Instructional Technology Plan - Cambridge Central School District

Strategic Technology Planning

District Mission

Cambridge Central School empowers our students with the knowledge, skills and values to pursue their goals and contribute positively to society throughout their lives.

Technology Vision Statement

Cambridge Central School believes that it can enhance learning through effectively integrating educational technology into all aspects of the district’s educational programs. Through a variety of technology initiatives, teachers and students will meet the standards as outlined by the New York State Board of Regents. This technology plan will help address the needs of our students in preparation for the challenges and opportunities in their educational endeavors as well as becoming contributing members of society. This includes the use of basic computing skills along with other advanced technologies to promote technological literacy, the use of developmental appropriate remote teaching and learning, online collaboration, use of multimedia, digital citizenship, enhanced instruction, increased productivity, and improved communication which will benefit the entire school community.

Technology Planning Process

This long-range technology plan was developed by the Cambridge Central School Technology Committee. Participants included teachers, administrators, and school support staff. The plan is intended to support the educational program of the district by providing the latest technologies focused on improving student performance. Needs assessment and long range planning is aided by surveying staff members and students in grades K-12 annually to determine the need for additional training and technology needs. Our plan is also influenced by our required facilities evaluation by a qualified architect every five years. Also, our Technology Committee meets once a month to identify and assess district technology needs. This plan will be reviewed during the budget cycle to monitor what needs have been identified. These will be included as budget priorities and funded as necessary to accomplish this plan. Budget cycle planning also allows capital and grant opportunities to be incorporated into the overall district program plans. In addition, the plan will be reviewed during the summer, in order to incorporate as many improvements as possible while school is not in session. The summer will allow new staff to equip their classrooms for the coming year with the technology necessary to support the curriculum. Technology Committee members will share ideas and suggestions, which have been gathered from outside events and consultants. Our local BOCES is also involved in the planning process, since Cambridge is now a part of the BOCES WAN. This is a connection that will help in keeping connectivity, hardware, and software up to date. The annual school budget development process provides a window of opportunity for evaluating the plan. During this time, staff request supplies, equipment and software for the upcoming year. This gives both teachers and their supervising principal a good forum to review the plan, and to incorporate long range components. Another window of opportunity exists when capital projects are planned. This planning involves Board of Education and community members, along with design and engineering professionals. The current technology plan is posted on the District website, and this plan will be as well. This will allow all stakeholders to view the direction the school has chosen, and to suggest improvements. This will communicate the success of the plan and the importance of technology. District administrators are regularly consulted about technology issues through the administrative council.

Improving Upon the Previous Plan

The District Technology Committee reviews the state of our current plan at the end of each school year to determine which goals we have successfully implemented and met, which goals we are still in the process of implementing, and which goals may no longer meet the Districts needs. This, along with the assessment of new emerging technologies, helps our committee to decide on how we can improve and adapt our plan to meet the evolving needs of our students and staff.

COVID’s Impact on Technology

The COVID pandemic had a profound effect on our District’s technology plan due to the rapid change from in-person learning to remote learning. This created an instant need to adapt to new technologies which would facilitate this new learning environment. At Cambridge prior to the pandemic, we were not a 1:1 device school, but instead used the model of classroom mobile carts that students could use while in school. Luckily we had enough inventory to make the switch from classroom carts to 1:1. This involved a large initiative to redeploy, assign, distribute Chromebooks to all students K-12 in our district. We also had to redeploy all of our school’s iPads, which were primarily used by our elementary students prior to the shutdown, to our teachers to use as a remote teaching platform. This was due to the fact that our teacher workstations did not have webcams which was required for the use of Google Meet and remote instruction. We also had to adapt our wireless network so it was able to broadcast into the school’s parking lot so students who did not have internet access at home to access their remote instruction, until we were able to procure mobile hotspots for them to utilize. The adoption of new software to facilitate remote instruction, including school wide use of Google Classroom was also a high priority during the pandemic. Although we have returned to full time, in-person instruction during the 2021-22 school year, the impact of the changes we made in the use of educational technology during the pandemic has made a permanent effect on our technology planning to continue to support 1:1 computing, the use of Google Classroom K-12, the continued use of PDF annotation and other types of software which enables students to learn in a virtual environment, and to provide our teachers with remote capable workstations moving forward.

1:1

The district is fully 1:1 with Chromebooks.

Professional Development Plan

The following means of staff development are critical to the success of the technology plan: Existing staff with expertise have been hired to present seminars on applicable software to enhance the curriculum. This model has been successful and will be continued. The District Technology Coordinator provides assistance to teachers and staff with implementation of technology integration into curriculum. Provide resources for teachers interested in the integration of technology into their curriculum area and assist them in generating projects in which technology can be used as a tool in education. The WSWHE BOCES Model Schools programs is also a resource for technology integration. The plan includes exploring this service for use in staff development. The District runs after school professional development courses throughout the school year in technology that are facilitated by the Technology Coordinator. District Superintendent days are also used for professional development in educational technology. Provide ongoing instruction for all personnel as it applies to their roles in the district. Expect staff to serve as role models for the Cambridge community in the use of technology.

Goal Attainment

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: significantly

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: fully

Action Plan – Goal 1

Goal 1

To design and implement student-centered approaches to instruction and learning utilizing the latest educational technology including the remote learning environment in order to achieve our district’s overall mission.

NYSED 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

All students

Additional Target Populations

Teachers/teacher aides
Technology integration specialists

Measurement & Evaluation

The current technology plan is posted on the District website. This will allow all stakeholders to view the direction the school has chosen, and to suggest improvements. This will communicate the success of the plan and the importance of educational technology to our school district. District administrators are regularly consulted about technology issues through the administrative council. Student test scores on the 4th grade, 8th grade, and Regents exams are being tracked by the administration and the State. These results should improve with appropriate use of technology as a pedagogical tool. These scores will also improve as students are motivated to learn using a greater variety of more accessible programs. Scores are reviewed as soon as they become available, which depend on when the test is administered. Principals of the K-6 and 7-12 grade levels will collect ongoing data. They are responsible for staff supervision and curriculum implementation, and technology is a tool, which will be used to improve the quality of instruction. The principals have been involved in the development of this plan and share its objectives. The budget development process provides a window of opportunity for evaluating the plan. During this time, staff request supplies, equipment and software for the upcoming year. This gives both teachers and their supervising principal a good forum to review the plan, and to incorporate long range components. Another window of opportunity exists when capital projects are planned. This planning involves Board of Education and community members, along with design and engineering professionals. The technology committee is meeting to discuss implementation and to make plans for future technology applications. Principals will assess the implementation as part of their staff oversight roles. They consider the use of technology as a critical part of teaching effectiveness, and encourage its use. If it is not used appropriately, evaluation instruments will reflect this. On a different level, the Board of Education will hold the administration responsible for the overall implementation of the plan. If the school district falls behind in technology, the district loses a competitive advantage in recruiting staff and preparing students. This will be done through a combination of measures. A survey is being completed to measure proficiency. Standardized testing will measure the proficiency of students in curriculum content areas. Staff will also be surveyed, and the hiring process will measure the skills of potential staff. Other measures of proficiency include the levels of usage of computer labs and the levels of automated research activity by students. Students in technology classes have developed proficiency in using CAD. The requirements for tracking student standardized testing data have escalated so that errors can be extremely costly for a school district. In addition, test data are being used to assess specific areas of knowledge. This information will be used to improve instruction across the student body. It will take time for the full potential of this system to emerge. The key indicator of success will be student success at both technical skill development and standardized tests.

Action Steps

Step 1

Planning

Explore and develop curriculum connected educational technologies that can be used at each grade level

Responsible Stakeholder

Curriculum and instruction leader

Date of Completion

June 30, 2024

Step 2

Professional Development

Provide professional development with a student-centered learning focus that supports the use of educational technology

Responsible Stakeholder

Superintendent

Date of Completion

June 30, 2024

Anticipated Cost

$20,000

Step 3

Curriculum

Develop foundational computing skills, including word processing, creating spreadsheets, sending e-mail, creating presentations, the ability to utilize digital multimedia, and record and edit video.

Responsible Stakeholder

Classroom teacher

Step 4

Curriculum

Develop projects in grades 7-12 that employ key educational technologies

Responsible Stakeholder

Classroom teacher

Date of Completion

June 30, 2024

Step 5

Curriculum

Promote digital citizenship skills that include responsible behavior when utilizing technology, online safety, bullying prevention, and legal use of content

Responsible Stakeholder

Curriculum and instruction leader

Date of Completion

June 30, 2024

Action Plan – Goal 2

Goal 2

To improve staff and student access to technological resources both inside and outside of school, and to educate them about the importance of protecting their personally identifiable information.

NYSED Goal

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

Target Student Population

All students

Additional Target Populations

Teachers/teacher aides
Parents/guardians/families/school community
Technology integration specialists

Measurement & Evaluation

Step 1

Purchasing

To continue to support our 1-1 computing for grades PreK-12.

Responsible Stakeholder

Director of Technology

Date of Completion

Dependent on number of Chromebooks needed

Step 2

Purchasing

Explore and provide suitable (assistive)devices for special needs students.

Responsible Stakeholder

CSE Chair

Anticipated Date of Completion

June 30, 2024

Step 3

Purchasing

Replace faculty and staff computer workstations, and older interactive whiteboards with interactive flat panels for classrooms.

Responsible Stakeholder

Director of Technology

Anticipated Date of Completion

June 30, 2023

Anticipated Cost

$300,000

Step 4

Implementation

Assure opportunities for students to access technology is consistent regardless of the assigned teacher.

Responsible Stakeholder

Building Principal

Anticipated Date of Completion

June 30, 2024

Action Plan – Goal 3

Goal 3

To establish consistent training programs and appropriate incentives for teachers to enhance teaching and learning through the use of educational technologies.

NYSED 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

All students

Additional Target Populations

Teachers/teacher aides

Measurement & Evaluation

Principals will assess the implementation of this goal as part of their staff oversight roles. They consider the use of technology as a critical part of teaching effectiveness, and encourage its use. If it is not used appropriately, evaluation instruments will reflect this. The following means of staff development are critical to the success of the technology plan: Existing staff with expertise have been hired to present seminars on applicable software to enhance the curriculum. This model has been successful and will be continued. The District Technology Coordinator provides assistance to teachers and staff with implementation of technology integration into curriculum. Provide resources for teachers interested in the integration of technology into their curriculum area and assist them in generating projects in which technology can be used as a tool in education. The WSWHE BOCES Model Schools programs is also a resource for technology integration. The plan includes exploring this service for use in staff development. The District runs after school professional development courses throughout the school year in technology that are facilitated by the Technology Coordinator. District Superintendent days are also used for professional development in educational technology. Provide ongoing instruction for all personnel as it applies to their roles in the district. Expect staff to serve as role models for the Cambridge community in the use of technology.

Step 1

Planning

Establish guidelines, timelines, and specifications for teacher training utilizing PLC time, 2-hour delays, and superintendent’s conference days.

Responsible Stakeholder

Superintendent

Anticipated Date of Completion

June 30, 2024

Step 2

Professional Development

Provide a variety of training opportunities for staff development, including superintendent conference days, afterschool, and remote conferences.

Responsible Stakeholder

Superintendent

Anticipated Date of Completion

June 30, 2024

Anticipated Cost

$80,000

Step 3

Professional Development

Continue to involve BOCES staff in training support by participating in the Model Schools Program

Responsible Stakeholder

Director of Technology

Anticipated Date of Completion

June 30, 2024

Anticipated Cost

$20,000

Step 4

Staffing

Restructure the technology support staff to allow for more training and support in the school building.

Responsible Stakeholder

Superintendent

Anticipated Date of Completion

June 30, 2022

Anticipated Cost

$60,000

Action Plan – Goal 4

Goal 4

To provide educators and administrators with access to educational applications that facilitate the maintenance reporting and analysis of student and administrative data.

NYSED Goal

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

Target Student Population

All students

Additional Target Populations

Administrators

Measurement & Evaluation

Principals will assess the implementation as part of their staff oversight roles. They consider the use of technology as a critical part of teaching effectiveness, and encourage its use. If it is not used appropriately, evaluation instruments will reflect this. On a different level, the Board of Education will hold the administration responsible for the overall implementation of the plan. If the school district falls behind in technology, the district loses a competitive advantage in recruiting staff and preparing students. This will be done through a combination of measures. A survey is being completed to measure proficiency. Standardized testing will measure the proficiency of students in curriculum content areas. Staff will also be surveyed, and the hiring process will measure the skills of potential staff. Other measures of proficiency include the levels of usage of computer labs and the levels of automated research activity by students. Students in technology classes have developed proficiency in using CAD. The requirements for tracking student standardized testing data have escalated so that errors can be extremely costly for a school district. In addition, test data are being used to assess specific areas of knowledge. This information will be used to improve instruction across the student body. It will take time for the full potential of this system to emerge. The key indicator of success will be student success at both technical skill development and standardized tests.

Step 1

Evaluation

Maintain and upgrade a comprehensive, standardized software package to support student and administrative data management, analysis, and reporting. Maintain compatibility with New York State standards for data collection. Adhere to the Ed Law2-d standards for all software.

Responsible Stakeholder

Director of Technology

Anticipated Date of Completion

June 30, 2024

Anticipated Cost

$30,000

Step 2

Planning

Study future incorporation of a classroom management system to interface with other administrative software.

Responsible Stakeholder

Superintendent

Anticipated Date of Completion

June 30, 2024

Action Plan – Goal 5

Goal 5

To assure our district’s data and network remains secure and protected from outside interference, and that both staff and student data, and their personally identifiable information, is protected in accordance with NY Ed Law 2-d.

NYSED 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

All students

Additional Target Populations

Teachers/teacher aides
Parents/guardians/families/school community
Technology integration specialists

Measurement and Evaluation

To continue to utilize and make accessible to staff the BOCES On-Line Model School Ed Law 2D Toolkit as a place for teachers to verify the status of specific software and websites in regards to ED Law 2D compliance. To continue to have the District Technology Committee approve and monitor the purchase and use of software and websites used by teachers to make sure they are within compliance.

Step 1

Data Privacy

Work with our local BOCES and software vendors to assure our software is Ed Law 2-d compliant.

Responsible Stakeholder

Director of Technology

Anticipated Date of Completion

June 30, 2024

Step 2

Cybersecurity

Work with our BOCES network team to assure our network, servers, and devices are safe from outside threats.

Responsible Stakeholder

Director of Technology

Anticipated Date of Completion

June 30, 2024

NYSED Initiatives Alignment

Academic Standards and Performance Improvement

This long-range technology plan was developed by the Cambridge Central School Technology Committee. Participants included teachers, administrators, and school support staff. The plan is intended to support the educational program of the district by providing 21st century technologies focused on student centered learning and improving student performance. Needs assessment and long range planning is aided by surveying staff members to determine the need for additional training and technology needs. Also, our Technology Committee meets once a month to identify and assess district technology needs. This plan will be reviewed during the budget cycle to monitor what needs have been identified. These will be included as budget priorities and funded as necessary to accomplish this plan. Budget cycle planning also allows capital and grant opportunities to be incorporated into the overall district program plans. In addition, the plan will be reviewed during the summer, in order to incorporate as many improvements as possible while school is not in session. The summer will allow new staff to equip their classrooms for the coming year with the technology necessary to support the curriculum. Technology Committee members will share ideas and suggestions, which have been gathered from outside events and consultants. Our local BOCES is also involved in the planning process, since Cambridge is now a part of the BOCES WAN and is a member of the Model Schools program. This is a connection that will help in keeping connectivity, hardware, and software up to date. The annual school budget development process provides a window of opportunity for evaluating the plan. During this time, staff request supplies, equipment and software for the upcoming year. This gives both teachers and their supervising principal a good forum to review the plan, and to incorporate long-range components. Another window of opportunity exists when capital projects are planned. This planning involves Board of Education and community members, along with design and engineering professionals. The current technology plan is posted on the District website. This will allow all stakeholders to view the direction the school has chosen, and to suggest improvements. District administrators are regularly consulted about technology issues through the administrative council, and faculty regularly share new ideas about the use of technology in their classroom during monthly department and school level meetings. This will assure the continued success of the plan and the importance of the use of 21st Century technology to improve student performance and support our district’s overall mission.

Implementation Strategies

The Cambridge Central School District has invested in a 1:1 computing model for all our students preK-12. This was achieved by careful planning and budgeting over the past 10 years and resulted in the adoption of Chromebooks to meet this initiative. This allows all students to have access to equitable learning. Also, the District has purchased 30 mobile hotspot devices which can be used by students who do not currently have internet access at home. We also broadcast our wireless network into the school’s parking lots which can be accessed by students who do not have internet access at home. Our district has also worked with representatives of the state and county to provide families with the resources available to assist them with gaining internet access for their homes.

Individual Learning Needs

The CSE Chair incorporates technology into the construction of individual education programs for students. Students with technology needs are offered Computer Assistive Technology as identified and outlined by their specific IEP’s. The CSE Chairs work closely with the District Director of Technology, our local BOCES, and classroom teachers to identify the best technology suited to aid a student’s instruction. This is done as part of a student’s annual review.

Addressing the Needs of Students with Disabilities

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

PD Offered for Teachers of Students with Disabilities

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 as a way for students with disabilities to demonstrate their knowledge and skills
Multiple ways of assessing student learning through technology
Electronic communication and collaboration
Promotion of model digital citizenship and responsibility
Integrating technology and curriculum across core content areas
Helping students with disabilities to connect with the world

Addressing the Needs of English Language Learners

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

Does the plan address the needs of ELLs to ensure equitable access?

Yes, in the five languages most commonly spoken in the district

PD Offered for Teachers of English Language Learners

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

Addressing the Needs of Students Experiencing Homelessness/Housing Insecurity

McKinney-Vento information is prominently located on individual school websites, as well as the district website.
Set enrollment forms to automatically provide the McKinney-Vento liaison with contact information for students who indicate possible homelessness and/or housing insecurity
Create a survey to obtain information about students’ living situations/contact information/access to internet and devices for all students in the enrollment processes so the district can communicate effectively and evaluate their needs.
Provide students experiencing homelessness and/or housing insecurity with tablets or laptops, mobile hotspots, prepaid cellphones, and other devices and connectivity.
Provide students a way to protect and charge any devices they are provided with/by the district.
Replace devices that are damaged or stolen/as needed.
Assess readiness-to-use technology/skills before disseminating devices to students experiencing homelessness and/or housing insecurity.
Create individualized plans for providing access to technology and internet on a case-by-case basis for any student experiencing homelessness and/or housing insecurity.
Have resources available to get families and students step-by-step instructions on how to/set-up and use their districts Learning Management System or website.
Class lesson plans, materials, and assignment instructions are available to students and families
Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or written instruction or content.
Conduct regular educational check-ins with all students experiencing homelessness and/or housing insecurity and secure any help needed to keep up with coursework.
Adjust assignments to be completed successfully using only the resources students have available.

Facilitating Culturally Responsive Instruction

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

Administrative Management Plan

Staff Plan

FTE Count

District Technology Leadership: 1.00
Instructional Support: 0.10
Technical Support: 1.20
Total: 2.30

Three-year Investment Plan

End User Computing Devices

Estimated Cost

$200,000 annual cost

Potential Funding Source

BOCES CoSer purchase

Instructional and Administrative Software

Estimated Cost

$40,000 annual cost

Potential Funding Source

BOCES CoSer purchase
District operating budget

Internet Connectivity

Estimated Cost

$13,000 annual cost

Potential Funding Source

BOCES CoSer purchase
E-rate

Network and Infrastructure

Estimated Cost

$10,000 annual cost

Potential Funding Source

BOCES CoSer purchase
District operating budget
E-rate

Has the district provided loan of instructional computer hardware to students legally attending nonpublic schools?

Sharing Innovative Educational Technology Programs

Innovative/Educational Technology Programs Implemented

1:1 device program
Online learning
Professional development/professional learning

Innovative Programs Contact

Megan Lozier

Professional Support Provider Coordinator
megan.lozier@cambridgecsd.org

Online learning
Professional development/professional learning

Chris Crucetti

Director of Technology and Communications
chris.crucetti@cambridgecsd.org

1:1 device program
Online learning

Contact

Chris Crucetti
Director of Technology and Communications
chris.crucetti@cambridgecsd.org