Technology Plan - Florida Union Free School District

Table of Contents

2022-2025 Instructional Technology Plan – 2021

I. District LEA Information

1. What is the name of the district administrator responsible for entering the Instructional Technology Plan data?
Dana Castine
2. What is the title of the district administrator responsible for entering the Instructional Technology Plan data?
Other
2a. If ‘Other’ was selected in Question 2 above, please identify the title.
Director of Instructional Services

II. Strategic Technology Planning

1. What is the overall district mission?
The Florida Union Free School District takes pride in the dedication of providing an educational environment conducive to the enhancement of continuous learners successful in embracing culturally necessary and researched-based future employment concepts and skills. Technology integration is achieved in accordance with the District’s approved Board of Education goals and the product of District committees, meetings and discussions. Through this mission, each Florida student is taught the necessary skills and concepts to become active, productive and positive contributing members of our every-changing society.

2. What is the vision statement that guides instructional technology use in the district?
The Florida Union Free School District envisions technology-rich learning experiences for each student throughout their educational years, Prekindergarten through grade 12. Student experiences include a nurturing, safe, and accessible educational technology environment which meets the needs of each student’s learning style and those skills defined for life. Viewing technology as an elemental part of our students’ education allows for an increase in their potential for future success in line with and outlined in local, state, national and international standards. With the ability to acquire and disseminate necessary information from a wealth of sources, students will graduate as problem solvers and critical thinkers who prosper today, tomorrow and beyond.

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

Strategic Technology Planning:

Below is a summary of the planning process to develop Instruction Technology Goals.

Timeframe Purpose Participants Outcome

Timeframe	Purpose	Participants	Outcome
Bi-weekly yearly meetings Administration/District Leadership Team	Discussion surrounding technology decisions- where we were, are and future paths.	District Leadership Team *see list below	Provide input and assists with decisions regarding technology/instructional technology.
Three meetings per school year STEM/STEAM Technology Committee Sub-Committee Meetings	Gather input from multiple participants regarding STEM/STEAM and program technologies to incorporate.	STEM/STEAM Technology Sub- Committee* see list below	Provide participants information regarding NYSED Computer Science and Digital Fluency Standards and best practices for a successful STEM/STEAM initiative.
Three to four meetings per school year- District Advisory Team (DAT)	Gather input from multiple stakeholders regarding the use of technology and implementation of instructional technology.	District Advisory Team (DAT) * see list below	Gather input to obtain a clear picture of District communication and overall technological needs as they pertain to technology.
Bi-monthly- Board of Education Meetings	Collect and discuss information for all aspects of technology improvements.	Board of Education Members, Administrators, community members * see list below	Obtain insight regarding the Board of Education and the community’s perspective in the area of technology, cybersecurity and instructional technology.
Four to five meetings per year Technology Committee	Gather input from participants about integrating new hardware and software, cybersecurity, infrastructure and enhancing current hardware/software and other technology in instructional spaces for students in grades Pre-K-12.	Technology Committee participants *see below	Obtain insight and obtain suggestion for integrating new hardware and software and enhance current hardware/software and other technology for students in grades Pre-K-12 especially in the areas of cybersecurity, infrastructure, mobile devices, Instructional Technology, Innovation, Professional Learning, Communication, Virtual Learning and Technology Skills.
Team met weekly from April to June, 2021- Technology District Planning Review	Gather input from stakeholders in the following areas as it pertains to cybersecurity, technology and technology integration: Curriculum, Instruction & Assessment, Use of Time, Technology Networks & Hardware, Data & Privacy, Community Partnerships, Professional Learning and Budget & Resources.	District Leadership Self- Assessment Team, community members, teachers, parents, students *see below	Obtain insight from multiple stakeholders regarding the following areas cybersecurity, technology and technology integration: Curriculum, Instruction & Assessment, Use of Time, Technology Networks & Hardware, Data & Privacy, Community Partnerships, Professional Learning and Budget & Resources .

*participant titles include: Superintendent, Director of Instructional Services, Elementary Principal, Secondary Principal, MS/HS Assistant Principal, Business Administrator, District Treasurer, members of the Board of Education, Teachers represented from each Pre-K-12th grade in multiple
disciplines and subject areas, District Library Media Specialist, Parents representing children from multiple grade-levels and school buildings, Technology Support Assistant, Computer Network Specialist, Buildings and Grounds Coordinator/Safety Officer, Community stakeholders including local business owners, District staff to include office staff, custodians, school meals, data, business office, and special education/pupil services office.

4. How does the district’s Instructional Technology Plan build upon, continue the work of, and improve upon the previous three-year plan?
The Technology Plan 2022-2025 planning process was more involved, detailed oriented, included an increase in the number of informational sessions and consisted of additional stakeholders as compared to previous years. The NYS mandated stay at home orders along with the overnight shift to remote learning that occurred within the past few years significantly propelled the immediate use of technology in instruction and quickly uncovered instructional gaps and challenges along with celebrations.

The district’s Technology Committee began planning sessions during the 2019 school year in anticipation of what the district’s Technology Department predicted for district needs. In the past three years, this committee identified technology strengths and areas for improvement. Similar to the submitted and approved 2018-2021 NYSED Technology Plan, the Florida Union Free School District had four lofty goals which included the following broad areas of infrastructure, physical security, professional learning and the seamless integration of technology into classroom instruction, anytime, anywhere both on and off campus. While it is important to make certain that technology integration is the cornerstone of technology, that would not be the case without a detailed focus on the backbone of technology infrastructure.

During the past school year (2021-2022), the district reviewed the role of technology during multiple stakeholder meetings as identified above. During this review period, it became evident that the district has three broad goals for the life of this plan that include the areas of infrastructure, security and instruction in order to meet the safety, cybersecurity and instructional needs of both the district’s young and adult learners.

While the 2018-2021 technology plan focused on the early implementation of physical security, the plan for 2022-2025 is to focus on and build upon aspects of physical security and also incorporate additional elements of cybersecurity and data protection. The previous plan also included a professional learning/seamless integration of instructional technology goal of which the district exceeded expectations and builds upon that goal today, tomorrow and beyond. Finally, the 2018-2021 technology plan included technology infrastructure improvements. Those goals were met during the life of the previous plan. Since infrastructure is a critical component to overall technology goals, it continues to have a significant place in the 2022-2025 plan and all future plans.

In summary, the 2022-2025 NYSED Technology Plan pays particular attention to three major areas, infrastructure, security and instruction. The district’s future goals are based on these three areas.

5. How does the district Instructional Technology Plan reflect experiences during the COVID pandemic?
The district technology plan enhances the efforts that were put forth in order for this district to perform completely in a 1:1 mobile device environment. While in a global pandemic, it was necessary to pivot to online learning literally overnight. In doing so, the district quickly made arrangements for students in grades PK-5 to obtain their district-assigned device from the school building to use at home while students in grades 6-12 already brought their devices home. Simultaneously, and as part of the district’s technology equity initiative, the Technology Department, working in conjunction with school building staff, identifies students and families experiencing connectivity challenges. Each identified family is provided with a district-issued hotspot.

Professional learning based on instructional shifts/remote learning provided to staff, students and families markedly increased in the Florida Union Free School District since early 2020. Staff, students, parents and community members are given technical assistance needs and ideas for enhancements via conversations, surveys, phone calls, emails and even “socially”-distanced and physical home visits. During our time in quarantine, the district provided professional learning sessions 3-4 days per week for one hour sessions held twice per day with embedded learning based on staff, student, parent and community input and identified needs. The district also provided learning opportunities for parents through the district’s “Parent University” offerings held three times per week at different times during each day and daily office hours for students in need of one on one assistance. Professional learning sessions, “Parent University,” access to connectivity via hot spots and Technology Office hours are proven successes in the district and their implementation continues.

We continue to have instructional technology available to staff, students and parents at all times. We plan to enhance the quality of our infrastructure and hardware throughout the years to meet the needs of our students and the ever-changing learning environments.

6. Is your district currently fully 1:1?
Yes

7. Please describe the professional development plan for building the capacity of educators and administrators in the attainment of the instructional technology vision as stated in response to question 2.
The Florida Union Free School District acknowledges the importance of ongoing, consistent and sustainable professional learning for staff, teachers and administrators. Professional development includes opportunities for district employees to support technology to enhance teaching and learning and increase their technology skills in order to keep up with vast shifts in technology. The district supports technology based on feedback provided through meetings, conversations and effective observations. Per the District’s Professional Development Plan, this method of technology placement for instruction coincides directly with all District goals to meet the needs of each student, goals of improving student achievement and building a community of lifelong learners.

This district is dedicated to providing high-quality instruction that aligns with the New York State Next Generation Learning Standards and ISTE’s National Educational Technology Standards (NETS) for students, teachers and administrators. In order to meet the above standards and certify all staff and students are technologically proficient, the appropriate use of technology seamlessly integrated into instructional practices is necessary. Infusing technology into instruction increases student engagement and provides tools to assist students to access, analyze and synthesize information. Whenever possible, the use of technology will be used to provide professional learning opportunities including the following platforms but not limited to: screencasts, webinars, and online courses. Most opportunities are and will continue to be provided in a layered fashion to include: media specialists, after-school workshops sponsored by experts from multiple areas and backgrounds, online courses and workshops offered by Orange Ulster BOCES and NYSCATE, web training, informative videos, conference days, vendors, and other professional organizations. The following list outlines the wide variety of professional learning opportunities that assist with the attainment of the district’s instructional technology vision:

1. Superintendent Conference Days- minimum of 2 days per year- These conferences focus on aligning curriculum and instruction with the NYS Learning Standards by immersing staff in the following topics to include but not limited to:
• Seamlessly integrating technology into the learning process
• Meeting all student needs by conducting assessments and prescribing an appropriate and aligned learning pathway
• Provide staff with the opportunity to meet with peers both within and outside the district to share, discuss and reflect upon strategies to implement researched-based best practices
• Embed literacy in all content areas
• Use of project-based learning and learning through inquiry
• Opportunities for sharing innovative instructional practices
• Learn and share co-teaching methods, learning styles, meeting the needs of all students/take note of strengths and highlight those areas, IEP awareness, RTI & CSE formats and general education teacher roles
• Look at social and emotional needs
• Implement diversity, equity and inclusive practices

2. FUFSD Technology Offerings- In order to achieve the district’s missions and goals, it is imperative to provide professional learning options for all staff that encompasses technology rich experiences. With appropriate modeling and learning opportunities, the district’s staff has the capacity to understand, learn and increase knowledge of how to apply and integrate technology solutions into lessons. In order to enhance the use of technology in the district, the Technology Committee offers the following professional learning focus:
• Comprise after-school learning sessions every two weeks that follows a 4 session sequence:
• Understand the use and components of a software/hardware solution
• Use time to design lesson/learner usage for the software/hardware solution
• Take a deep dive into the solution’s analytics
• Share and present to colleagues usage of the software/hardware solution within their grade level or content area
• Offer weekly 30-minute technology-based sessions held after school. Sessions will be recorded and archived for future viewing • Provide Ed Law 2D/cybersecurity monthly training
• Provide transformational learning environments that include project-based learning, STEAM (science, technology, engineering, art, and math) and other technologies embedded within the NYS Computer Science and Digital Learning Standards
• During collaboration, department meetings and after-school sessions:
• Build awareness and unpack the NYS CS&DL Standards
• Discuss available materials
• Embed concepts and skills into district curriculum maps
• Encourage attendance at appropriate and aligned BOCES offerings

3. BOCES and NYSCATE Workshops– Annually, the district budgets funds to provide staff with opportunities to attend various workshops. Priority for attending workshops will be given to those that increase staff capacity to address student success with all NYS Next Generation Learning Standards, English as a New Language and NYS assessments.

4. Additional Professional Conferences– The district targets appropriate grant money as well as budgeted funds to provide opportunities for staff to attend local, state, national and international professional conferences throughout the school year and during summer months. Staff may request
funding for these opportunities within their annual budget allotment.

5. In-service Workshops; Seminars; Online Sessions; Curriculum Writing; and/or Assignments, in preparation for Superintendent Conference Days The district provides the opportunity for staff to partake in any of the professional pedagogical activities mentioned above. An emphasis is placed on relating instructional planning and practice to meet individual instructional needs of students, embed literacy, including NYS Next Generation Learning Standards, as well as updating and expanding teaching strategies and improving students’ learning outcomes. Teachers receive remuneration or in-service credit for participation. In-service workshops must have prior approval for such credit. All tenured teachers must acquire 15 hours of in service credit over a three-year period as for the collective bargaining agreement. The district also provides the instructional employees with collaborative opportunities for staff at all grade levels, PK-12 and also meeting time during the staff-driven second faculty meeting each month. Once a teacher partakes in a professional learning opportunity, it is the district’s expectation that the learning be represented in instruction and the transference of learning be evident through effective observations. With many opportunities to demonstrate their learning, district staff will showcase their growth in applying and integrating technology solutions into their class lessons. The efficacy of their professional learning and growth will be presented through collaborative conversations during PLC and faculty meetings, through classroom observations as well as through surveys that reveal an increase in staff and student knowledge of digital literacy, fluency and overall growth in the district’s capacity to effectively drive student learning outcomes.
For help with completing the plan, please visit 2022-2025 ITP Resources for Districts on our website, contact your district’s RIC, or email edtech@nysed.gov.

III. Goal Attainment

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

1. Digital Content – The District uses standards-based, accessible digital content that supports all curricula for all learners.
The district has met this goal:
Significantly
2. Digital Use – The District’s learners, teachers, and administrators are proficient in the use of technology for learning.
The district has met this goal:
Moderately
3. Digital Capacity and Access – The District’s technology infrastructure supports learning and teaching in all of the District’s environments.
The district has met this goal:
Significantly
4. Leadership – The District Instructional Technology Plan is in alignment with the Statewide Learning Technology Plan vision.
The district has met this goal:
Significantly
5. Accountability – District-level information is posted on the District website, is easy to access, and is easily understood. Information provided includes the results achieved by the District in their efforts to enable students to build knowledge, master skills, and grasp opportunities for a better life.
The district has met this goal:
Significantly
For help with completing the plan, please visit 2022-2025 ITP Resources for Districts on our website, contact your district’s RIC, or email edtech@nysed.gov.

IV. Action Plan – Goal 1

1. Enter Goal 1 below:
Goal 1: Robust Instructional Technology Infrastructure:
Create, find funding for and implement a hardware and infrastructure refresh plan in order to replace hardware and critical network and connectivity infrastructures.
2. Select the NYSED goal that best aligns with this district goal.
Design, implement, and sustain a robust, secure network to ensure sufficient, reliable high-speed connectivity for learners, educators, and leaders

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

X All students
X Early Learning (Pre-K -3)
X Elementary/intermediate
X Middle School
X High School
X Students with Disabilities
X English Language Learners
X Students who are migratory or seasonal farmworkers,
or children of such workers
X Students experiencing homelessness and/or housing
insecurity
X Economically disadvantaged students
X Students between the ages of 18-21
X Students who are targeted for dropout prevention or
credit recovery programs
X Students who do not have adequate access to
computing devices and/or high-speed internet at their
places of residence
X Students who do not have internet access at their place
of residence
X Students in foster care
Students in juvenile justice system settings
X Vulnerable populations/vulnerable students
Other (please identify in Question 3a, below)

4. Additional Target Population(s). Check all that apply.
X Teachers/Teacher Aides
X Administrators
X Parents/Guardians/Families/School Community
X Technology Integration Specialists
Other

5. How will this instructional technology goal be measured and evaluated during and after implementation? Be sure to include any tools and/or metrics that are part of this evaluation process. Examples might be formative data, local, state, and/or national LEA benchmarks, metrics from instructional software, other technology evaluation programs, etc.
The Florida Union Free School District Technology Department generated and uses a living document that outlines technology investments and details information about infrastructure hardware (make/model, etc…), date of installation, hardware location, in-service date, maintenance information, end-of-life updates, planned replacement, possible funding streams and other pertinent information. The Technology Department along with members of the business office and Technology Committee review this document a minimum of three times per year with the purpose of reviewing all systems, crosschecking information for updates and verifying the district is on point with budgeting and funding streams. The notes section assists with detailing important information necessary to make fiscally responsible decisions.

For this goal, we use the district created technology investment document to continue to create, find funding for and implement a hardware and infrastructure refresh plan in order to replace hardware and critical network and connectivity network infrastructures, all necessary to implement a functional technology network for the seamless integration of instructional technology. The investment document allows the district to analyze hardware and other district infrastructure needs with the goal of aligning funding streams with the replacement of hardware and critical network infrastructure before the equipment reaches end-of-life or the end of maintenance/security updates.

The goal is accomplished when hardware and critical network and connectivity network infrastructures are replaced/refreshed in line with the timeline set forth in the district’s plan.

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

	Action Step	Action Step Description	Responsible Stakeholder	‘Other’ Responsible Stakeholder	Anticipated date of completion	Anticipated Cost
Action Step 1	Planning	Collaborate with multiple stakeholders to update, find funding for and implement an infrastructure refresh plan in order to replace hardware and critical network and connectivity infrastructures.	Director of Technology	Building-level principals, Superintendent, Technology Committee, Business Official, Buildings & Grounds/Safety Coordinator, members of the Technology Department, Curriculum, Instruction & Assessment leadership	08/31/ 2022	$0
Action Step 2	Infrastructure	Replace/refresh EOL switches in each of the district’s wiring closets.	Director of Technology	Superintendent, Business Official, Buildings & Grounds/Safety Coordinator, members of the Technology Department	06/30/ 2025	$250,000
Action Step 3	Infrastructure	Replace/refresh EOL (may expand wireless controller capacity) network including wireless access points and wireless controllers.	Director of Technology	Superintendent, Business Official, Technology Committee, members of the Technology Department	06/30/ 2024	$250,000
Action Step 4	Infrastructure	Replace/refresh EOL servers and storage hardware (SAN).	Director of Technology	Superintendent, Business Official, members of the Technology Department	12/31/ 2024	$150,000

7. 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.

	Action Step	Action Step- Description	Responsible Stakeholder	‘Other’ Responsible Stakeholder	Anticipated date of completion	Anticipated Cost
Action Step 5	Learning Spaces	Replace/refresh EOL classroom projectors with a more functional unit that meets the instructional needs of young and adult learners.	Director of Technology	Building-level principals, Superintendent, Business Official, Technology Committee, members of the Technology Department	06/30/ 2023	$175,000
Action Step 6	Evaluation	Each school year, review the district’s living document that contains technology investments and detailed information about infrastructure hardware to evaluate project status.	Director of Technology	Building-level principals, Superintendent, Technology Committee, Business Official, Buildings & Grounds/Safety Coordinator, members of the Technology Department, Curriculum, Instruction & Assessment leadership	03/03/ 2025	$0
Action Step 7	N/A	N/A	N/A	N/A	06/30/ 2021	N/A
Action Step 8	N/A	N/A	N/A	N/A	06/30/ 2021	N/A

IV. Action Plan – Goal 2

1. Enter Goal 2 below:
Goal 2: Safety/Physical Security and Cybersecurity:
Create, find funding for, and implement a security replacement/refresh plan in order to execute or refresh key systems to maintain the physical security of district/school buildings, secure infrastructure functionality and implement cybersecurity researched-based best practices.
2. Select the NYSED goal that best aligns with this district goal.
Design, implement, and sustain a robust, secure network to ensure sufficient, reliable high-speed connectivity for learners, educators, and leaders 3. Target Student Population(s). Check all that apply.

4. Additional Target Population(s). Check all that apply.
X Teachers/Teacher Aides
X Administrators
X Parents/Guardians/Families/School Community
X Technology Integration Specialists
Other

5. How will this instructional technology goal be measured and evaluated during and after implementation? Be sure to include any tools and/or metrics that are part of this evaluation process. Examples might be formative data, local, state, and/or national LEA benchmarks, metrics from instructional software, other technology evaluation programs, etc.
The Florida Union Free School District recently created a living document that contains information for both physical building security and technical security aka cybersecurity. The FUFSD Security document contains fields such as investments and details information about security hardware (make/model, etc…), date of installation, hardware location, in-service date, maintenance information, end-of-life updates, planned replacement, possible funding streams, software deployment and other areas outlined by NYSED Ed Law 2-D, Office of the New York State Comptroller- Local Government Management Guide: Information Technology Governance (December 2021), NIST Cybersecurity Framework and results from the MS ISAC- National Cybersecurity Review (NCSR). The Technology Department along with the superintendent, members of the business office, buildings & grounds/safety and security coordinator and Technology Committee will review this document a minimum of three times per year with the purpose of reviewing all systems, cross-checking information for updates, and verifying the district is on point with budgeting and funding streams. The notes section assists with detailing importing information necessary to make fiscally responsible decisions.

For this goal, the district uses multiple assessment tools in order to show cybersecurity progress. Specifically, the Office of the New York State Comptroller- Local Government Management Guide: Information Technology Governance (December 2021) self-assessment, NIST Cybersecurity Framework review and results from the MS-ISAC- National Cybersecurity Review (NCSR) are the assessments that occur annually, at a minimum. Additionally, the district uses the created security document to create, find funding for and implement a safety and security refresh plan in order to replace hardware and critical safety and security infrastructures, all necessary to implement a functional technology network that includes the seamless integration of instructional technology. The security document allows the district to analyze hardware and other district safety and security infrastructure needs with the goal of aligning funding streams with the replacement of hardware and critical safety/security infrastructure before the equipment reaches end-of-life or maintenance/security updates end.
The goal is accomplished when hardware and safety/security infrastructures are replaced/refreshed and when yearly cybersecurity assessments show growth and maturity in line with the timeline set forth in the district’s plan.
6. List the action steps that correspond to Goal #2 from your answer to Question 1, above. All cells in the table must be populated. If you have less than four action steps for this goal, you must enter N/A into columns two, three, four, five, and seven, and choose June 30, 2021 in the date column for all unneeded rows in the table.

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

	Action Step	Action Step- Description	Responsible Stakeholder	‘Other’ Responsible Stakeholder	Anticipated date of completion	Anticipated Cost
Action Step 1	Planning	Collaborate with multiple stakeholders to continue to update, find funding for and implement a safety/security refresh plan in order to replace safety/security hardware and critical network and connectivity infrastructures.	Director of Technology	Building-level principals, Superintendent, Technology Committee, Business Official, Buildings & Grounds/Safety Coordinator, members of the Technology Department, Curriculum, Instruction & Assessment leadership	02/28/ 2022	$0
Action Step 2	Cybersecurity	Replace/refresh EOL next generation firewall.	Other (please identify in Column 5)	Computer Network Specialist	12/31/ 2023	$75,000
Action Step 3	Other (please identify in Column 3, Description)	Replace/refresh/add identified IP security cameras in all district buildings on a yearly basis and throughout the life of this plan. May need to increase IP camera controller capacity.	Director of Technology	Building-level principals, Superintendent, Technology Committee, Business Official, Buildings & Grounds/Safety Coordinator, members of the Technology Department	07/31/ 2025	$150,000
Action Step 4	Communications	Replace/refresh EOL IP phones located in each learning space.	Director of Technology	Building-level principals, Superintendent, Technology Committee, Business Official, Buildings & Grounds/Safety Coordinator, members of the Technology Department	06/30/ 2024	$50,000

7. This question is optional.
If more action steps are needed, continue to list the action steps that correspond to Goal #2 from your answer to Question 1, above.

	Action Step	Action Step- Description	Responsible Stakeholder	‘Other’ Responsible Stakeholder	Anticipated date of completion	Anticipated Cost
Action Step 5	Cybersecurity	Research ways to secure access to and transmission of sensitive district data by implementing and expanding multifactor authentication (MFA) and email encryption tools.	Other (please identify in Column 5)	Computer Network Specialist	06/30/ 2025	$25,000
Action Step 6	Cybersecurity	Perform network cybersecurity assessments in order to analyze the district’s baseline, vulnerabilities and write corrective action plans which may include additional and emerging cybersecurity solutions.	Director of Technology	Building-level principals, Superintendent, Technology Committee, Business Official, Buildings & Grounds/Safety Coordinator, members of the Technology Department, Curriculum, Instruction & Assessment leadership	06/30/ 2025	$100,000
Action Step 7	Data Privacy	Research and look to create a better process for vetting and approving software solutions in order to continue to comply with NYS Ed Law 2-D.	Director of Technology	Building-level principals, Superintendent, Technology Committee, Business Official, Buildings & Grounds/Safety Coordinator, members of the Technology Department, Curriculum, Instruction & Assessment leadership	06/30/ 2023	$15,000
Action Step 8	N/A	N/A	N/A	N/A	06/30/ 2021	N/A

1. Enter Goal 3 below:
Goal 3: Enhance Technology Program and Professional Learning Opportunities
Enhance instructional technology within technologically-centered learning spaces by providing additional opportunities for professional learning in and around stronger integration of ed tech in content areas.
2. Select the NYSED goal that best aligns with this district goal.
Provide access to relevant and rigorous professional development to ensure educators and leaders are proficient in the integration of learning technologies
3. Target Student Population(s). Check all that apply.

4. Additional Target Population(s). Check all that apply.
X Teachers/Teacher Aides
X Administrators
X Parents/Guardians/Families/School Community
X Technology Integration Specialists
Other

5. How will this instructional technology goal be measured and evaluated during and after implementation? Be sure to include any tools and/or metrics that are part of this evaluation process. Examples might be formative data, local, state, and/or national LEA benchmarks, metrics from instructional software, other technology evaluation programs, etc.
In order to achieve the district’s missions and goals, it is imperative to provide professional learning options that encompass rich ed tech experiences. Through these efforts, the district will see an increase in participation and attendance of teachers who take advantage of local, state, national and international professional conferences which includes learning opportunities provided by the local BOCES and statewide NYSCATE workshops. The emphasis on the importance of this growth will be seen through an increase in appointments with the district’s technology integrator in and around effective frameworks that drive seamless integration of technology into the classroom. With many opportunities to demonstrate their learning, district staff will showcase their growth in applying and integrating technology solutions into their class lessons. The efficacy of their professional learning and growth will be presented through collaborative conversations during PLC and faculty meetings, through classroom observations as well as through surveys that reveal an increase in staff and student knowledge of digital literacy, fluency and overall growth in the district’s capacity to effectively drive student learning outcomes.

6. List the action steps that correspond to Goal #3 from your answer to Question 1, above. All cells in the table must be populated. If you have less than four action steps for this goal, you must enter N/A into columns two, three, four, five, and seven, and choose June 30, 2021 in the date column for all unneeded rows in the table.

	Action Step	Action Step- Description	Responsible Stakeholder	‘Other’ Responsible Stakeholder	Anticipated date of completion	Anticipated Cost
Action Step 1	Planning	Collaborate with multiple stakeholders to continue to update, find funding for and implement a solid technologically rich professional learning plan on an annual basis.	Curriculum and Instruction Leader	Building-level principals, Superintendent, Technology Committee, Technology Integrator, Teachers, Students, Support Staff, Business Official, members of the Technology Department, Curriculum, Director of Technology	06/30/ 2025	$0
Action Step 2	Professional Development	Provide additional professional learning opportunities to facilitate knowledge among staff members for: digital citizenship, media literacy, technological skills and computer science and digital literacy standards that align with today, tomorrow and beyond.	Curriculum and Instruction Leader	Building-level principals, Superintendent, Technology Committee, Technology Integrator, Teachers, Students, Support Staff, Business Official, members of the Technology Department, Curriculum, Director of Technology	06/30/ 2025	$150,000
Action Step 3	Professional Development	Create opportunities for collaboration and turnkeying of professional learning to share strong and technology rich practices.	Curriculum and Instruction Leader	Building-level principals, Superintendent, Technology Committee, Technology Integrator, Teachers, Students, Support Staff, Business Official, members of the Technology Department, Curriculum, Director of Technology	06/30/ 2025	$30,000
Action Step 4	Learning Spaces	Use available space and financial resources to continue to create technology- centered learning spaces.	Curriculum and Instruction Leader	Building-level principals, Superintendent, Technology Committee, Technology Integrator, Teachers, Students, Support Staff, Business Official, members of the Technology Department, Curriculum, Director of Technology	06/30/ 2025	$75,000

7. This question is optional.
If more action steps are needed, continue to list the action steps that correspond to Goal #3 from your answer to Question 1, above.

	Action Step	Action Step- Description	Responsible Stakeholder	‘Other’ Responsible Stakeholder	Anticipated date of completion	Anticipated Cost
Action Step 5	Curriculum	Develop courses that harness 21st century learning and align with NYSED’s Computer Science and Digital Literacy Standards.	Curriculum and Instruction Leader	Building-level principals, Superintendent, Technology Committee, Technology Integrator, Teachers, Students, Support Staff, Business Official, members of the Technology Department, Curriculum, Director of Technology	06/30/ 2024	$30,000
Action Step 6	Professional Development	Encourage attendance at local, state, national and international webinars, workshops and conferences and visit other districts to observe instructional practices the district seeks to mirror.	Curriculum and Instruction Leader	Building-level principals, Superintendent, Technology Committee, Technology Integrator, Teachers, Students, Support Staff, Business Official, members of the Technology Department, Curriculum, Director of Technology	06/30/ 2025	$60,000
Action Step 7	Staffing	Add a full time technology integration specialist.	Curriculum and Instruction Leader	Building-level principals, Superintendent, Technology Committee, Technology Integrator, Teachers, Students, Support Staff, Business Official, members of the Technology Department, Curriculum, Director of Technology	06/30/ 2025	$240,000
Action Step 8	N/A	N/A	N/A	N/A	06/30/ 2021	N/A

8. Would you like to list a fourth goal?
No

V. NYSED Initiatives Alignment

1. Explain how the district use of instructional technology will serve as a part of a comprehensive and sustained effort to support rigorous academic standards attainment and performance improvement for students.
Technology integration and a safe technologically enhanced classroom environment are both critical in curriculum and instruction when engaging students during class lessons, protecting staff and student data while addressing academic standards all in order to improve student performance. With appropriate engagement and the seamless and safe integration of technology comes an increase in time on task, creativity, and the flexibility of learning (anywhere/anytime, local, state, nationwide and internationally) which contributes to student achievement and the capacity for lifelong learning. The use of web-based tools, district purchased hardware, a solid/safe/secure network and infrastructure and other technology based instructional techniques assists with fostering this atmosphere.
Students will use current and future hardware, software, web-based sites, Google Workspace and other means spanning across grade levels and curricular areas. The information below outlines how the district plans to integrate technology into teaching and learning, districtwide and provides explanations to which technology is used by teachers to facilitate their practice and the extent to which technology is used by students to demonstrate understanding of skills and concepts, districtwide:
• provide a cybersafe environment that helps protect PII/sensitive data
• use of the district’s VoIP telephone system to foster learning connections
• accurately and appropriately assess student learning gaps and strengths in order to inform daily instruction
• create personalized learning environments
• expand the use of curriculum related sites to current operating systems and mobile technologies
• enhance understanding
• create learning environments for each student that aligns with ELL, IEP and 504 plans
• participate in formative and summative assessments
• provide practice
• complete homework
• take quizzes, tests and more importantly, locally developed benchmark assessments
• complete multimedia presentations
• synthesize information
• participate in cloud-based technology
• take online assessments to assist with informing instruction
• provide instruction that supports a project-based learning model
• implement STEM/STEAM/STREAM and flipped learning models of instruction
• use data to aid in and enhance student learning
• think critically as outlined in the above goal
• provide necessary tools for anywhere/anytime learning both within and outside the walls of school buildings for local, statewide, national and international learning experiences
• embed NYSED Computer Science and Digital Literacy standards
• participate in NYSED Computer-Based Assessments
Technology Delivery- With a solid wireless infrastructure, strong network servers and switches and physical classroom presentation tools all bundled into a cyber safe environment that assists with the protection of sensitive data and PII, technology delivery takes many various forms to include but not limited to:
• Online learning via mobile devices
• Remote learning opportunities/Use of hotspots, when necessary
• Video Conferencing/Camera System
• VoIP telephone system
• Google Applications and extensions
• Google Workspace (multifactor authentication and protection of data in transit)
• Virtual Field Trips
• Screencasting
• Webinars
• Web-based tools
• Social Networking
• Online Presentation Tools and Physical Presentation Tools
• Social Media
• Learning Management Systems
• Web-based assessments

2. Explain the strategies the district plans to implement to address the need to provide equitable learning “everywhere, all the time” (National Technology Plan). Include both short and long-term solutions, such as device access, internet access, human capacity, infrastructure, partnerships, etc.
As technology evolves, new ways to incorporate technology into instruction, materials and assessments are in development. It became evident in the Fall of 2019 that our district needed to focus on equitable connectivity for all students. Parents and staff completed a survey and the district had the capacity to provide hot spots to both staff and families. Doing so was enhanced just a few months later when all staff and students were forced to learn, teach and work from home. Just over the past few years, tools like “Google Workplace,” “Kami,” “Words Their Way- online,” “NorthStar Educational Tools” and “NWEA’s MAP assessments” have begun to play an integral and essential role for each student. Connectivity and access to technology is monumental and considered an essential utility in the Florida Union Free School District. It’s critical that:
• All students have access to both hard-wired workstations, Chromebooks and other mobile devices over the wireless network. Access to technology for all students is especially critical to success. In many cases, technological software/applications enable students to reduce achievement gaps. Software along with teacher facilitation helps remediate critical skills, close educational gaps and enhance all students with the ability to learn.
• Equipment is provided to accommodate a variety of learning styles. For example, “books on tape” or other audio formats may be provided for the auditory learner.
All of the above-mentioned opens doors for efficient, effective teaching and learning. Technology can level the playing field and enable each student, including students with IEPs, 504 plans and ELLs to participate, sometimes in situations where they would be left without the appropriate provided equipment. Technology provides teachers with strategies to meet the needs of all learners. To ensure equitable access the above is incorporated for ALL students via:
• Recommendations from RTI Team and Committee on Preschool Special Education (CSE/CPSE)
• Recommendations from teachers and those in Intervention Services
• Fluid AIS program
• Adaptive MAP assessments
• Skills classes
• North Star Educational Tools
• Words Their Way
Annual meetings of the Committee on Preschool Special Education (CPSE) and Committee on Special Education (CSE) make the determination of services each student needs for academic success. If either of the committees needs assistance with recommendations for assistive technology the Committee Chair can:
• Reach out to the district’s Technology Department for appropriate suggestions.
• Contact a qualified outside agency to provide an assistive technology evaluation.
• Once the appropriate assistive technology is identified the hardware, software or other technology is ordered and configured for the student(s). Training for all necessary stakeholders is also planned and executed. Support is provided when necessary for administrators, teachers, staff, students and parents.
As part of a solid technology plan it is critical the district to:
• Obtain feedback from multiple stakeholders in order to keep abreast of rapid changes in technology, innovation, curriculum, instruction and assessment
• Review and implement change based on data from NYSED Digital Equity Survey
• Provide timely and appropriate professional learning to all staff members
• Research and invest in a full-time technology integration specialist
• Refresh devices that meet needs for the district’s 1:1 mobile device initiative for staff and students
• Refresh critical technology infrastructure to include but not limited to: wireless network, servers, switches, classroom presentation tools and cyber security practices (to protect sensitive data and PII)
• Provide hot spots for staff and students experiencing connectivity challenges
• Make informed decisions based on DEI, Technology, content areas, Professional Learning, Leadership and SEL Committees • Partner with Future Ready Schools, NYSCATE, ISTE, Orange-Ulster BOCES, Mid-Hudson Regional Information Center and other district identified consultants for professional learning opportunities.

3. Students with disabilities may be served through the use of instructional technology as well as assistive technology devices and services to ensure access to and participation in the general education curriculum. Describe how instruction using technology is differentiated to support the individual learning needs of students with disabilities.
The technological landscape is forever changing. In order to stay abreast of these vast changes, an up-to-date technology infrastructure is necessary. In order to deliver the below mentioned technology, a solid wireless infrastructure, robust network, servers, switches and physical classroom presentation tools, all in a cyber safe environment that assists with the protection of sensitive data and PII, is necessary.
Technology is used in a variety of ways to assist students with disabilities. This includes the use of accessibility features (text to speech ((Kami or accessibility Chromebook features, for example)) or speech to text as one example) on specific 1:1 devices such as Chromebooks and iPads, additional apps (mod math or Kami, for example) that support learning needs and styles, as well as assistive technology devices and apps for assistance with communication (iPad touch chat app, for example).
Instructional strategies used with students with disabilities includes but not limited to are, screencasts, annotate with Kami and instructional videos are provided for students to assist with completing assignments, for example. Special education teachers and providers continually consult with other professionals, the technology integration specialist and the district’s Technology Department to ensure differentiation and appropriateness of student support. For example, the use of North Star Educational Tools enables teachers, administrators, and parents to make real-time strategic decisions for students’ optimal learning needs. This, in turn, allows for a more specific instructional delivery which optimizes student learning. Annual meetings of the Committee on Preschool Special Education (CPSE) and Committee on Special Education (CSE) make the determination of services each student needs for academic success. If either of the committees needs assistance with recommendations for assistive technology the Committee Chair can:
• Reach out to the district’s Technology Department for appropriate suggestions.
• Contact a qualified outside agency to provide an assistive technology evaluation.
• Once the appropriate assistive technology is identified the hardware, software or other technology is ordered and configured for the student(s). Training for all necessary stakeholders is also planned and executed. Support is provided when necessary for administrators, teachers, staff, students and parents.

4. How does the district utilize technology to address the needs of students with disabilities to ensure equitable access to instruction, materials, and assessments? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
X 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).
X 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.
X 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.
X Technology is used to increase options for students to demonstrate knowledge and skill.
X Learning games and other interactive software are used to supplement instruction.
Other (please identify in Question 4a, below)

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

X Technology to support writers in the elementary classroom
X Technology to support writers in the secondary classroom
X Research, writing and technology in a digital world
X Enhancing children’s vocabulary development with technology
X Reading strategies through technology for students with disabilities
X Choosing assistive technology for instructional purposes in the special education classroom
X Using technology to differentiate instruction in the special education classroom
X Using technology as a way for students with disabilities to demonstrate their knowledge and skills
X Multiple ways of assessing student learning through technology
X Electronic communication and collaboration
X Promotion of model digital citizenship and responsibility
X Integrating technology and curriculum across core content areas
X Helping students with disabilities to connect with the world
Other (please identify in Question 5a, below)

6. How does the district utilize technology to address the needs of English Language Learners to ensure equitable access to instruction, materials, and assessments? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
X 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).
X 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.
X Text to speech and/or speech to text software is utilized to provide increased support for comprehension of written or verbal language.
X Home language dictionaries and translation programs are provided through technology.
X Hardware that supports ELL student learning, such as home-language keyboards, translation pens, and/or interactive whiteboards, is utilized.
X 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.
X Learning games and other interactive software are used to supplement instruction.
X Other (Please identify in Question 6a, below)

6a. If ‘Other’ was selected in Question 6 above, please explain here.
Messaging application to communicate with families in their home language.

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

7a. If Yes, check one below:
In the 5 languages most commonly spoken in the district

7b. If ‘Other’ was selected in 7a, above, please explain here.
(No Response)

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

X Technology to support writers in the elementary classroom
X Technology to support writers in the secondary classroom
Research, writing and technology in a digital world
X Writing and technology workshop for teachers
X Enhancing children’s vocabulary development with technology
Writer’s workshop in the Bilingual classroom
X Reading strategies for English Language Learners
X Moving from learning letters to learning to read
X The power of technology to support language acquisition
X Using technology to differentiate instruction in the language classroom
X Multiple ways of assessing student learning through technology
X Electronic communication and collaboration
X Promotion of model digital citizenship and responsibility
X Integrating technology and curriculum across core content areas
Web authoring tools
Helping students connect with the world
The interactive whiteboard and language learning
X Use camera for documentation
Other (please identify in Question 8a, below)

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

McKinney-Vento information is prominently located on individual school websites, as well as the district website.
If available, online/enrollment is easily accessible, written in an understandable manner, available in multiple languages and accessible from a phone.
Offer/phone/enrollment as an alternative to/in person/enrollment.
Set enrollment forms to automatically provide the McKinney-Vento liaison with contact information for students who indicate possible homelessness and/or housing insecurity
Create a survey to obtain information/about students’ living situations,/contact information,/access to internet and devices for/all/students in/the/enrollment processes/so the district can/communicate
effectively and/evaluate their needs.
Create simple videos in multiple languages, and with subtitles, that explain McKinney-Vento rights and services, identify the McKinney-Vento liaison, and clarify enrollment instructions.
Create mobile enrollment stations by equipping buses with laptops, internet, and staff at peak enrollment periods.
X Provide/students/experiencing homelessness/and/or housing insecurity with tablets or laptops, mobile hotspots, prepaid cell phones, and other devices and connectivity.
X Provide students a way to protect and charge any devices they are provided/with/by the district.
X 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.
X 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.
X 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.
X Class lesson plans, materials, and assignment instructions are available to students and families for
X Direct instruction is recorded and provided for students to access asynchronously (such as through a learning management system, DVD,/ or private online video channel).
X 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.
X Conduct regular educational check ins with all students experiencing homelessness and/or housing insecurity and secure any help needed to keep up with course work.
X Adjust assignments/to be completed successfully using/only/the/resources students have available./
Provide online mentoring programs.
Create in-person and web-based tutoring/programs/spaces/and/or live chats/to assist with assignments and technology/issues.
X Offer a technology/support hotline during flexible hours.
Make sure technology/support is offered in multiple languages.
Other (Please identify in Question 9a, below)

10. How does the district use instructional technology to facilitate culturally responsive instruction and learning environments? Please check all that apply from the provided options and/or check ‘Other’ for options not available on the list.
X 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.
X The district uses instructional technology to facilitate classroom projects that involve the community.
X 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.
X The district uses instructional technology to assist in varying teaching approaches to accommodate diverse learning styles and language proficiencies.
X 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.
X The district uses instructional technology to facilitate collaborative classroom projects among heterogeneous student groups.
Other (please identify in Question 10a, below)

VI. Administrative Management Plan

1. Staff Plan
Provide the Full-Time Equivalent (FTE) count, as of plan submission date, of all staff whose primary responsibility is delivering technology integration training and support and/or technical support.
Full-time Equivalent (FTE)
District Technology Leadership 1.00 FTE
Instructional Support 0.20 FTE
Technical Support 2.00 FTE
Totals: 3.20 FTE

2. Investment Plan
Provide a three-year investment plan to support the vision and goals. All costs must be calculated for the entire three year-period, not annualized. For example, if a cost occurs annually, the estimated cost should include the annual cost times three.
Provide a three-year investment plan to support the vision in Section II and goals in Section IV. A chart with drop-down choices is provided in order for NYSED to obtain consistent responses to this question. All cells in the table must be populated. If you have less than four items in your plan, you must choose N/A for columns one, two, four, five and six, and put zero in column three (estimated cost) for each unneeded row.

	Anticipated Item or Service	“Other” Anticipated Item or Service	Estimated Cost	Is Cost One-time, Annual, or Both?	Potential Funding Source	“Other” Funding Source
1	Network and Infrastructure	N/A	$825,000	One-time	X BOCES Co-Ser purchase X District Operating Budget X District Public Bond X E-Rate X Grants XInstructional Materials Aid XInstructional Resources Aid X Smart Schools Bond Act Other (please identify in next column, to the right) N/A	N/A
2	Other (please identify in next column, to the right)	Safety/Physical Security and Cybersecurity	$415,000	Both	X BOCES Co- Ser purchase X District Operating Budget X District Public Bond X E-Rate X Grants XInstructional Materials Aid XInstructional Resources Aid X Smart Schools Bond Act Other (please identify in next column, to the right) N/A	N/A
3	Professional Development	N/A	$585,000	Both	XBOCES Co- Ser purchase X District Operating Budget X District Public Bond E-Rate X Grants XInstructional Materials Aid XInstructional Resources Aid Smart Schools Bond Act Other (please identify in next column, to the right) N/A	N/A
4	N/A	N/A	$0	N/A	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) X N/A	N/A
Total			$1,825,000

3. Has the school district provided for the loan of instructional computer hardware to students legally attending nonpublic schools pursuant to Education Law, section 754?
Not Applicable

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

https://www.floridaufsd.org/district-departments/technology/

VII. Sharing Innovative Educational Technology Programs

1. Please choose one or more topics that reflect an innovative/educational technology program that has been implemented for at least two years at a building or district level. Use ‘Other’ to share a topic that is not on the list.
X 1:1 Device Program
Active Learning Spaces/Makerspaces
Blended and/or Flipped Classrooms
Culturally Responsive Instruction with Technology
X Data Privacy and Security
X Digital Equity Initiatives
Digital Fluency Standards
X Engaging School Community through Technology
English Language Learner
Instruction and Learning with Technology
X Infrastructure
OER and Digital Content
X Online Learning
Personalized Learning
X Policy, Planning, and Leadership Professional Development / Professional Learning
Special Education Instruction and Learning with Technology
X Technology Support
Other Topic A
Other Topic B
Other Topic C

2. Provide the name, title, and e-mail of the person to be contacted in order to obtain more information about the innovative program(s) at your district.
Name of Contact Person Title Email Address Innovative Programs Please complete all

	Name of Contact Person	Title	Email Address	Innovative Programs
Please complete all columns	Dana Castine	Director of Instructional Services	dcastine@floridaufsd.org	X 1:1 Device Program Active Learning Spaces/Makers paces Blended and/or Flipped Classrooms Culturally Responsive Instruction with Technology X Data Privacy and Security X Digital Equity Initiatives Digital Fluency Standards Engaging School Community through Technology English Language Learner Instruction and Learning with Technology X Infrastructure OER and Digital Content X Online Learning Personalized Learning X Policy, Planning, and Leadership X Professional Development / Professional Learning Special Education Instruction and Learning with Technology X Technology Support 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 to obtain more information about the innovative program(s) at your district.

	Name of Contact Person	Title	Email Address	Innovative Program
Please complete all columns	(No Response)	(No Response)	(No Response)	1:1 Device Program Active Learning Spaces/Makers paces Blended and/or Flipped Classrooms Culturally Responsive Instruction with Technology Data Privacy and Security Digital Equity Initiatives Digital Fluency Standards Engaging School Community through Technology English Language Learner Instruction and Learning with Technology Infrastructure OER and Digital Content Online Learning Personalized Learning Policy, Planning, and Leadership Professional Development / Professional Learning Special Education Instruction and Learning with Technology Technology Support Other Topic A Other Topic B Other Topic C
	(No Response)	(No Response)	(No Response)	1:1 Device Program Active Learning Spaces/Makers paces Blended and/or Flipped Classrooms Culturally Responsive Instruction with Technology Data Privacy and Security Digital Equity Initiatives Digital Fluency Standards Engaging School Community through Technology English Language Learner Instruction and Learning with Technology Infrastructure OER and Digital Content Online Learning Personalized Learning Policy, Planning, and Leadership Professional Development / Professional Learning Special Education Instruction and Learning with Technology Technology Support Other Topic A Other Topic B Other Topic C
	(No Response)	(No Response)	(No Response)	1:1 Device Program Active Learning Spaces/Makers paces Blended and/or Flipped Classrooms Culturally Responsive Instruction with Technology Data Privacy and Security Digital Equity Initiatives Digital Fluency Standards Engaging School Community through Technology English Language Learner Instruction and Learning with Technology Infrastructure OER and Digital Content Online Learning Personalized Learning Policy, Planning, and Leadership Professional Development / Professional Learning Special Education Instruction and Learning with Technology Technology Support Other Topic A Other Topic B Other Topic C