highland falls csd status date: 03/08/2019 03:42 pm - not ... › cms › lib › ny02208180... ·...

HIGHLAND FALLS CSD Status Date: 03/08/2019 03:42 PM - Not Submitted

2018-2021 Instructional Technology Plan Update - 2019 Optional Tech Plan Update

I. District LEA Information

Section I - District LEA Information

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

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

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

11/05/2019 00:24 PM of 34



II. Strategic Technology Planning

Section II - Strategic Technology Planning

1. What is the overall district mission?

Our mission is to ensure that all students are challenged, engaged and empowered to become life-long learners and citizens committed to the

principles of our democracy.

The vision of the Highland Falls – Fort Montgomery Central School District, valuing our community schools, is to provide all our students, educators,

and the communities we serve with the global knowledge, cultural understanding, and skills needed to complete in the global community.

We believe it is important to:

· Provide an educational experience where our students and educators become leaders within the state, the nation, and the world.

· Provide an environment for learning and personal development in which every student sees and can explain the relationship between what he or

she studies and its application to an interconnected global community.

· Provide excellent teaching, supported by high quality content and personalized attention to student learning, empowering our students to be

responsible citizens and productive members of our ever-changing society. 2. What is the vision statement that guides instructional technology use in the district?

The Highland Falls-Fort Montgomery CSD is dedicated to the pursuit that all students are able to become responsible critical thinkers who are

technologically literate members of the global community. It is the responsibility of the District to provide the resources and staff development

through which the teachers and administrator will implement exemplary technology enhanced learning environments that reflect the goals of the

National Educational Technology Standards AND Performance Indicators (NETS) for Students, Teachers and Administrators. Further, the use of

technology will address the Common Core State Learning Standards, whereby student use technology and digital media strategically and capably:

“Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to

acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the

strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.”

This Technology Plan is intended to support the Highland Falls-Fort Montgomery CSD educational initiatives as outlined in the HFFMCSD

Academic Plan and support our District’s vision and strategies. The plan is developed from a belief, supported by research, that technology can

significantly enhance the learning environment and improve teaching and learning while being a critical component in our efforts to prepare our

students as learners for the 21st century. In addition to the development of core academic subject knowledge and understanding among our students,

we will support the development of essential skills, through technology, for success in today’s world: critical thinking, problem solving,

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

List Goals

Goal 1During each year of the Technology Plan, evaluate the technology based learning initiatives (1:1

Chromebooks and video-conferencing). through such means as surveying students and teachers

(representative of all stakeholders) and /or conducting focus groups, on how devices are used to support

instruction learning (use of the G-Suite and other web-based tools/resources).

Goal 2During the three year period of the Technology Plan, devise and implement a coding curriculum for students

in Pre-K - 12th grade, in order to increase the opportunities for students to study coding and constructivist

environments, to include expanded course offerings and maker-spaces in all schools.

Goal 3As SMART Boards continue to age, the District needs to evaluate all options the replacement/upgrade of

interactive whiteboards and classroom audio system. As such, we will create and implement a plan for

upgrading interactive whiteboards and classroom audio systems, to be evaluated by the execution of the

plan and the replacement of existing SMART Boards. 4. Do you want to list a fourth goal that will drive attainment of the vision?

Yes 4a. List Goal #4

Continue to support parents, student, and teacher in their use of technology to support cultural understanding and global awareness, and help them

understand the importance of safe and effective technology use, through such means as Common Sense Media Digital Literacy and Citizenship

Classroom Curriculum (or equivalent), as well as presenting programs for parents about the safe use of social media, that emphasizes both the

positive and negative aspects of technology use by all members of the HFFMCSD community.

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

Yes 5a. List Goal #5

Improve internal and external communication systems with all district stakeholders (including non-English speaking constituents) by creating a

district app and expanding the use of other communication tools (such as Class Dojo, Remind, and Google Classroom), to increase parent engagement

and participation in school based programs and activities. In addition, replace existing public announcement systems at the Fort Montgomery

Elementary School and the James I. O'Neill High School, and upgrade the system at the Highland Falls Intermediate School.

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

Developing the Instructional Technology Plan is an ongoing process and involves getting feedback from stakeholders (parents, teachers, students and

community members) throughout the year. Feedback takes the form of informal verbal communication, as well as formal surveys. Our Technology

Leadership Team (TLT) is a crucial part of this process since the members are using the technology to impact learning on a daily basis and they

receive feedback directly from the staff and students in their buildings. This feedback is brought to monthly meetings throughout the school year and

to our summer Technology Summer Institute. Emerging technologies that we research and determine to be worth exploring involves a pilot the first

year. A group of teachers will receive professional development, then implement the new technology (whether it be hardware or software).

Throughout the pilot feedback is given and recommendations are made prior to full rollout of new technology. Given our reliance up digital tools to

communicate with all stakeholders connected to the district, a subcommittee of the TLT was formed. The Communications Committee was formed in

the 2016-17 school year to support a comprehensive effort for family and community engagement, create and sustain a welcoming environment for

families, reciprocal communication and establishing partnerships with community organizations and families. The Committee created a

Communications Plan in an effort to present a clear and concise framework for communicating with all stakeholders. The plan therefore addresses

both internal (students, teachers, staff, administration and Board of Education) and external (parents, businesses, civic groups, religious groups and

other members of the HFFMCSD community) audiences.

The following meetings were involved in developing this current plan:

Stakeholder Group Outcomes

Instructional Technology Leadership Team

Met September 27, November 20, 2017 and January 29 and April 24 to

discuss plan. We meet twice a month throughout school year to

implement.

- Review current technology needs and allocate resources where needed

Plan future pilots and roll-outs based on instructional and curriculum

needs

Draft plan and receive feedback to revise as needed throughout the 3-year

plan.

Provide feedback on district technology initiatives

Plan and implement professional development at the building level

Revise ‘Professional Development’ section as needed

District Leadership Team/Instructional Council (Assistant Superintendent

for Curriculum, Instruction & Technology, Principals, Assistant

Principals, Director of Pupil Personnel Services)

Review instructional needs and plan needed professional development for

support and professional staff.

Review ‘Curriculum and Instruction’ and ‘Professional Development’

sections to assure needs are met.

- Review replacement schedules and building needs for technology

Determine building professional development needs for technology

integration

Review Plan and determine whether district technology initiatives are

addressing student and staff needs.

Communications Committee

Met April 4, 2017, January 10, March 14, April 11, 2018 to review and

evaluate the communications processes and tools for HFFMCSD

- Review procedures and tools for communication with all stakeholders.

This included a review of the district/schools’ websites, the development

of an HFFMCSD App, and an improved mass communication system.

- Identify and evaluate other mass communication tools to support parent

engagement, i.e. Class Dojo, Remind, the HFFMCSD App

Technology Plan Review Committee (administrators and teachers) Final writing and revision of plan prior to submission

Board of Education

Technology Focus Presentation 12 times a year

Review Technology Plan and implementation process

Demonstrate student learning through technology spotlights

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

The HFFMCSD BOE recognizes that a comprehensive and appropriate professional development program must be developed and maintained to

ensure that teachers are well prepared to engage students with the technologies that will lead them to be well prepared for the demands of the 21st

century. Our teachers must meet the expected National Educational Technology Standards and Performance Indicates (NETS-T) and (NETS-A).

Professional development is crucial to the success of any educational technology initiative. To that end, our goal is to maintain a rigorous program of

training for both new technologies as well as maximizing the potential of prior investments. It is the goal of HFFMCSD to continue to implement a

program of staff development that is designed to assist staff to maximize student potential, focus on success for all students and facilitate the

implementation of the Common Core Learning Standards. Our professional development focuses on an on-going program with the following goals:

• To implement strategies for providing ongoing, sustained professional development for teachers, principals, administrators, and school library media

personnel to ensure that staff know how to use the new technologies to improve education and library services.

• To provide opportunities for all staff to improve their professional practice, model life-long learning and exhibit leadership in their professional

community by development professional development goals that promote and demonstrate the effective use of digital tools and resources based on the

ISTE NETS for Teachers.

• To conduct in-district technology workshops, led by teachers and administrators on specific skills, tools and innovations, data-driven instruction,

online learning communities, digital etiquette, safe, legal, and ethical use of information, communication and collaboration tools, SMART Notebook,

Google Suite, Chromebooks, and creative presentations. .

The HFFMCSD has contracted with BOCES Model Schools program for ongoing professional development. Available topics include but are not

limited to: Google Suite, SMARTBoard/SMART Notebook, PowerPoint, Multimedia, Discovery Education and Chromebook training. The Assistant

Superintendent for Curriculum, Instruction & Technology and the members of the Technology Leadership Team regularly provide professional

development to teachers in individual, small group in large group settings. Teachers that participate on the Technology Leadership Team serve as a

resource for their colleagues and assist with using the SMARTBoard/SMART Notebook, Google Apps for Education, eDoctrina, and Chromebooks.

Further, teachers have received extensive training on using Google Apps for Education including Google Classroom. Additionally, the district

provides monthly professional development opportunities, September through May, and three Superintendent Conference days in which technology

may be presented. These trainings are conducted by district administrators, BOCES trainers and outside contractors. We will expand our offerings to

incorporate training on the upgraded technologies proposed in the SSBA. 8. How will the instructional technology goals be measured and evaluated during and after implementation? Be sure

to include any tools or metrics that are part of this evaluation process.

The Highland Falls-Fort Montgomery CSD has taken steps to assure that technology is responsibly integrated into the teaching and learning of the

students and teachers in the district. It has adopted Board of Education Policy on Instructional Technology (see Attachment A), An Internet Content

and Filtering Safety Policy (see Attachment B), an Acceptable Use Policy for the Use of Computerized Information Resources (see Attachment C)

and a three year Technology Plan to drive the integration of technology for student achievement. The specific policies are reviewed annually and

approved by the Board of Education. The three-year Technology Plan is evaluated through the following goals:

1. To evaluate of the implementation and effectiveness of the Technology Plan the district will maintain a Technology Leadership Team (TLT) to

monitor the growth of technology, its advancement within the district and the effectiveness of the plan itself.

2. The TLT will use qualitative techniques and assessment tools such as surveys and computer literacy self appraisals to evaluate current and future

technology and professional development needs, acquire timely feedback from staff to measure the effectiveness of the program, and measure student

skill levels each year and make adjustments accordingly.

3. The TLT in conjunction with the Business Office, will examine cost saving measures and their budgetary implications

4. The TLT will complete all evaluative ratings contained in this technology plan, reviewing all documented information to establish priorities for

the next school year.

5. The TLT will present a technology budget to the Superintendent of Schools for consideration by January of each school year.

The TLT will present the Technology Plan evaluation to the Board of Education for each subsequent year while showing projection, future

considerations and solutions for unmet goals. Use the following link to view the HFFMCSD Technology Plan Evaluation

Tool: https://docs.google.com/document/d/17mhvvMe30lRYZZHC8JlDK1-ASZhP5rbVgdpMT5UNar0/edit?usp=sharing For help with completing the plan, please visit 2018-2021 ITP Resources for Districts, contact your district's RIC, or email [email protected].

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III. Action Plan - Goal 1

Section III - Action PlanOverview: This section requires specific action steps that will be taken in order to achieve each of the goals presented in Section II of the plan. Each goal will have its

own page in the plan. For this page, copy Goal #1, which you listed in Section II, Question 3, and respond to all questions below. 1. Goal #1

During each year of the Technology Plan, evaluate the technology based learning initiatives (1:1 Chromebooks and video-conferencing). through such

means as surveying students and teachers (representative of all stakeholders) and /or conducting focus groups, on how devices are used to support

instruction learning (use of the G-Suite and other web-based tools/resources). 2. Select the NYSED goal that best aligns with this district goal.

3. Increase equitable access to high-quality digital resources and standards-based, technology-rich learning experiences 3. Target Student Population(s). Check all that apply.

All students

Pre-K-2

Grades 3-5/6

Middle School

High School

Students with Disabilities

ELL/MLLs

Migrant students

Homeless students

Economically disadvantaged students

Students between the ages of 18-21

Students who are targeted for dropout prevention or

credit recovery programs

Other (please identify in Question 3a, below) 4. List the action steps that correspond to Goal #1 from your answer to Question 1, above.

Action

Step -

Select

one

category.

Action Step - Description Responsi

ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Otherwis

e, please

write

"N/A."

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

cost

Action Step 1Purc

hasi

ng

Implement a replacement cycle whereby

we increase/replace devices each year

so that every student in grades Pre-12

has access to a device.

Assi

stan

t

Sup

erint

end

ent

Andrea

Tejedor

Aug.

(08)

202

1

$250,00

0

Action Step 2Prof

essi

onal

Dev

elop

men

Assist teachers, over the three-year

period to develop interactive web

resources for their courses and make

resources more accessible for students;

information and research.

Libr

ary

Med

ia

Spe

ciali

Sheri

McNair

Jun

e

(06)

202

1

$5,000

11/05/2019 00:24 PM of 34




Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Otherwis

e, please

write

"N/A."

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

cost

t st

Action Step 3Curri

culu

m

Annually build lessons in content area

instruction that emphasize creative

thinking, construct knowledge and

develop innovative products and

processes using technology (may

include, but not limited to G-Suite,

webpages, interactive whiteboards,

document cameras, digital learning

resources, podcasting, AR/VR, distance

learning, and video conference, etc.)

Clas

sroo

m

Tea

cher

Pre-K -

12th

grade

teachers

Dec.

(12)

202

1

$50,000

Action Step 4Eval

uati

on

During the 3-year period of the

technology plan, manage assessment

data (including benchmarks, formative

data, progress monitoring, growth

measures) to observe trends that will

focus on the modification of teaching

strategies for at-risk students. This

includes the analysis of NY State

assessment data, literacy benchmark

data, NYS Regents exam data, and data

from other tools such as iReady, NWEA

MAPS, or other equivalent program.

Buil

ding

Prin

cipal

All

building

principal

s

Dec.

(12)

202

1

$50,000

5. This question is optional.

If more action steps are needed, continue to list the action steps that correspond to Goal #1 from your answer to

Question 1, above.

11/05/2019 00:24 PM of 34




Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

cost

Action Step 5Curri

culu

m

Provide instruction in Mandarin Chinese

and ASL via video-conferencing for

students in grades 7 - 12.

Buil

ding

Prin

cipal

HS and

IS

Building

Principal

s

Sept

.

(09)

201

8

$150,00

0

Action Step 6Purc

hasi

ng

Based on student needs, for the 3-year

period of this Technology Plan, provide

access to assistive technologies such as

text-to-voice, voice-to-text, etc., to make

learning accessible and more relevant for

disabled students.

Oth

er

(ple

ase

iden

tify

in

next

colu

mn,

to

the

right

)

Director

of

Special

Educatio

n

Dec.

(12)

202

1

$15,000

Action Step 7(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)

Action Step 8(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)

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

11/05/2019 00:24 PM of 34




Section III - Action PlanCopy Goal #2, which you listed in Section II, Question 3,and respond to all questions below. 1. Goal #2

During the three year period of the Technology Plan, devise and implement a coding curriculum for students in Pre-K - 12th grade, in order to

increase the opportunities for students to study coding and constructivist environments, to include expanded course offerings and maker-spaces in all

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

2. Provide technology-enhanced, culturally- and linguistically-responsive learning environments to support improved teaching and learning 3. Target Student Population(s)

All students

Pre-K-2

Grades 3-5/6

Middle School

High School


ELL/MLLs

Migrant students

Homeless students






Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Otherwis

e, please

write

"N/A."

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

cost

Action Step 1Curri

culu

m

Support and align STREAM courses that

require the use of sophisticated software,

computer programming and computer

applications, and continually evaluate

other courses that support coding and

constructivist environments all students

in grades Pre-K - 12.

Assi

stan

t

Sup

erint

end

ent

Andrea

Tejedor

Nov.

(11)

201

8

$1,500

Action Step 2Curri

culu

m

Offer a new AP course at the high

school, AP Computer Science

Principles.

Libr

ary

Med

ia

Spe

ciali

st

Sheri

McNair

Jun

e

(06)

201

9

$5,000

11/05/2019 00:24 PM of 34




Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Otherwis

e, please

write

"N/A."

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

cost

Action Step 3Prof

essi

onal

Dev

elop

men

t

Train high school math teacher to

teacher AP Computer Science A.

Clas

sroo

m

Tea

cher

Joseph

D'Andre

a

Jun

e

(06)

201

8

$3,000

Action Step 4N/A NA N/A NA Jun

e

(06)

202

1

NA



Question 1, above.

Action

Step -

Select

one

category.


ble

Stakehol

der.

Select on

e.

If you

chose

"Other"

Responsi

ble

Stakehol

der in the

column

to the

left,

please

identify

here.

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

cost

Action Step 5(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)

Action Step 6(No

Res

pon

(No Response) (No

Res

pon

(No

Respons

e)

(No

Res

pon

(No

Res

pon

(No

Respons

e)

11/05/2019 00:24 PM of 34




Action

Step -

Select

one

category.


ble

Stakehol

der.

Select on

e.

If you

chose

"Other"

Responsi

ble

Stakehol

der in the

column

to the

left,

please

identify

here.

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

cost

se) se) se) se)

Action Step 7(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)

Action Step 8(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)


11/05/2019 00:24 PM of 34




Section III - Action PlanCopy Goal # 3, which you listed in Section II, Question 3, and respond to all questions below. 1. Goal #3

As SMART Boards continue to age, the District needs to evaluate all options for the replacement/upgrade of interactive whiteboards and classroom

audio system. As such, we will create and implement a plan for upgrading interactive whiteboards and classroom audio systems, to be evaluated by

the execution of the plan and the replacement of existing SMART Boards. 2. Select the NYSED goal that best aligns with this district goal.


All students

Pre-K-2

Grades 3-5/6

Middle School

High School


ELL/MLLs

Migrant students

Homeless students






Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Otherwis

e, please

write

"N/A."

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

Cost

Action Step 1Purc

hasi

ng

Upgrade interactive whiteboards in all

learning spaces.

Assi

stan

t

Sup

erint

end

ent

Andrea

Tejedor

Aug.

(08)

201

9

$235,40

0

Action Step 2Prof

essi

onal

Dev

elop

men

t

Provide professional development for

teachers on the use of the upgrade

interactive whiteboards/monitors,

inclusive of software and hardware.

Curri

culu

m

and

Instr

uctio

n

Trained

staff

Dec.

(12)

201

9

$3,000

11/05/2019 00:24 PM of 34




Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Otherwis

e, please

write

"N/A."

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

Cost

Lea

der

Action Step 3Purc

hasi

ng

Install enhanced audio systems in

classrooms for grades Pre-K - 2.

Assi

stan

t

Sup

erint

end

ent

Andrea

Tejedor

Aug.

(08)

201

9

$50,000

Action Step 4N/A NA N/A NA Jun

e

(06)

202

1

NA



Question 1, above.

Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

Cost

Action Step 5(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)

Action Step 6(No (No Response) (No (No (No (No (No

11/05/2019 00:24 PM of 34




Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

Cost

Res

pon

se)

Res

pon

se)

Respons

e)

Res

pon

se)

Res

pon

se)

Respons

e)

Action Step 7(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)

Action Step 8(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)


11/05/2019 00:24 PM of 34




Section III - Action PlanCopy Goal # 4, which you listed in Section II by responding "Yes" to Question 4, and respond to all questions below. 1. Goal #4

Continue to support parents, student, and teacher in their use of technology to support cultural understanding and global awareness, and help them

understand the importance of safe and effective technology use, through such means as Common Sense Media Digital Literacy and Citizenship

Classroom Curriculum (or equivalent), as well as presenting programs for parents about the safe use of social media, that emphasizes both the

positive and negative aspects of technology use by all members of the HFFMCSD community. 2. Select the NYSED goal that best aligns with this district goal.

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

teaching and learning 3. Target Student Population(s)

All students

Pre-K-2

Grades 3-5/6

Middle School

High School


ELL/MLLs

Migrant students

Homeless students






Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Otherwis

e, please

write

"N/A."

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

Cost

Action Step 1Prof

essi

onal

Dev

elop

men

t

Over the 3-year period of the Technology

Plan, foster the students' use of digital

media and mobile devices in developing

cultural understanding and global

awareness by engaging with learners in

other cultures by publishing with peers

and experts, contributing to project

teams, and producing original works, and

solving problems.

Clas

sroo

m

Tea

cher

Pre-K -

12th

grade

teachers

Jun

e

(06)

202

1

$15,000

Action Step 2Curri

culu

m

Teach students to evaluate their

decisions to participate in social media

and to re-evaluate these decisions in light

Clas

sroo

m

Pre-K -

12th

grade

Jun

e

(06)

202

1

$0

11/05/2019 00:24 PM of 34




Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Otherwis

e, please

write

"N/A."

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

Cost

of what they experience and learn as a

member by implementing the Common

Sense Media Digital Literacy and

Citizenship Classroom Curriculum (or an

equivalent curriculum)

Tea

cher

teachers

Action Step 3Curri

culu

m

Focus on the development and

instruction of information literacy skills for

students' ability to work with information

whether written, audio or video form, to

define a problem, understand the nature

of the information available, use the best

tools to find the information needed,

including the use of electronic databases

for research, and to ethically address the

issues at hand.

Libr

ary

Med

ia

Spe

ciali

st

Sheri

McNair

Jun

e

(06)

202

1

$75,000

Action Step 4Curri

culu

m

As a development of research and

information fluency, teach the students

how to use digital tools to locate,

organize, analyze, evaluate, synthesize

and ethically use information and report

results, and evaluate student

understanding of the above by using

T.R.A.I.L.S. in grades 3, 6, 9, and 12.

Clas

sroo

m

Tea

cher

Pre-K -

12

Teacher

s

Jun

e

(06)

202

1

$45,000



Question 1, above.

11/05/2019 00:24 PM of 34




Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

Cost

Action Step 5(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)

Action Step 6(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)

Action Step 7(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)

Action Step 8(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)


11/05/2019 00:24 PM of 34




Section III - Action PlanCopy Goal # 5, which you listed in Section II by responding "Yes" to Question 5, and respond to all questions below. 1. Goal #5

Improve internal and external communication systems with all district stakeholders (including non-English speaking constituents) by creating a

district app and expanding the use of other communication tools (such as Class Dojo, Remind, and Google Classroom), to increase parent engagement

and participation in school based programs and activities. In addition, replace existing public announcement systems at the Fort Montgomery

Elementary School and the James I. O'Neill High School, and upgrade the system at the Highland Falls Intermediate School. 2. Select the NYSED goal that best aligns with this district goal.


All students

Pre-K-2

Grades 3-5/6

Middle School

High School


ELL/MLLs

Migrant students

Homeless students






Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Otherwis

e, please

write

"N/A."

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

Cost

Action Step 1Prof

essi

onal

Dev

elop

men

t

Implement strategies for providing

ongoing, sustained professional

development for teachers, principals,

administrators, and staff to ensure that

everyone knows how to use the new

technologies to improve communication

Curri

culu

m

and

Instr

uctio

n

Lea

der

NA Dec.

(12)

202

1

$5,000

Action Step 2Com

mun

icati

ons

Develop and launch HFFMCSD mobile

app

Assi

stan

t

Sup

NA Aug.

(08)

201

8

$2,500

11/05/2019 00:24 PM of 34




Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Otherwis

e, please

write

"N/A."

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

Cost

erint

end

ent

Action Step 3Com

mun

icati

ons

Upgrade the internal communication

system at the James I. O’Neill High

School (speakers, public address

system, electronic signage)

Assi

stan

t

Sup

erint

end

ent

NA Aug.

(08)

201

8

$117,00

0

Action Step 4Com

mun

icati

ons

Upgrade the internal communication

system at the Fort Montgomery

Elementary School (speakers, public

address system, electronic signage)

Assi

stan

t

Sup

erint

end

ent

NA Aug.

(08)

201

8

$48,000



Question 1, above.

Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

Cost

Action Step 5

11/05/2019 00:24 PM of 34




Action

Step -

Select

one

category.


ble

Stakehol

der.

Select

one.

If you

selected

'Other' R

esponsibl

e

Stakehol

der in the

column

to the

left,

please

identify

here.

Anticipat

ed month

of

completio

n

Anticipat

ed

year of

completio

n

Anticipat

ed

Cost

(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)

Action Step 6(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)

Action Step 7(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)

Action Step 8(No

Res

pon

se)

(No Response) (No

Res

pon

se)

(No

Respons

e)

(No

Res

pon

se)

(No

Res

pon

se)

(No

Respons

e)


11/05/2019 00:24 PM of 34



IV. NYSED Initiatives Alignment

Section IV - NYSED Initiatives Alignment

1. Explain how the district use of instructional technology will serve as a part of comprehensive and sustained effortto support rigorous academic standards attainment and performance improvement for students.

“Education’s big goal, preparing students to contribute to the world of work and civic life, has become one of our country’s biggest challenges. In

fact, all other great problems of our times – solving global warming, curing diseases, ending poverty, and the rest – don’t stand a chance without

education preparing each citizen to play a part in helping to solve our collective problems. Learning for work and life in our times means helping as

many children as possible learn to apply 21st century skills and a solid understanding of core subjects to the challenges of our times (Trilling & Fadel,

2009. 40-41).

Schools and teachers must be challenged to use the tools and techniques of today, not the ones of the past. Learning in the 21st century requires

critical thinking, adept use of technology, and global collaboration, and we should offer all these to our students on a regular basis. The Highland

Falls-Fort Montgomery CSD intends to make the best possible uses of the new tools available to us so that our students are better prepared to

participate in the global community.

The Highland Falls-Fort Montgomery Central School District is located in the heart of the scenic Hudson River Valley. Adjacent to the United States

Military Academy at West Point and 50 miles north of New York City, the district offers a tremendous opportunity for cultural enrichment, and highly

competitive academics. It is comprised of three schools: the Fort Montgomery Elementary School (grades Pre-K-2), the Highland Falls Intermediate

School (grades 3-8), and the James I. O'Neill High School (grades 9-12). Students are enrolled in programs from Pre-kindergarten through grade 12.

James I. O'Neill High School educates students from the communities of Highland Falls, Fort Montgomery, West Point, and Garrison, which is

located in Putnam County. With a student population of 1,000, the demographics represented include: 55% White, 20% Hispanic, 12% Black, and

3% Asian/Pacific Islander. Each of the schools, in NYS groups of similar schools, have average student need in relation to district resource capacity.

There is an attendance rate of 94% and an overall poverty rate of 39%. There are approximately 120 teachers in the district, and teachers certified for

the subject area teach all core subjects.

In response to the mandate of the New York State Department of Education, the Highland Falls-Fort Montgomery CSD recognizes that technology is

first a new path for teaching and learning, but it is also a body of practices, skill, and knowledge to be learned. All New York State learners will

develop technological literacy to enter college, become productive members of the workforce, and succeed as citizens. Students, teachers, and leaders

will have clear standards for what students should know and be able to do with technology, and these standards will be visible to the public to drive

the standards even higher.

This technology plan lays out the current and projected commitment the Highland Falls-Fort Montgomery Central School District has for the on-going

implementation of technology to strengthen all educational programs as outlined in the HFFMCSD Academic Plan for the next three years: SY 2018-

19 2019-20 2020-21.

This Technology Plan supports improved student performance by assisting students, teachers and administrators in the following areas:

1. Curriculum development to ensure that all students will have the opportunity to acquire new knowledge for ongoing and lifelong learning to

support their productive participation in the global workplace;

2. The use of hardware, software, and Internet-based resources to optimize teaching and learning opportunities;

3. The integration of instructional technology within the curriculum to develop the skills to responsibly use appropriate technology to access,

synthesize, evaluate, communicate and create information to solve problems and improve learning in all subject areas;

4. The monitoring of student performance through formative assessment with timely access to reports;

5. The management of data to serve at-risk students in an appropriate manner; and

6. Teacher professional development to ensure continued growth in the most up-to-date technologies.

11/05/2019 00:24 PM of 34




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

Since we believe that all our children should be engaged in learning, we support our students with special needs by allowing them to access

curriculum content in multiple ways using Universal Design for Learning (UDL) Principles and specialized technology as needed. The Special

Education Department currently provides instructional technology and assistive technology to support students as identified on the students

Individualized Educational Plan (IEP). Students have access to Chromebooks (or in some cases i-Pads) and a variety of software and online tools

(apps and extensions) to aid students who struggle with listening, organizing, documentation, reading and writing:

• speech synthesizers

• audio books/publications

• note-taking and citation

• graphic organizers and outlining

• speech recognition

• word prediction

• proofreading

• talking spell-checkers and electronic dictionaries

Mobile devices are provided to students based on the requirements of the child’s IEP. In addition to facilitating academic tasks, assistive technologies

help students achieve greater levels of independence, gain confidence and more willingly reach out to teachers and peers to ask questions and

collaborate.

Some of these ways include, but are not limited to, specialized software such as:

• Reading A-Z, Khan Academy, Proloquo2g, Bookshare and text-to-speech applications to read specific novels and passages to our students with

reading decoding, and reading comprehension delays

• Talking calculators for use with students who are visually impaired

• Access to a computer with word processing software and predictive word software

• FM systems to aide students with central auditory processing delays

• Speech-to-text applications to aid in writing and note taking

• Picture Exchange Communication System applications to assist with communication

For occupational therapy, both chromebooks and iPads are used by students. The chromebooks are used for computer games as outlined below. The

iPads are used for visual perceptual, visual motor, fine motor, and handwriting training with students. In addition, the following

programs/extensions/apps (or an equivalent) are used:

COMPUTER GAMES:

• Typinggames.zone. (keyboarding, fine motor dexterity)

• Abcya.com (keyboarding, fine motor dexterity)

• Typingtest.com (keyboarding, fine motor dexterity)

• Kidztype.com (keyboarding, fine motor dexterity)

• Eyecanlearn.com (all 7 areas of visual perception)

• Barbarasmithoccupationaltherapist.com (all 7 areas of visual perception)

IPAD APPLICATIONS

• My Mosaic 2 (visual motor, visual perception)

• OSMO (visual motor, visual perception, fine motor, motor planning, problem-solving, spelling)

• Families 2 (visual motor, visual perception)

• Sort It Out 2 (visual motor, visual perception)

• Countdown (visual perception)

• Flow Free (visual motor)

• Pop beads (fine motor)

• Memo-game (visual perception)

• ABC Circus (handwriting, visual motor, fine motor)

• What’s Diff 1, 2 and 3 (visual perception)

• Little Writer (handwriting, visual motor, fine motor)

• Blackboard (handwriting, visual motor, fine motor)

• Align Four (visual motor, visual perception, problem-solving)

• iMimic (visual perception)

• Matrix Game 2 and 3 (visual perception)

11/05/2019 00:24 PM of 34




• Dot to Dot (visual motor)

• Doodle Buddy (handwriting, visual motor, fine motor)

• Draw Stars! (handwriting, sensory, reward)

• Bubble Pop (fine motor)

Speech and language therapists use the following tools (or equivalents):

• Articulation Station Pro for articulation therapy and it tracks data for each individual student.

• Flocabulary program on computer - to teach vocabulary understanding and usage through rap music

• HearBuilder Following directions - to teach basic, sequential, spatial, quantitative, conditional and temporal concepts

• HearBuilder Phonological Awareness - to teach students how to rhyme, segment, delete, isolate, etc

• HearBuilder Auditory memory - to help students improve their auditory memory skills

• HearBuilder Sequencing - to improve sequencing skills

• Food Frenzy - to follow multi-step directions

• Stack the States - to use for carryover of articulation skills when reading

• Phonics Genius - to improve decoding of words

• Speech with Milo - to improve articulation skills

• Irregular Verbs (free) - to improve usage of irregular past tense verbs

• Auditory Memory for Quick Stories - to improve listening comprehension

As stated in our SSIP, we seek to improve instruction and student academic achievement by integrating technology seamlessly into all curriculum

areas to develop in students, the skills to responsibly use appropriate technology to access, synthesize, evaluate, communicate and create information

to solve problems. The proposed technology will assist in expanding student learning by providing opportunities for students which will allow them

to be able to access education and information in differentiated ways. The Smart Schools Bond Act Investment Plan funding request for new and

replacement interactive whiteboards, will provide an improved ability to enhance differentiated instruction which will benefit teachers and students in

those classrooms, especially those with disabilities. The district has targeted differentiated instruction for our special education learners and interactive

technology is essential to the success of these programs. The improved technology of the new equipment provides a clearer, brighter, and more

colorful image which will enhance multimedia presentations, interactive demonstrations, and Web-based resources. The enhanced brightness will

allow teachers to leave the classroom lights on without washing out the image. Existing computer and software programs will continue to operate with

the new displays, leveraging our investments in hardware, software, and professional development. Further, students in the Response to Intervention

(RtI) process and other who may have learning gaps will benefit from the ability to interact with the curriculum via the smartboard technology.

Teachers can adjust the pace of learning and provide hands-on experiences to assist in remediation. Ongoing formative assessments will be used to

measure growth and track progress towards mastery of content.

When students need additional assistance the (RtI), and or the Committee for Special Education (CSE), determine the needs of the student in order to

align appropriate technology. A trial of an assistive technology device or software would be given and data taken to see if the chosen device or

software supported the student in accessing the curriculum. If the device or software was appropriate the CSE would meet to review and adjust the

IEP to include the specific device or software. 3. How does the district utilize technology to address the needs of Students with Disabilities to ensure equitable

access to instruction, materials, and assessments? Check all that apply.

Class lesson plans, materials, and assignment instructions are available to students and families for 'anytime, anywhere' access (such as 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.

Assistive technology is utilized.

Technology is used to increase options for students to demonstrate knowledge and skill.

Learning games and other interactive software are used to supplement instruction.

Other (please identify in Question 3a, below)

11/05/2019 00:24 PM of 34




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

Technology to support writers in the elementary

classroom

Technology to support writers in the secondary

classroom

Research, writing and technology in a digital world

Enhancing children's vocabulary development with

technology

Reading strategies through technology for students

with disabilities

Choosing assistive technology for instructional

purposes in the special education classroom

Using technology to differentiate instruction in the

special education classroom

Using technology to increase options 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


5. How does the district utilize technology to address the needs of English Language Learners/Multilingual Learners

to ensure equitable access to instruction, materials, and assessments? Check all that apply.

Class lesson plans, materials, and assignment instructions are available to students and families for 'anytime, anywhere' access (such as 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/MLL student learning, such as home-language keyboards, translation pens, and/or interactive whiteboards, is

utilized.

Technology is used to increase options for students to demonstrate knowledge and skill, such as through the creation of a product or recording of

an oral response.

Learning games and other interactive software are used to supplement instruction.

Other (please identify, in Question 5a, below) 6. The district’s instructional technology plan addresses the needs of English Language Learners/Multilingual

learners to ensure equitable access to instruction, materials, and assessments in multiple languages.

Yes 6a. If Yes, check one.

In the 5 most spoken languages in the district 6b. If 'Other' was selected in 6a, above, please explain here.

(No Response)

11/05/2019 00:24 PM of 34




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

Technology to support writers in the elementary

classroom

Technology to support writers in the Secondary

classroom

Research, writing and technology in a digital word

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 and 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


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

environments?

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.

The district does not use instructional technology to facilitate culturally responsive instruction.

Other (please identify in Question 8a, below) For help with completing the plan, please visit 2018-2021 ITP Resources for Districts, contact your district's RIC, or email [email protected].

11/05/2019 00:24 PM of 34



V. Administrative Management Plan

Section V - Administrative Management Plan

1. Staff Plan

Full-time Equivalent (FTE)

District Technology Leadership1.00

Instructional support0.50

Technical Support1.20

Totals: 2.70 2. Investment Plan

Anticipated Item or

Service. Select one per

row.

If you chose

'Other' Anticipated Item

or Service in the

column to the left,

please identify here.

Otherwise, please write

"N/A."

Estimated

Cost

Is Cost

One-time,

Annual, or

Both?

Potential Funding

Source. May

check more than one

source per item.

If you chose

'Other' Potential

Funding Source in the

column to the left,



"N/A."

1Other (please

identify in next

column, to the

right)

Instructional Program 379,000 Annu

al

BOCES Co-Ser

purchase

District Operating

Budget

District Public

Bond

E-Rate

Grants

Instructional

Materials Aid

Instructional

Resources Aid

Smart Schools

Bond Act

Other (please

identify in next

column, to the

right)

N/A

NA

2Peripheral

Devices

N/A 450,400 One-

Time

BOCES Co-Ser

purchase

District Operating

Budget

District Public

Bond

E-Rate

Grants

Instructional

Materials Aid

Instructional

Resources Aid

Smart Schools

NA

11/05/2019 00:24 PM of 34




Anticipated Item or

Service. Select one per

row.

If you chose

'Other' Anticipated Item

or Service in the

column to the left,



"N/A."

Estimated

Cost

Is Cost

One-time,

Annual, or

Both?

Potential Funding

Source. May

check more than one

source per item.

If you chose

'Other' Potential

Funding Source in the

column to the left,



"N/A."

Bond Act

Other (please

identify in next

column, to the

right)

N/A

3End User

Computing

Devices

NA 265,000 Both BOCES Co-Ser

purchase

District Operating

Budget

District Public

Bond

E-Rate

Grants

Instructional

Materials Aid

Instructional

Resources Aid

Smart Schools

Bond Act

Other (please

identify in next

column, to the

right)

N/A

NA

4Professional

Development

NA 31,000 Annu

al

BOCES Co-Ser

purchase

District Operating

Budget

District Public

Bond

E-Rate

Grants

Instructional

Materials Aid

Instructional

Resources Aid

Smart Schools

Bond Act

Other (please

identify in next

column, to the

right)

N/A

NA

Totals: 1,125,400 11/05/2019 00:24 PM of 34




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

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

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

http://www.hffmcsd.org 5. Please indicate whether or not the district has assigned a specific person with responsibility for Information

Security.

Yes 5a.

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

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

Privacy.

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

Assistant Superintendent for Curriculum, Instruction & Technology 7. Has a district-wide information security and/or privacy audit ever been performed in the district?

No 8. Does the school district provide for educating minors about appropriate online behavior, including interacting with

other individuals on social networking websites and in chat rooms?

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

Yes 10. Does the district have an Internet Safety Policy?

Yes, and I will provide the URL to the policy. 10b. Please provide the URL to the district’s Internet Safety Policy.

https://www.hffmcsd.org/cms/lib/NY02208180/Centricity/Domain/13/CIPA.pdf 11. Does the district have a Cyberbullying Policy?

Yes, and I will provide the URL to the policy. 11b. Please provide the URL to the district’s Cyberbullying Policy.

https://www.hffmcsd.org/cms/lib/NY02208180/Centricity/Domain/13/Bullying%20Policy.pdf 12. Does the district have a Parents’ Bill of Rights for Data Privacy and Security?

Yes, and I will provide the URL to the Parents' Bill of Rights for Data Privacy and Security. 12a. What year was the Parents' Bill of Rights for Data Privacy and Security policy first posted?

2015

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

https://www.hffmcsd.org/domain/28 13. Does the district have an information breach policy that addresses the district’s planned response to an

information breach?

Yes, and I will upload the policy. 13a. Please upload the policy that addresses the district’s planned response to an information breach.

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

https://www.hffmcsd.org/site/handlers/filedownload.ashx?moduleinstanceid=12&dataid=14&FileName=hffmcsd+2015-

18+technology+plan+_2016_.pdf For help with completing the plan, please visit 2018-2021 ITP Resources for Districts, contact your district's RIC, or email [email protected].

11/05/2019 00:24 PM of 34



VI - Sharing Innovative Educational Technology Programs

Sharing Innovative Educational Technology Programs

1. Please choose one or more topics that reflect an innovative educational technology program that has beenimplemented for at least two years at a building or district level. Use 'Other' to share a category that is not on thelist.

Active Learning Spaces/Makerspaces

Culturally Responsive Instruction with Technology

Device Planning and Implementation (1:1; BYOD)

Digital Citizenship

Infrastructure

OER and Digital Curriculum

Personalized Learning

Pilots and Proof of Concept

Policy, Planning, and Leadership

Privacy and Security

Professional Learning

Project-based Learning

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.

Name of Contact

person

Title E-mail address Innovative Programs.

Check all that apply.

Please complete all columns.Andrea Tejedor Assistant

Superintendent for

Curriculum, Instruction

& Technology

andrea.tejedor@hffmcs

d.org

Active Learning

Spaces/Makerspac

es

Culturally

Responsive

Instruction with

Technology

Device Planning

and Implementation

(1:1, BYOD)

Digital Citizenship

Infrastructure

OER and Digital

Curriculum

Personalized

Learning

Pilots and Proof of

Concept

Policy, Planning,

and Leadership

Privacy and

Security

Professional

Learning

Project-based

Learning

Other Topic A

Other Topic B

Other Topic C 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 in order to obtain more information about the innovative program(s)

at your district.

11/05/2019 00:24 PM of 34




Name of Contact person Title E-mail address Innovative

Programs. Check

all that apply for

each contact name.

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

Spaces/Makers

paces

Culturally

Responsive

Instruction with

Technology

Device Planning

and

Implementation

(1:1, BYOD)

Digital

Citizenship

Infrastructure

OER and Digital

Curriculum

Personalized

Learning

Pilots and Proof

of Concept

Policy, Planning,

and Leadership

Privacy and

Security

Professional

Learning

Project-based

Learning

Other Topic A

Other Topic B

Other Topic C


Spaces/Makers

paces

Culturally

Responsive

Instruction with

Technology

Device Planning

and

Implementation

(1:1, BYOD)

Digital

Citizenship

Infrastructure

OER and Digital

Curriculum

Personalized

Learning

11/05/2019 00:24 PM of 34





Programs. Check

all that apply for

each contact name.

Pilots and Proof

of Concept

Policy, Planning,

and Leadership

Privacy and

Security

Professional

Learning

Project-based

Learning

Other Topic A

Other Topic B

Other Topic C


Spaces/Makers

paces

Culturally

Responsive

Instruction with

Technology

Device Planning

and

Implementation

(1:1, BYOD)

Digital

Citizenship

Infrastructure

OER and Digital

Curriculum

Personalized

Learning

Pilots and Proof

of Concept

Policy, Planning,

and Leadership

Privacy and

Security

Professional

Learning

Project-based

Learning

Other Topic A

Other Topic B

Other Topic C


Spaces/Makers

paces

Culturally

Responsive

11/05/2019 00:24 PM of 34





Programs. Check

all that apply for

each contact name.

Instruction with

Technology

Device Planning

and

Implementation

(1:1, BYOD)

Digital

Citizenship

Infrastructure

OER and Digital

Curriculum

Personalized

Learning

Pilots and Proof

of Concept

Policy, Planning,

and Leadership

Privacy and

Security

Professional

Learning

Project-based

Learning

Other Topic A

Other Topic B

Other Topic C


Spaces/Makers

paces

Culturally

Responsive

Instruction with

Technology

Device Planning

and

Implementation

(1:1, BYOD)

Digital

Citizenship

Infrastructure

OER and Digital

Curriculum

Personalized

Learning

Pilots and Proof

of Concept

Policy, Planning,

and Leadership

Privacy and

11/05/2019 00:24 PM of 34





Programs. Check

all that apply for

each contact name.

Security

Professional

Learning

Project-based

Learning

Other Topic A

Other Topic B

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

11/05/2019 00:24 PM of 34

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