidth, to name a few. We realize that we have to provide purposeful professional development to respond to increased technology use and integration as we strive to provide culturally and linguistically responsive learning environments and communications to engage our students and their families.
We have never been prouder of our staff, students, parents, families, and school community. We thank all of them for the tremendous roles they continue to play as we ensure technology-enhanced continuity of learning that can pivot at a moment’s notice during these unprecedented times. Now, more than ever, we recognize how important it is for us to stay connected as we recover, reinvent, and restart learning for everyone.
Online or blended learning: At the onset of the pandemic, in March 2020, the district began teaching and learning as fully remote. We immediately rolled out a 1:1 Chromebook initiative for each student attending our school district. As certain mandates were relaxed, we began to offer in-person instruction initially to our students with disabilities and our English Language Learners. We then shifted to hybrid learning for all our students who chose to attend school in person on certain days; however, we also provided blended learning throughout the pandemic as some families chose to keep their children home learning remotely.
Our need to address internet connectivity included the following: The district tripled its Internet bandwidth to ensure that the district’s network could handle all Internet demands regardless of whether all students were virtual, some were virtual and some were in school or all students were in school and on devices. The Internet usage was monitored to make sure that the demand never exceeded the available bandwidth. The district also purchased hotspots, which it provided to students who did not have Internet access at home.
Changes in device purchases in regard to quantity or type included: The district worked with vendors to identify Chromebooks that had the best availability for purchase and allocated additional money to purchase Chromebooks as the price of Chromebooks rose significantly.
Though the district was not 1:1 prior to the pandemic, the district had an adequate number of Chromebooks and was able to pivot to virtual learning rather quickly in March 2020. Device deployment consisted of specific pick up points at locations throughout our district for our families in which we provided a pre-sign out of Chromebooks with related user agreements that were completed online prior to receiving devices. Families then drove up to our outdoor tents at given locations in which volunteers from our school community handed out these devices. The district collected Chromebooks from all students in June 2021 in order to provide for a systematic 1:1 distribution strategy to deliver Chromebooks to all students in September 2021 that ensured consistency of Chromebooks models across grade levels.
Professional Development related to technology use, integration and instructional design during this time included:
- Three technology integration coaches created virtual learning environments based on Google Suite applications, with specific emphasis on use of Google Classroom as our main instructional delivery platform
- Technology Support Teams have been created and maintained at the elementary and secondary levels to provide up to date, personalized, in-person or virtual professional development opportunities in technology use, integration and instructional design as enhancements for teaching and learning
- Conference Days held at the district level in which a menu of options is available for our teachers and support staff to choose what specific technology-based professional development opportunities they feel are relevant to their respective roles and responsibilities within our district. Surveys will continue to be used as a way to gauge our staff members’ needs and comfort levels related to technology use, integration, and instructional design.
Instructional Changes included:
- Teachers utilizing asynchronous, synchronous, hybrid and blended learning models
- Teacher-directed instruction for students on the use of Google Classroom and related Google Suite apps, communicating with teachers in the virtual world, and interacting with their peers while in breakout rooms to ensure collaboration, navigating School Tool, and using resources such as: Kami, EdPuzzle, Kahoot, Gimkit, Renaissance, TypingClub, Seesaw, GoGuardian, Formative, i-Ready, Raz-Kids, Google for Education Enterprise, Screencastify, Mystery Science, Imagine Learning, and Happy Numbers, to name a few
- Professional development in all areas was held virtually as well as all faculty, GLC, departments meetings, etc.
- Many staff members fulfilled CTLE requirements and/or participated in technology-based opportunities virtually via webinars and online courses to enhance their technology skills
Parent and community stakeholder engagement included the use of surveys and virtual forums for our stakeholders to ask questions and share comments and concerns. In addition, virtual parent conferences and PTA meetings were held. Moreover, we experienced increased volume of parental communications via email. It should also be noted that our Superintendent, Mr. Tim Mains, who passed away in December 2021, was intentional in keeping all of us “in the know” throughout this pandemic with his consistent weekly, and at times, nightly updates on new mandates, initiatives, or simply to provide resources for families and students struggling socially and emotionally via robocalls using our School Messenger System.
1:1 Status~ Our district is currently 1:1
Description of professional development plan for building capacity of educators and administrators in the attainment of the instructional technology vision includes the following:
- Engage in a three year contract with Education Elements and their Four Core Continuum of Personalized Learning. This company provides professional development to administrators and teachers on: reflection and goal setting, targeted instruction, collaboration and creativity and flexible path and pace. Technology use, integration, and instructional design are infused throughout.
- Provide professional development in all capacities for our staff members in-house through the use of our technology integration specialists and what they can provide, as well as encouraging our staff members to seek out their own opportunities via Orange-Ulster, Sullivan, Ulster and PNW BOCES, conferences, support seminars, Summer Google Camp, online webinars, etc., to name a few.
- Increase the number of staff members who have attained certifications from Google for Educators
Mission Statement
The Pine Bush Central School District’s visions is to empower students to dream big, think globally, value diversity and achieve personal success. Our mission is to provide real world, state-of-the art, innovative educational strategies that prepare our students for higher education and career pathways. Each student will be prepared to become a contributing member in an ever-changing world.
About Us
The Pine Bush Central School District is nestled at the base of the Shawangunk Mountains approximately 20 miles west of the Hudson River and 75 miles north of New York City. It encompasses seven townships located in portions of Ulster, Sullivan, and Orange counties.
Established in 1938, the district is comprised of seven schools: Pine Bush High School (9-12), Crispell and Circleville Middle Schools (6-8), Circleville Elementary, E.J. Russell Elementary, Pakanasink Elementary and Pine Bush Elementary Schools (PreK-5). It has a student enrollment of approximately 4,800 and a current budget of $116.1 million. The district serves a diverse socio-economic population made up of 0.27% American Indian, 10.76% African American, 1.91% Asian, 15 % Hispanic, 0.27% Pacific Islander, 69.97% White, and 1.81% Multi-Racial. Of its student population, 52% are eligible for free or reduced lunch. Currently, the district employs approximately 800 employees of which 380 are teachers.
We, the Pine Bush Central School District, pride ourselves as being an integral component of the community, bringing together our students, residents, local
businesses and public services while orchestrating exceptional educational experiences for our students.
Vision Statement
Our school community establishes a learning environment that maximizes each student’s achievement and prepares students for their own success as contributing members of a global and changing society.
District Goals
DISTRICT MISSION AND VISION
The Pine Bush Central School District’s vision is to empower students to dream big, think globally, value diversity and achieve personal success.
Our mission is to provide real world, state-of-the-art, innovative educational strategies that prepare our students for higher education and career pathways. Each student will be prepared to become a contributing member in an ever-changing world.
VALUES AND BELIEFS
A district-wide commitment to the following values and beliefs is vital at all levels of the organization if we are to fully realize our vision and mission:
STUDENTS MUST ALWAYS COME FIRST.
- We believe it is essential to place the interests of students above all others in
every decision we make. - We believe that students should feel a strong connection to school and have positive relationships with the adults in our schools.
- We believe that the core work of the district is supporting student learning.
- We believe it is our responsibility to do whatever it takes to ensure that every
child, regardless of challenges or circumstance, be supported and expected to
achieve at his or her highest level.
HIGH–QUALITY TEACHING AND LEARNING ARE KEY TO STUDENT SUCCESS.
- We believe that all children can learn and excel, and that we have an
obligation to uncover the best ways to make that happen. - We believe in high expectations for all students and staff built on a culture
that includes fair treatment, honesty, openness and respect. - We believe high-quality instruction is key to our students’ success and is built
on a rigorous and relevant curriculum that is aligned to high standards,
measurable outcomes, appropriate professional development and equitable
access to educational opportunities. - We believe that we will need to operate in perpetual learning mode, seeing
professional growth as an ongoing responsibility for all.
POSITIVE SOCIAL, EMOTIONAL, AND BEHAVIORAL GROWTH PROVIDES A STURDY FOUNDATION FOR ACADEMIC AND PERSONAL SUCCESS.
- We believe schools are the heart of our communities and are committed to
providing healthy, safe and caring school environments. - If we want children to be successful in school and in life, we believe they must
possess strong social skills plus emotional self-awareness and self-control. - We believe that students want to know what is expected, and we have an
obligation to tell them. - We believe structured opportunities outside of the classroom can provide rich
experiences that foster positive social/emotional development and responsible behavioral choices.
STRONG LEADERSHIP, EFFECTIVE SYSTEMS AND RELIABLE MEASURES ARE NEEDED TO ACCOMPLISH OUR GOALS.
- We believe that leadership is essential. It should be developed and distributed
within every constituency and throughout the organization. - We believe that routine review of how we do business will help us to maintain
effective and efficient systems that support our core business of teaching and
learning. - We believe that a continuous improvement cycle can most effectively be
maintained by the routine collection and analysis of data. - We believe that data should help us refine our approaches within our
classrooms and in the systems that support those classrooms.
OUR EFFORTS WILL REQUIRE US ALL TO WORK TOGETHER.
- We believe we must partner effectively with our parents and tap community
resources. - We believe students are far more likely to be successful in school when their
families share in the commitment to that school success. - We believe that teachers and other staff must maintain a collaborative spirit
and be willing to share both resources and ideas. - We believe positive relationships are key to accomplishing our goals. This
includes relationships between and among staff, between teachers and
students, between administrators and teachers, and among school staff,
families, community and the Board of Education.
Technology Vision Statement
We, the Pine Bush Central School District, will engage our students in personalized learning experiences that showcase technology as the essential ingredient for mastering 21st century skills. We will form collaborative partnerships with students, faculty, staff, family, and community members to meet this end as we prepare students for success in the global workforce.
Technology Goals (2022-2025)
We are intentional in orchestrating a system in our technology plan that: implements curriculum and instruction that does not merely meet the standards but exceeds them, emphasizes proficiency in 21st century learning skills and integrates them across the content areas, provides personalized learning experiences, offers ongoing and sustainable professional development opportunities for our staff, collaborates with all stakeholders, and fosters a culture that nurtures each individual’s learning potential.
Goal 1
Learning and Engagement Goal
Integrate technology as an instructional support that fosters student-centered learning environments that are culturally responsive.
NYSED Goal Alignment Focus:
Provide technology-enhanced, culturally and linguistically responsive learning environments to support improved teaching and learning.
Target Population: All students
Additional Target Populations: Teacher/Teacher Aides, Administrators
How will the instructional technology goal be measured and evaluated during and after implementation?
- Assessments that are computer based for students increase 5-10%
- surveys based upon the needs of stakeholders 5-10% increase in usage; and
- evaluations of any connections between student achievement and technology implementation 5-10% increase in teacher use technology resources.
| Category | Description | Responsible Stakeholder | Other | Anticipated month of completion | Anticipated year of completion | Anticipated cost | |
| Action Step 1 | Planning |
In order to identify gaps or inequities, the district will use the existing resource |
Director of Technology | Technology Integration Specialists | June | 2023 | $0 |
| Action Step 2 | Evaluation |
Survey teachers to gain concrete information |
Technology Integration Specialists | N/A | December | 2023 | $0 |
| Action Plan 3 | Professional Development | Based upon information gleaned from Action Step 2, provide teachers with focused professional development workshops based on cited standards, initiatives (especially Ed Elements and EL Education, as well as programs/tools | Assistant Superintendent for Instruction | N/A | June | 2025 | $300,000 |
| Action Step 4 | Curriculum | Build upon current scope and sequence/curriculum maps to integrate and align the Computer Science and Digital Fluency Standards into appropriate grade bands of PK-5, 6-8 and 9-12 | Assistant Superintendent for Instruction | N/A | June | 2024 | $25,000 |
| Action Step 5 | Professional Development | Build teacher capacity to consistently use technology devices and resources to ensure students remain engaged in their own learning | Assistant Superintendent for Instruction | N/A | June | 2024 | $25,000 |
| Action Step 6 | Collaboration | Collaborate with the Hudson Valley Regional Bilingual Education Resource Network to ensure we are differentiating instruction and providing opportunities for immersive learning with technology for ELLs | Other | District-wide ELL Team Leader | June | 2025 | $0 |
| Action Step 7 | Communications | Create and curate resources for families to allow for better access and utilization of technology | Instructional Coaches | Classroom teachers | June | 2023 | $0 |
Goal 2
Data Goal
Improve student achievement in their personalized learning environment by utilizing the Data Wise framework.
NYSED Goal Alignment Focus:
Develop a strategic vision and goals to support student achievement and engagement through the seamless integration of technology into teaching and learning.
Target Population: Teachers and administrators
Additional Target Populations: Students
How will the instructional technology goal be measured and evaluated during and after implementation? Analyze state and local assessment results using Data Wise Framework and provide remediation based on deficit areas to improve student achievement. Increase the number of professional development opportunities and number of teachers trained in personalized learning and the Data Wise Framework by 5%.
| Category | Description | Responsible Stakeholder | Other | Anticipated month/year of completion | Cost | |
| Action Step 1 | Planning | Provide support to educators in the use of data improvement. | Building Administration, Building Teams, Technology Task Force, Instructional Coaches | June 2023 | $0 | |
| Action Step 2 | Professional Development | Continue to offer training opportunities at the building level, before, during and after school. | DataWise Consultant, Building Administration, Building Teams, Technology Task Force Instructional Coaches | June 2023 | $30,000 | |
| Action Step 3 | Collaborate | Build upon an interconnected feedback system of relevant data for all stakeholders at the elementary, middle and high school levels. | Building Administration, Building Teams, Technology Task Force Instructional Coaches | June 2025 | $10,000 | |
| Action Step 4 | Act | Increase access to related data to those staff members providing instruction and instructional support | Building Administration, Building Teams, Technology Task Force Instructional Coaches | June 2024 | $10 | |
| Action Step 5 | Inquire | Research additional resources and evaluate their potential for increasing student achievement especially Learning Management Systems that address all current and future stakeholders’ needs. | Building Administration, Building Teams, Technology Task Force Instructional Coaches | June 2024 | $0 | |
| Action Step 6 | Evaluate | Conduct longitudinal analyses of the academic growth of individual students and cohorts through multiple measures | Building Administration, Building Teams, Technology Task Force Instructional Coaches | June 2025 | $0 |
Goal 3
District Infrastructure and High Tech Security Goal
Create appropriate policies, procedures, and upgrades that adhere to the NIST Cybersecurity Framework to ensure safety for all stakeholders.
NYSED Goal Alignment Focus:
Design, implement, and sustain a robust, secure network to ensure sufficient, reliable high-speed connectivity for learners, educators, and leaders
Target Population: All students, faculty and staff
Additional Target Populations: Parents and community members
How will the instructional technology goal be measured and evaluated during and after implementation?
Complete the implementation of the controls and policies for securing data integrity against ransomware attacks as identified in the NIST 1800-25 and 1800-26 publications. Decrease the faculty and staff click rates during phishing simulations by 10%. Complete the upgrade of 100% of wireless access points and 75% of switches. Ensure 100% of students have devices using surveys and by monitoring students ability to complete school work.
| Category | Description | Responsible Stakeholder | Other | Anticipated month of completion | Anticipated year of completion | Anticipated Cost | |
| Action Step 1 | Infrastructure | Upgrade network infrastructure (wireless and switches) | Director of Technology | E-Rate and Smart Schools | June | 2025 | $1,120,000 |
| Action Step 2 | Digital Equity | Ensure that all students have access to appropriate devices and internet at both home and school | Director of Technology | June | 2025 | $1,570,000 | |
| Action Step 3 | Cybersecurity | Implement NIST CSF controls, policies and procedures | Governance Committee |
Director of Technology Director of Security Consortium through Orange-Ulster BOCES |
June | 2025 | $500,000 |
| Action Step 4 | Professional Development | Educate staff and students on cyber safety, phishing emails and data privacy | Governance Committee |
Director of Technology Library Media Specialists |
June | 2025 | $50,000 |
| Action Step 5 | Cybersecurity | Monitor student online use of resources to ensure safety | Director of Technology | June | 2025 | $190,000 | |
| Action Step 6 | Other (High Tech Security) | Upgrade mass notification systems in all schools | Director of Technology | Smart Schools | June | 2025 | $1,130,000 |
NYSED Initiatives Alignment
How our district’s 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 is described as follows:
With the support of all stakeholders and through the district-wide Technology Task Force, integrating technology into Pine Bush Central School District’s instructional programs will remain a priority. The task force will continue to conduct staff needs-based surveys and take inventory of the district’s present hardware and software resources, identify their strengths and weaknesses and brainstorm ways of better utilizing existing programs and equipment. Information gleaned from the analysis of past surveys has revealed that key to the implementation of relevant technology integration into our curricula will be creating an ISTE, NETS, National and NYS Standards-based technology program. We must continue to formulate a curriculum map and scope and sequence integrating Information and Communication Technology Skills for grades Pre K-12.
While this may prove to be a daunting task, we must continue to include sustained professional development for administrators, teachers, library media specialists and teaching assistants to familiarize them with the above mentioned technology standards. We must continue to offer training that demonstrates how to effectively integrate these standards and skills into teachers’ daily repertoires as a support to increase student achievement. Therefore, continued professional development for all related staff members on these standards will prove critical as we continue with our technology strategic planning.
While we continue to move forward in our plan to create and sustain personalized 21st century learning environments that integrate technology into our curricula as a support, we will continuously develop, adopt and evaluate new methodologies in the learning sciences to improve student achievement and provide support to encourage STEAM career choices for our students. All students will have the opportunity to use technology to access and analyze information in ways that develop higher level thinking skills, increase their ability to use these resources to solve problems and support the confident use of technology skills they will need in the future. Additionally, teachers and administrators will be provided with the necessary tools and resources enabling them to identify the extent to which students meet higher standards of technology literacy.
Our quest to explore technology as an instructional tool for 21st century learners will continue with the emergence of new technologies and in an effort to continually differentiate instruction for our diverse students’ needs. We will continue to explore and integrate new emerging technologies to ensure that all of our students are afforded opportunities to discover and utilize resources and tools to assist them with learning.
Strategies the district plans to implement to address the need to provide equitable learning “everywhere, all the time” includes short and long-term solutions described as follows:
The district is committed to improving and maintaining the quality and integrity of its connectivity infrastructure. This provides the district with the foundation to support our instructional technology initiatives in all of its schools. The connectivity improvements and expansions included in E-Rate and Smart Schools projects will accomplish this by ensuring that our connectivity infrastructure is both sound and robust. The district recognizes that it must continually monitor its connectivity infrastructure and perform necessary upgrades both in the short term and long term.
The district currently maintains a sufficient inventory of Chromebooks so that every student can be assigned a Chromebook to use both at home and in school. The district also maintains an inventory of Chromebooks that are used as loaners while a student’s assigned Chromebook is being repaired or if the students forgets to bring theirs to school. Further, the district has additional Chromebooks that it makes available for students who are in an out of district placement or are being tutored at home. Hotspots have been purchased by the district to provide for students to use at home when the family does not have Internet access. Teachers, counselors and administrators monitor student use of technology resources and the student’s ability to complete their assigned work and follow up with the students and parents to make sure that the students have adequate access at home. The district plans to follow this course of options to ensure equity in our future plans.
The district partners with BOCES and numerous other vendors to assist with the evaluation, procurement, monitoring and support of its resources.
Students with disabilities – specific technology, applications, or devices we use to serve this population are described as follows:
Students with disabilities are recommended for a variety of technology, applications, or devices depending on their individual needs. The following is a list of current technology but it is subject to change if a new need arises:
- Chromebooks
- iPads
- Augmentative communication devices and applications such as LAMP Words 4 Life, TouchChat. Proloque to Go
- low tech ie. headsets with mic, noise canceling headsets, switches, adaptive mouse, monitor enlarger, etc
- Google accessibility features
- FM systems, Roger Pens, amplifiers
- Co writer including predictive text and voice to text
- Book share
- Snap and Read
- Kami
- various adaptive applications such as Lexia, iReady
- Boardmaker
How our teachers use technology to address accessibility and differentiate, modify and accommodate the instruction of students with disabilities is described as follows:
Teachers work with our Assistive Technology Specialist to understand the supports recommended for their particular students. This enables teachers to support the students. In addition, the AT Specialists can monitor use of some of the technology such as co-writer and snap and read. She uses these metrics to identify students and teachers that may need retraining in order to encourage maximum usage. Teachers also are using Google classroom for a majority of their assignments which allows students to use all digital accommodations with ease. It also allows teachers to easily differentiate and modify for specific students as needed. All IEP accommodations and modifications as well as assistive technology recommendations are implemented by our teachers.
How our district utilizes technology to address the needs of students to ensure equitable access to instruction, materials, and assessments is described as follows:
- Class lesson plans, materials, and assignment instructions are available to students and families for “anytime, anywhere” access through Google Classroom, classroom webpages as well as through School tool.
- Technology is used to provide additional way 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
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 will include:
- Technology to support writers in the elementary classroom
- Technology to support writers in the secondary classroom
- Research writing and technology in a digital world
- Reading strategies through technology for swds
- Using technology to differentiate instruction in the special education classroom
- Choosing assistive technology for instructional purposes in the special education classroom
- Assessing student learning through technology
- Electronic communication and collaboration
- Promotion of model digital citizenship and responsibility
- Integrating technology and curriculum across the content areas
- Helping students with disabilities to connect with the world
How our district utilizes technology to address the needs of English Language Learners to ensure equitable access to instruction, materials and assessments is described as follows:
- Class lesson plans, materials, and assignment instructions are available to students and families for “anytime, anywhere” access through Google Classroom, classroom webpages as well as through School tool
- Technology is used to provide additional way 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
In analyzing our district’s Instructional Technology Plan and how it addresses the needs of English Language Learners to ensure equitable access to instruction, materials, and assessments in multiple languages, we believe that we are meeting this end in the five most spoken languages in our district.
Professional development offered to teachers of English Language Learners that will enable them to differentiate learning and to increase student language and content learning through the use of technology will include:
- 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 workshops for teachers
- Enhancing children’s vocabulary development with technology
- Reading strategies for ELLs
- 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 the content areas
- Web authoring tools
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Helping students connect with the world
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Interactive whiteboard and language learning
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Use camera for documentation
How our district utilizes technology to address the student experiencing homelessness and/or housing insecurity to ensure equitable access to instruction and learning is described as follows:
- Offer phone enrollment as an alternative to in-person enrollment.
- 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 by the district
- Replace devices that are damaged or stolen as needed.
- 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 “anytime, anywhere” access (such as through class websites or learning management system)
- 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
- 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
How our district uses instructional technology to facilitate culturally responsive instruction and learning environments is described as follows:
- 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.
Administrative Management Plan
FUNDING AND BUDGET: BUDGET AND TIMETABLE
The district utilizes a variety of funding sources in order to purchase and support educational and administrative technology. These funding sources include the district’s annual budget, E-Rate, grants and the Smart Schools Bond Act.
The district’s annual budget includes state aided money to purchase both hardware and software, purchases made through BOCES and purchases that it makes directly with vendors for hardware, software and services.
E-Rate funding has been used to upgrade the district’s network infrastructure. In 2020-2021 and 2021-2022, E-Rate money was used to purchase a new switch for each wiring closet in the district in preparation for upgrading wireless access points. In 2022-2023 and 2023-2024 the district will use E Rate money to upgrade the wireless access points in district classrooms to improve the district’s wireless infrastructure. The district will continue to evaluate its network infrastructure and explore upgrades for the 2024-2025 school year.
The district’s allocation is $5,050,017 in Smart Schools Bond Act money. The district has completed three Smart Schools projects of approximately $1,000,000 each. At the writing of this plan, the district is awaiting approval on its final Smart Schools project (phase 4). The focus of the Smart Schools projects has been to improve the district’s infrastructure and install High Tech Security in all of the district’s buildings.
The first three phases of the Smart Schools projects upgraded the video surveillance system in all of the district buildings, installed a lockdown notification system in all district buildings, grounded wiring racks in all district wiring closets, replaced intrusion detection systems is all district buildings, replaced fiber optic cable between wiring closets throughout district, replaced fiber optic cable between some of the district buildings, ran new fiber optic cable between campuses in Circleville, added some doors to card access control system, replaced the mass notification system in five of the district’s seven schools and replaced analog phones in the district schools to add security features. The fourth and final Smart Schools project of approximately $2,000,000 will replace the mass notification system in the remaining two schools, make lockdown/notification improvements in all seven schools, make some video surveillance upgrades, preform network and cabling improvements throughout the district and provide for nonpublic school loan of equipment per Smart Schools guidelines.
The district takes full advantage of any partnerships that it has been able to foster. These partnerships have assisted the district in the delivery of professional development. Some of the organizations that the district has formed partnerships with include the Mid-Hudson Teachers’ Center and SUNY New Paltz. The district continues to look for additional funding sources and partnerships.
| Technology Budget | 2022-2023 | 2023-2024 | 2024-2025 |
| Telephone – Includes all phone lines (including trunk lines, digital circuits and fax lines), maintenance agreements on phone system | $150,000 | $150,000 | $150,000 |
| Copier Agreements and Maintenance | $121,000 | $121,000 | $121,000 |
| Contractual Expenses – Includes maintenance agreements on network equipment and software, consultant fees, training for technology dept. staff | $640,000 | $640,000 | $640,000 |
| Materials and Supplies – Includes all forms, materials and supplies used by the department and projector bulbs, speakers, headphones, etc. for district | $50,500 | $50,500 | $50,000 |
| BOCES Services (Orange-Ulster BOCES) – Includes co ser fees, library automation, professional reference library, online subscriptions and audio-visual equipment repairs | $183,305 | $183,305 | $183,305 |
| Equipment – Computers and peripherals | $177,000 | $177,000 | $177,000 |
| NY State Aided Computer Hardware Instructional computers and peripherals | $102,000 | $102,000 | $102,000 |
| NY State Aided Computer Software Instructional computer software | $118,000 | $118,000 | $118,000 |
| BOCES Services (Orange-Ulster BOCES) – Includes co ser fees, Internet access for district, wide area network connections for district, Internet filtering for district, network printers/copiers purchased through BOCES and instructional technology purchased through BOCES | $751,317 | $751,317 |
$753,317 |
| Total Technology Budget | $2,293,122 | $2,293,122 | $2,293,122 |