Approved: 07/14/2022
II. Strategic Technology Planning
V. NYSED Initiatives Alignment
VI. Administrative Management Plan
I. District LEA Information
What is the name of the district administrator responsible for entering the Instructional Technology Plan data?
Aaron Butler
What is the title of the district administrator responsible for entering the Instructional Technology Plan data?
Director of Technology
II. Strategic Technology Planning
What is the overall district mission?
Tri-Valley Central School is the foundation of our community. We will continue to build a school community with deep roots that will enable our children to excel in a changing world and that will enable our staff to continue to grow professionally. We will make available to our community a safe school facility that will be a place to support family activities through school activities and functions. Our focus will support community value sand our educational plan will produce global thinking students who will be effective communicators and lifelong learners.
What is the vision statement that guides instructional technology use in the district?
All students will have engaging and empowering learning experiences in both formal and informal settings that prepare them to be active, creative, knowledgeable, and ethical participants in our globally connected society. Educators will be supported by technology that connects them to people,data, content, resources, expertise, and learning experiences that can empower and inspire them to provide the most effective teaching possible for all learners. Embed an understanding of technology-enabled education within the roles and responsibilities of education leaders at all levels and set district-wide visions for technology in learning. Our district will leverage the power of technology to measure what matters and use assessment data to improve learning. All students and educators will have access to a robust and comprehensive infrastructure when and where they need it for learning.
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.
We developed the technology vision statement in meetings between the Curriculum and Technology departments. The District Technology Committee, consisting of teachers, administrators, IT support, and clerical staff provided input on all aspects of the Instructional Technology plan,including the vision.
A series of meetings occurred in the spring of 2022 for this purpose. The meetings focused on instructional technology, PD, and communications needs and subsequent plans to meet the needs.
How does the district’s Instructional Technology Plan build upon, continue the work of, and improve upon the previous three-year plan?
We made excellent progress on our previous plan’s goals. See below for examples.
During the last three years, aged and unsupported hardware was replaced with up to date hardware specifically chosen for the needs of the students.The team will continue to replace hardware on a regular cycle and re-evaluate replacement options to ensure that all new hardware is highly-effective,highly-reliable, and responsible expenditure of tax-payer dollars.
Numerous projects were undertaken and completed in the past three years to bring district facilities and technology infrastructure up to current standards and to improve reliability. Broadband speeds were upgraded significantly, and additional security measures were implemented to ensure availability, including DDoS protection, were implemented. During the next three years, the effectiveness of each of these elements will be continually re-evaluated to determine opportunities for improvement. PCs, switches and servers will continue to be replaced on a regular cycle to ensure that all hardware receives regular security updates and is supported by the manufacturer. Teachers will be transitioned from desktop PCs to Laptop PCs to better position them for seamless instruction in the event of being forced to teach from home again, as was done early in the COVID pandemic.
This plan began by evaluating the ways in which the previous 3-year plan was successful, and determining goals which could build upon that success.Our team also discussed ways in which the technology and information security landscape have changed in the past 3 years to ensure that our newplan accounted for those changes and is positioned to best serve the education of our students and responsible stewardship of taxpayer monies.
How does the district Instructional Technology Plan reflect experiences during the COVID pandemic?
The technology plan includes initiatives to continue focus on expanding broadband access throughout the district, and making LTE hotspots available where possible to address gaps in coverage. Additionally, older devices which are still functional are to be retained by the district, rather than excessed to ensure that should online learning be required again in the future, any Pre-K – 6th grade households which need an at-home device can receive one without having to remove assigned devices from classrooms.
Additionally, the district found that when teachers were required to teach from home using Chromebooks, it created additional difficulty as they lacked some of their normal programs and tools. To address this, the Instructional Technology plan includes moving teachers from desktop PCs to Windows laptops, which would allow them to take those devices home with them for use in remote instruction.
Is your district currently fully 1:1?
No
What are your plans to become a fully 1:1 District? (Covers all grades K-12 as applicable)
All students have a device at home for their exclusive use. Grades 3 – 12 also have a dedicated device at school (Grades 3 – 6) or are 1:1 (7 – 12). In Pre-K through 2, Tri-Valley chooses to limit screen time to “center time” within the classroom (unless we are virtual). At this time all Pre-K – 2ndgrade classrooms have at least one computer for every three students. Elementary students have a computer class. We feel the current availability of computers within the classroom meets the educational need. In addition to classroom computers for Pre-K through 2nd, additional Chromebooks are allocated to families for home use as needed (for quarantine, homework, etc.)
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.
The Professional Development Team and the Instructional Technology Committee will collaborate with the Elementary School Grade Level Leaders,Secondary School Curriculum Coordinators, and Administrators to identify and vet programs that will support the vision.
End of school-year surveys will be sent to all teachers and aides, requesting feedback for which trainings will be most useful to them at the start of the next school year. Trainings will be developed over the summer for at least the top five most requested topics. Trainings will also be given on the top five most used Educational Applications, based on reporting from the previous year from LearnPlatform. At the end of September, a second survey will be sent, requesting an update on what trainings would be useful. Training for remaining PD Days will be developed accordingly. We will rely on: expertise within our faculty for peer trainings; local BOCES PD; and vendors for PD. Learn Platform technology will provide data on technology use.
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 2010Statewide Learning Technology Plan.
Digital Content – The District uses standards-based, accessible digital content that supports all curricula for all learners.
The district has met this goal: Significantly
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
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
Leadership – The District Instructional Technology Plan is in alignment with the Statewide Learning Technology Plan vision.
The district has met this goal: Fully
Accountability – District-level information is posted on the District website, is easy to access, and is easily understood. Information provided includes the results achieved by the District in their efforts to enable students to build knowledge, master skills, and grasp opportunities for a better life.
The district has met this goal: Significantly
IV. Action Plan
Goal 1
Tri-Valley Central School District will integrate relevant, impactful, and high quality instructional technology into teaching and learning for all students and teachers.
Select the NYSED goal that best aligns with this district goal.
Develop a strategic vision and goals to support student achievement and engagement through the seamless integration of technology into teaching and learning
Target Student Population(s)
- 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 farm workers,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
- Vulnerable populations/vulnerable students
Additional Target Population(s)
- Teachers/Teacher Aides
- Administrators
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.
The program “Learn Platform” will measure the frequency of use for instructional technology programs and who is using them (students, teachers,staff). The baseline data collected will be as of November 30, 2022. Additional data points will be collected in February 28, 2023 and May 30, 2023. This annual process will continue each year through 2025. The usage data will be observed and evaluated by evaluating the current month snaps hot and the most recent three-month time frame.
Concurrently, the district will measure achievement for students in grades K – 10 through the NWEA Measures of Academic Progress assessment,given three times per year. Correlation will be made between the student results and the technology usage results.
The district will track trends in teacher performance on the Marshall Observation Rubric “Delivery of Instruction” indicator f (repertoire, which includes technology use). Successful professional development delivery should result in positive outcomes and trends in this metric.
The goal will be accomplished when the district can identify three or more programs that were recommended and implemented, focusing on a particular area, and correlated to improved results over the same time period. Based on improvements noted, additional prioritization will be given to increasing the usage of these proven successful programs.
Action steps that correspond to Goal #1
Action Step 1 – Planning
Finalize accurate user records and Instructional Technology programs in Learn Platform(Update annually)
Responsible Stakeholder: Director of Technology & Assistant Superintendent
Anticipated date of completion: 09/30/2022
Anticipated Cost: $24,000
Action Step 2 – Professional Development
Ensure that administrative assistants know how to run the necessary technology usage reports and that administrators know how to interpret the reports
Responsible Stakeholder: Director of Technology & Assistant Superintendent
Anticipated date of completion: 09/30/2022
Anticipated Cost: $0
Action Step 3 – Communications
Survey teachers by Department and Grade Level to identify the most relevant, impactful, and high quality instructional technology (Annually)
Responsible Stakeholder: Assistant Superintendent & Secretary to the Assistant Superintendent
Anticipated date of completion: 09/30/2022
Anticipated Cost: $0
Action Step 4 – Implementation
Run NWEA and LearnPlatform reports as scheduled and analyze the results(Annually)
Responsible Stakeholder: Assistant Superintendent & Principals
Anticipated date of completion: 10/28/2022
Anticipated Cost: $25,500
Goal 2
The largest barrier to equitable use is limited internet access to many geographic areas within the district. Tri-Valley will continue to make hot spot access available to those families for whom high-speed internet is unavailable, but who have sufficient cellular data signal at their home. Tri-Valley personnel will also continue evaluate options to expand broadband access, including meeting with county government personnel responsible for the Sullivan Broadband Local Development Corporation, which is a countywide initiative to improve access to broadband internet.
Select the NYSED goal that best aligns with this district goal.
Increase equitable access to high-quality digital resources and standards-based, technology-rich learning experiences
Target Student Population(s)
- All students
- 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
Additional Target Population(s)
- Teachers/Teacher Aides
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.
Yearly digital access surveys will be conducted for all student homes. These surveys will request information regarding what type of internet access the home has (if any). Results will be compared with previous years for home internet access. The end goal is to achieve 100% high-speed internet coverage for all student residences. Short-term goals are to a) reduce the net number of households without internet access each year and b) reduce the number of households relying on school-provided hot spots (a less robust solution) each year.
Action steps that correspond to Goal #2
Action Step 1 – Research
Yearly digital access surveys will be conducted for all student homes.
Responsible Stakeholder: Director of Technology & Admin. Assistant to the Director of Technology
Anticipated date of completion: 08/31/2022
Anticipated Cost: $0
Action Step 2 – Research
Results of digital access survey will be compared with previous years for home internet access,and trends tracked and analyzed.
Responsible Stakeholder: Director of Technology & Admin. Assistant to the Director of Technology
Anticipated date of completion: 09/30/2022
Anticipated Cost: $0
Action Step 3 – Community Partnership
Advocate with local broadband providers and community initiatives to expand coverage into clusters of residences which lack access.
Responsible Stakeholder: Superintendent & Director of Technology
Anticipated date of completion: 10/31/2022
Anticipated Cost: $0
Action Step 4 – Communications
Communicate expanded access to families in need as availability changes to speed adoption of services.
Responsible Stakeholder: Superintendent & Director of Technology
Anticipated date of completion: 6/30/2025
Anticipated Cost: $0
Goal 3
Tri-Valley will provide professional development for educators, families, and leaders that will increase the effectiveness of the use of Instructional Technology.
Select the NYSED goal that best aligns with this district goal.
Provide access to relevant and rigorous professional development to ensure educators and leaders are proficient in the integration of learning technologies.
Target Student Population(s)
- 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 farm workers,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
- Vulnerable populations/vulnerable students
Additional Target Population(s)
- Teachers/Teacher Aides
- Administrators
- Parents/Guardians/Families/School Community
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.
The effectiveness of the Professional Development on Instructional Technology will be measured by analyzing student outcomes and surveys about the PD, as well as teacher observations by administrators. Specific indicators will be measured over time (Marshall rubric “Delivery of Instruction”Repertoire indicator, which includes use of Technology.)
Action steps that correspond to Goal #3
Action Step 1 – Planning
Identify the programs to prioritized for training.
Responsible Stakeholder: Assistant Superintendent & Director of Technology
Anticipated date of completion: 5/18/2025
Anticipated Cost: $0
Action Step 2 – Planning
Develop the PD plan for the identified programs.
Responsible Stakeholder: Assistant Superintendent & Professional Development Team
Anticipated date of completion: 7/29/2025
Anticipated Cost: $25,200
Action Step 3 – Professional Development
Schedule and implement the planned PD.
Responsible Stakeholder: Assistant Superintendent & Professional Development Team
Anticipated date of completion: 3/31/2023
Anticipated Cost: $0
Action Step 4 – Evaluation
Develop and implement measurement methods for the PD.
Responsible Stakeholder: Assistant Superintendent & Professional Development Team
Anticipated date of completion: 11/30/2022
Anticipated Cost: $0
V. NYSED Initiatives Alignment
Explain how the district use of instructional technology will serve as a part of a comprehensive and sustained effort to support rigorous academic standards attainment and performance improvement for students.
Teachers have access to Windows PCs and Chromebooks for use in lesson plan development and class prep. Interactive displays with integrated Chrome OS are located in each classroom for use in instruction. Students in 3-12 have dedicated Chromebooks for use in class, or 1:1 in grades 7 -12. This availability supports always-on education and learning. Students in Pre-K-2nd have Chromebooks for use in ‘centers’. Teachers integrate classroom technology into the lesson plans in ways which facilitate engagement, learning, and measurement of skill and knowledge integration by students. Following are examples of some technology applications used in the classroom: Gizmos, Big Ideas Math, Desmos, Flocabulary, NearPod, Pebble Go, Brain Pop, ReadWorks, Prodigy. Quizziz and similar products for formative assessment.
Students in grades K – 10 are tested with the NWEA adaptive test three times per year. Teachers use the data to inform instruction.
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 largest barrier to equitable use is limited internet access to many geographic areas within the district. In the short-term Tri-Valley will continue to make hot spot access available to those families for whom high-speed internet is unavailable, but who have sufficient cellular data signal at their home. In the long-term, Tri-Valley personnel will also continue evaluate options to expand broadband access, including meeting with county government personnel responsible for the Sullivan Broadband Local Development Corporation, which is a countywide initiative to improve access to broadband internet.
To ensure that technology in the hands of students is capable of quickly and reliably supporting their learning needs, Chromebooks will be replaced regularly, ensuring that they are capable of receiving all operating system, application, and security updates. Loaner Chromebooks are kept on hand to be issued as temporary replacements when damage occurs to student-issued 1-1 Chromebooks.
We will also periodically evaluate available technologies which might provide internet access to under served areas.
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 student swith disabilities.
Students with Disabilities have the opportunity to utilize Speech to text, text to speech, CBT accommodations such as sharing and splitting screens,FM devices, and straight communication (Dynabox). OOD students have other devices to assist such as Ipads for communication. Learning Ally,enlarged keyboard, and enlarged print are available to all students with disabilities. All students have Chromebooks. The Teacher of the Blind identifies needs, such as magnifiers and iPads. Students’ individual needs are met as needed. For example, students may have their own hearing aids/phone apps. Diabetic students and nurses use apps to monitor individual students as needed.
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).
- 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: Blue light filters for students who are visually impaired or medical conditions.
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
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 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 private online video channel).
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.
- Learning games and other interactive software are used to supplement instruction.
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 5 languages most commonly spoken in the district
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.
- Enhancing children’s vocabulary development with technology
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.
- Provide/students/experiencing homelessness/and/or housing insecurity with tablets or laptops, mobile hot spots, prepaid cellphones, and other devices and connectivity.
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 facilitate collaborative classroom projects among heterogeneous student groups.
VI. Administrative Management Plan
Staff Plan:
Provide the Full-Time Equivalent (FTE) count, as of plan submission date, of all staff whose primary responsibility is delivering technology integration training and support and/or technical support.
District Technology Leadership: 1.00 (FTE)
Instructional Support: 0.00 (FTE)
Technical Support: 3.00 (FTE)
Total: 4.00(FTE)
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.
Anticipated Item or Service: Instructional and Administrative Software & LearnPlatform
Estimated Cost: $24,000/Annually
Potential Funding Source: District Operating Budget
Other Funding Sources: N/A
Anticipated Item or Service: NWEA
Estimated Cost: $25,500/Annually
Potential Funding Source: BOCES Co-Ser purchase
Other Funding Sources: N/A
Anticipated Item or Service: Staffing & PD Planning Committee
Estimated Cost: $25,200/Annually
Potential Funding Source: District Operating Budget
Other Funding Sources: N/A
Total Estimated Cost: $74,700/Annually
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