1.   Enter Goal 1 below:
Massena CSD will build awareness with 100% instructional staff for the New York State Computer Science and Digital Fluency Standards by the 2024-2025 implementation deadline.
1. MCSD will build awareness of the New York State Computer Science and Digital Fluency Standards during the 2022-2023 academic year by providing cursory training about the standards.
2. MCSD will build capacity for the New York State Computer Science and Digital Fluency Standards during the 2023-2024 and 2024-2025 academic years by developing a scope and sequence for standards implementation in the elementary school while additional courses are created in the middle/high school to address the standards’ needs.
3. MCSD will utilize the Director of Curriculum and Building Principals who will help to facilitate the implementation of the standards through classroom evidence walks, common planning, lesson modeling, and grade level team meetings.
4. Beginning in the 2024-2025 school year, the district will augment the number of course offerings available to students through the use of digital means including courseware, distance learning offerings, and online, asynchronous courses.

Provide technology-enhanced, culturally- and linguistically responsive learning environments to support improved teaching and learning 

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

4. Additional Target Population(s). Check all that apply.
None 

Instructional Technology goals will be measured and evaluated by:
1. Attendance of staff at professional development
2. Classroom Observation and walk-thru
3. Student Access student data from online/synchronous course(s)

Action Step 1 Professional Development
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.

 

1. Enter Goal 2 below:
In the school year 2022-2023, 100% of the K-6 instructional staff will be introduced to the writing process and the technology that will support the further K-12 initiative.

Goals:

Research and implement a K-12 writing process that will be utilized by instructional staff that will meet the needs of all learners by June 2023.
• Research and implement instructional technology tools that will support the writing process by June 2023.
• Provide differentiated learning strategies for regular and special education students, 1/2023 thru 6/2024
Create a district-wide electronic portfolio repository that stores a minimum of three writing samples each year beginning in September 2023.

In January 2022 a technology survey provided the following need based on the question:
Professional development will be provided to teachers of students with disabilities that will enable them to deafferent and increase student language and content learning through the use of technology.

Which of the following indicates your greatest need:
• 50% indicated that MCS needs to provide technology to support writers in the elementary classroom.
• 55% indicated that MCS needs to provide technology to support writers in the secondary classroom.
• 64% indicated that MCS needs to provide research, writing, and technology skills in the digital world.

 

Upon review of the data by the technology committee in February 2022, it was agreed that Goal #2 should not be limited to students with disabilities, as it is essential for all students.

 

2. Select the NYSED goal that best aligns with this district goal.
Develop a strategic vision and goals to support student achievement and engagement through the seamless integration of technology into teaching and learning

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

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

1. An increase in student achievement based on the common writing rubric for grades K-12.
2. Student technology checklist for submitting writing samples.
3. Staff Professional Development sign-in sheets
4. An increase in student achievement and growth on the writing portion of the NYS assessments.
5. Principal observations and walk-thru will include a writing process look-for.
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
Research

 

Research and implement a K-12 writing process that will be utilized by instructional staff that will meet the needs of
all learners. Curriculum and Instruction Leader Dir of Ed Support Services & Coaches

Action Step 2
Implementation
Research and
implement instructional
technology tools that
will support the writing
process
Curriculum
and Instruction
Leader
Dir of Ed Support
Services & Coaches
06/30/2
023
20,000
Action Step 3
Professional
Development
Provide differentiated
learning strategies for
regular and special
education students
Curriculum
and Instruction
Leader
Dir of Ed Support
Services & Coaches
06/30/2
024
4,000
Action Step 4
Implementation
Create a district-wide electronic portfolio repository that stores a minimum of three Building Principal Dir of Ed Support Services

IV. Action Plan - Goal 2
Action Step Action Step -
Description
Responsible
Stakeholder:
"Other" Responsible
Stakeholder
Anticipated date of completion
Anticipated Cost writing samples each year

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
Anticipa
ted date
of
complet
ion
Anticipated Cost
Action Step 5
(No Response) (No Response) (No Response) (No Response) (No
Respo
nse)
(No Response)
Action Step 6
(No Response) (No Response) (No Response) (No Response) (No
Respo
nse)
(No Response)
Action Step 7
(No Response) (No Response) (No Response) (No Response) (No
Respo
nse)
(No Response)
Action Step 8
(No Response) (No Response) (No Response) (No Response) (No
Respo
nse)
(No Response)

IV. Action Plan - Goal 3
Page Last Modified: 06/21/2022
1. Enter Goal 3 below:
In order to increase equitable student access to high-quality learning materials and instruction, the Massena Central School District will establish a robust, safe, and secure network infrastructure such that 100% of students will have reliable access to high-speed network connectivity by 2024-2025 academic school year.

 

Massena CSD is currently in the middle of an ongoing capital project district wide. One of the major technology advancements during the capital project is the Ethernet cabling. We have five schools, a shared transportation facility, and an administrative building. Once completed, all the current Cat5 wiring that is installed throughout the district will be removed and updated to Cat6. Cat6 supports data transfer speeds of up to 10 Gbps for distances up to 180 feet. Anything over 180 feet and up to 328 feet, transfer speeds drop to 1Gbps. Cat6 is currently the new global standard for Ethernet cables. These new Cat6 network drops will be used for wireless classroom instruction, desktop computers, cameras, wireless access points, IP phones, and network printers. The goal is to provide
equity across all the buildings and the staff and students that utilize the network.

To increase student access and reliability the Technology Department will be adding an additional two data closets in two of our Elementary schools as well as replacing our entire suite of uninterruptible power supplies in every data closet across the district. The two additional data closets will increase the amount of bandwidth available to these two buildings by alleviating an ever-growing technology demand load. The replacement of the UPSs will give us a considerable increase in keeping our equipment up and running during the event of a power outage.

To support NYS Tech Plan Goal: Equity in access – The MCS Technology Department will be implementing a replacement plan for all non-supported student devices. (Non-supported student devices mean those devices that have been “End-of-Life/Service/Support” from the parent company in which they will stop receiving important security updates or technical support.) We will start replacing these devices over a 4-year period in which at the end of the 4th year, all devices will be replaced with newer devices.

To ensure cybersecurity for all MCSD students, the Technology Department has started the process of upgrading the current Cisco firewalls. The firewalls are set up to work in conjunction with a core network switch utilizing policy-based routing with two different internet connections. The new configuration that we have started implementing contains, two Palo Alto firewalls set up in a primary and secondary failover configuration. The new setup joins both internet connections and incorporates local policy-based routing. In addition, if our primary firewall goes down the secondary firewall promotes itself to active. These new firewalls and setups are critical for keeping the network secure from malicious attacks, ransomware, and viruses. These firewalls are equipped with technology that
actively tracks and analyzes network traffic in such a way that any erroneous or dangerous traffic is immediately rejected and blocked to ensure a high level of security at all times.

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.
All students
Early Learning (Pre-K -3)
Elementary/intermediate
Middle School
High School
Economically disadvantaged students
Students between the ages of 18-21
Students who are targeted for dropout
prevention or credit recovery programs
Students who do not have adequate access to

IV. Action Plan - Goal 3
Students with Disabilities
English Language Learners
Students who are migratory or seasonal farmworkers, or children of such workers

Students experiencing homelessness and/or housing insecurity computing devices and/or high-speed internet at
their places of residence
Students who do not have internet access at their place of residence
Students in foster care
Students in juvenile justice system settings
Vulnerable populations/vulnerable students
Other (please identify in Question 3a, below)
4. Additional Target Population(s). Check all that apply.
Teachers/Teacher Aides
Administrators
Parents/Guardians/Families/School Community
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 first subsection of goal three of the instructional technology plan will be measured and evaluated during and after implementation by using Cat6 network testing equipment. The testing equipment will certify that all wiring meets ANSI/TIA Category
6 field testing requirements in accordance with ANSI/TIA-568-C.2.
The second subsection of goal three of the instructional technology plan will be measured and evaluated during and after implementation by using Cisco software that will collect, analyze and manage logs from network devices. In addition, we will utilize load balancing and analytics found internally within the Cisco IOS software. Switch logs generate a lot of valuable information that pertains to network traffic and help troubleshoot errors with ease. Load balancing refers to efficiently distributing incoming network traffic across a group of backend servers, but in our case, it will be distributed across three groups of network switches in each building. We can measure this by examining the number of packets that are currently being passed through the original two network closets over a specified period of time and then contrast that data once the third network closet has been implemented. We would
expect to see a higher number of packets being distributed across the two closets as opposed to three closets which would result in a more effective, load-balanced network. The more efficient network would allow for stronger wireless connections across the entire building, faster speeds due to less traffic overall, and more consistent 'uptime'.
2. The third subsection of goal three of the instructional technology plan will be measured and evaluated during and after implementation by a specific Google Add On Extension tool called Gopher for Chrome. Gopher for Chrome allows Chrome device information to be imported and exported from Google Admin. The tool filters data so that information can be analyzed. It also makes updating devices, deprovision devices, or disabling/enabling devices much easier to manage. Gopher for Chrome combined with our Snipe-IT inventory allows for the Technology Department to keep track of and manage devices that approaching End-of-Life, Service Warranty Dates, and Support Contract End Dates. These pieces of software aid in the purchase and planning for refreshing Chrome
devices.

IV. Action Plan - Goal 3
Fourth subsection of goal three of the instructional technology plan - will be measured and evaluated during and after implementation by utilizing PaloAlto Global Protect and Wildfire software. PaloAlto's Global Protect software solves the security challenges introduced by students, staff, admins and mobile users by extending the same next-generation firewall-based policies that are enforced within the physical perimeter to all users, no matter where they are located. The WildFire software takes advatage of near real-time analysis to detect previously unseen, targeted malware and advanced persistent threats, keeping Massena CSD protected at all times.
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
Anticipa
ted date
of
complet
ion
Anticipated Cost
Action Step 1
Infrastructure
Upgrade Ethernet
Cabling
Director of
Technology
Computer Support
Specialist
06/30/2
023
$845,000
Action Step 2
Infrastructure
Network Expansion Director of
Technology
Computer Support
Specialist
06/30/2
023
$170,000
Action Step 3
Planning Student Device
Replacement Plan
Director of
Technology
Computer Support
Specialist
06/30/2
025
$610,000
Action Step 4
Cybersecurity
Firewall Upgrades Director of Technology
Computer Support Specialist
07/01/2 022
$35,000
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
(No Response) (No Response) (No Response) (No Response) (No
Response)
(No Response)
Action Step 6
(No Response) (No Response) (No Response) (No Response) (No
Response)
(No Response)
Action Step 7
(No Response) (No Response) (No Response) (No Response) (No (No Response)
01/23/2026 08:34 AM Page 15 of 34
MASSENA CSD Status Date: 06/22/2022 11:55 AM - Approved
2022-2025 Instructional Technology Plan - 2021
IV. Action Plan - Goal 3
Page Last Modified: 06/21/2022
Action Step Action Step -
Description
Responsible
Stakeholder:
"Other" Responsible
Stakeholder
Anticipated date of completion
Anticipated Cost
Response)
Action Step 8
(No Response) (No Response) (No Response) (No Response) (No
Response)
(No Response)
8. Would you like to list a fourth goal?
No
For help with completing the plan, please visit 2022-2025 ITP Resources for Districts on our website, contact your district's RIC, or email
[email protected].

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.
It is the district's goal to scale up standardized instruction, facilitate differentiated instruction, expand opportunities for practice, and increase student engagement and instructional technology tools are the vehicle that will aid in this heavy lift. When integrated into teaching and learning throughout the district, learning is enhanced and at times transformed through the utilization of technology. Such technology-infused practices see technology act as a lever to propel student learning and enrich teaching practices.
As decision-makers, we focus on four potential uses of technology that play to its comparative advantages and complement the work of educators to accelerate student learning.
1. Scaling up quality instruction to include technology-infused lessons
2. Facilitating differentiated instruction, through, for example, computer-adaptive learning and anytime/anywhere teaching and tutoring.
3. Expanding opportunities for student practice.
4. Increasing learner engagement through videos and games.
Teaching staff utilizes technology to disseminate information through means of display methods, both to the front of the room and to
individual student devices, and can distribute digital learning materials through the district’s designated learning management system
(LMS).
A student with a disability is afforded greater accessibility through the use of installed assistive technology as it provides multiple means
of expression when engaging in learning tasks and affords opportunities for the digital community as students grow as digital citizens. Students utilize technology to demonstrate their understanding of skills and concepts in a number of ways. While it is true that students are able to use online assessment tools such as Google Forms, Kahoot, Quizizz, Castle Learning, Pear Deck, etc., the staff seeks to also provide evaluation opportunities that are open in nature as well. Such means include the use of long-form responses in services like Google Docs and Google Slides that provide a plethora of response methods that suit the diverse expression needs of the student population. Finally, students also have the opportunity to integrate multimedia expression through district-provided products such as Screencastify and Canva that suits the expression strengths of diverse learners.
The district seeks to promote multiple pathways to access and participate in learning through the use of technology. The experiences of the COVID-19 pause and the subsequent return to school have yielded a large number of lessons learned with regard to diverse learning needs and access to the core curriculum. The lessons learned have set the stage for intentional planning of curricular materials so that they are accessible to all learners. In collaboration with International Center for Leadership in Education, MCS has provided prioritized standards work for all ELA, math, science, and social studies teachers and special education teachers. Teachers’ lessons and
curriculums are flexible yet prioritized. Additionally, the shift to a digital backbone of instructional materials provides a significant increase in access for students of diverse learning needs through the use of assistive technology that is now readily available. All staff has attended Co-writer and Snap&Read. This provides all our students with a set of tools that include word prediction, language support, speech recognition, and read-aloud and listen-to-function for text across websites, PDFs, and Google Drive.

 

To support the Smart Schools Investment Plan (SSIP), Professional development continues to be a critical component of our success in implementing technology at Massena CSD. In addition to offering summer district-wide 'Tech Camp', the district continues to provide an instructional technology coach who is able to meet with all staff on a 1 to 1, small group, large group basis. The ITC also provides online video communication and collaboration. To support the use of the mobile Chromebook carts we will continue our efforts in working with teachers on tools that support the concept of digital culture in the classroom. To continue to support the SSIP goals, MCS continues to
provide PD: Google Basics, Google Classroom, Google Maps, Google Cardboard, Google Apps for Administrators, and Flipped and Blended Classroom instructional strategies and models. Lastly, substitute teachers are provided for staff before, during, and after the school day, so that staff may investigate, practice, and learn new technologies and their applications.

There is a designated subcommittee to investigate the best adaptive technologies to ensure students with disabilities have equitable access to and participation in the general education curriculum. In 2015-2016, the District began efforts to train all staff on Google Classroom and Google Apps.
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.
COVID-19 shed a bright light on the number of 'inequities to access' that were found in the homes of our students. Massena Central, the community, and with assistance from federal funding took immediate action to equitable access to varied technology items. It is only through intentionally planning towards equity that we will be able to make strides for our diverse student population. What follows below are the actions of our district to provide equitable learning “everywhere, all the time.”

Goal 1: District-wide, 1-to-1 Chromebook device for all students and staff with a 3-year replacement plan, approximately ~4,000
Chromebooks.
Goal 2: Provide` a repair and replace (R&R) plan that allows for students/staff to always have a working Chromebook. This will include
an additional computer technician, R&R forms for tracking, and a budget for parts. The district will have on-hand chargers, docking
stations, and miscellaneous parts in order to deliver remote/distance learning instruction at any time.
Goal 3: Work with local internet vendors to offer reduced pricing for families in hardship. Purchase Kajeets for mobile families and
students coming into the district with no internet access. Students/Parents may now sign out these mobile hotspots from the school for
digital work completion at home. Work with community partnerships to create a directory of publicly accessible wifi hotspots.
Goal 4: The district will utilize e-rate money each year, by upgrading its network/wireless infrastructure.
It is only through this intentionally planning towards equity that we will be able to make strides for our diverse student population. To
support the National Technology plan, below are the actions of our district to provide equitable learning “everywhere, all the time.”
To best assure that all students have adequate learning resources that embody the flexibility and power of technology, we must first
address those individuals who are crafting the instructional materials: the teachers. Technology professional learning has become a
central tenet of our professional development plan. We have sought to equip our instructional staff with the knowledge and the tools
to be successful in the use of technology on campus and in remote learning environments. We have sent teachers to regional
BOCES PD offerings, to statewide technology conferences such as NYSCATE, brought local experts into our school to hold districtspecific
sessions, embraced the use of a coaching cycle through use of our district’s tech coach, created professional learning
activities in our staff meetings, and through professional learning communities (PLCs). These sessions have helped to bolster our
integration of technology into our instructional practice to the benefit of all learners.
•
To best afford for access to learning for ALL students, we have taken a keen focus to the needs of our diverse learners. This focus
has led our instructors to design learning experiences based on the most prioritized standards with the assistance ICLE -
International Center for Leadership in Education. We have also empowered these diverse learners through use of assistive
technology that comes baked-in their devices and additional services to be installed through third party vendors. These tools can
only be used when the curricular materials are digital and this has subsequently prompted our district to place an increased
emphasis on creating digital learning materials.
•
One approach that our district has embraced to provide for ease of access for all learners is through the designation of one learning
management system (LMS - GSuite) and a core set of applications for use in the district. By focusing upon one learning
management system, students have gained application fluency so that they are readily aware of how to retrieve and complete
assignments for all of their courses. In creating app fluency through our core set of applications, our students spend less cognitive
•
01/23/2026 08:34 AM Page 18 of 34
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2022-2025 Instructional Technology Plan - 2021
V. NYSED Initiatives Alignment
Page Last Modified: 04/10/2022
load upon how to use the application and are therefore able to better focus upon the content being presented.
Our local BOCES’ investigation into educational opportunities has shown that the entirety of our region has a course catalog of 18
pages as compared to a single district in Western New York that has a course catalog of 56 pages. Students in our region are all
underserved when it comes to course access due to the lack of fiscal resources. For this reason, our district has utilized distance
learning options to bolster our local course catalog. Students utilize the distance learning program to share high school courses with
other local districts and are also able to take college courses for credit through this program. Additionally, our district has had this
access expanded through participation in the Advanced Coursework Access Grant that has afforded online, asynchronous courses
that fit into each student’s schedule. Access is further augmented through use of courseware as monitored by a local teacher of
record.
•
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 district engaged in purchasing devices to create a fully one-to-one learning environment such that every student would have access
to high-quality instruction no matter their location. This immediate goal was accomplished through the purchasing and distribution of
Chromebooks for students. This push has provided greater access for students with diverse learning needs through this newfound
universal device availability. While having the devices for every student is a large step in the right direction for accessibility, we found to
differentiate instruction we had to provide additional apps and anywhere - anytime training. Upon surveying the features available in the
devices and student needs based on specific disabilities, additional services were purchased and installed to provide an appropriate
learning experience for the diverse learners. You will note the utilized services below are sorted by the associated disability.
Visually Impaired: Backed-in on the Chromebook: Chromebook Assistive Tech, Chrome full screen magnifier, Chrome Vox screen
reader, Dark mode, High contrast mode, Seizable text through zooming. Outside Features: eBook versions of class texts for flexibility in
the presentation of the text, Audiobook versions of class texts for read-aloud, and district purchase apps such as Co-Writer, Nearpod,
and Pear Deck.
Deafness and Hard of Hearing: Baked-In Chromebook Assistive Tech, Video subtitling in YouTube (closed captioning), Zoom/Google
Meet closed captioning and transcription. Outside Feature: Amplification devices and boxes.
Fine Motor Disability: Baked-In Chromebook Assistive Tech, Touchscreen interface, Stylus usage, Chromebook dictation, Voice typing
in Google Workplace products such as Google Docs and Google Slides. Outside Feature: Kami for written expression instead of typing,
Kami speech to text feature, Snap&Read, Specialized keyboards with enlarged keys, use of an external mouse, use of occupational
therapy mice, trackballs, Screencastify, and FlipGrid.
Literacy-Based Disabilities: Baked-In Chromebook Assistive Tech, Chromebook dictation, Chrome Vox for screen reading, Voice
typing in Google Workplace products such as Google Docs and Google Slides, Predictive text and spell checking. Outside Features:
Kami for speech to text, Kami for text to speech, Read and Write for Google for speech to text, Read and Write for Google for text to
speech, Actively Learn.
Color Blindness: Baked-In Chromebook Assistive Tech, High contrast mode in Chromebook, Monochrome screen option. Outside
Feature: Color Enhancer Chrome Extension
Non-Verbal Students: Pro Lo Quo (iPad app), iCommunicate (iPad app), Speech Assistant AAC (Chromebook)
As stated in #6 of the Smart School Investment Plan, the technology purchased for our students will continue to support all students.
There is a designated subcommittee to investigate best adaptive technologies to ensure students with disabilities have equitable access
01/23/2026 08:34 AM Page 19 of 34
MASSENA CSD Status Date: 06/22/2022 11:55 AM - Approved
2022-2025 Instructional Technology Plan - 2021
V. NYSED Initiatives Alignment
Page Last Modified: 04/10/2022
to and participation in the general education curriculum. The District continues to train all staff on Google Classroom, Suite, and all the
Google Apps. As teachers continue to "flip" and 'blend' their classrooms, all students, including students with disabilities and ELLs will
benefit from the use of Chromebooks. This will allow all learners to be engaged anytime, anywhere which extends the 'typcial' brick and
mortar teaching and learning environment. In addition, on November 9th, 2017, Massena CSD hosted a Special Ed Spectacular at its
facility in which all Special Education teachers from Massena CSD and neighbooring schools attended. At this event a variety of topics
were presented including IEP Writing Collaboration, Special Education Strategies, and Related Services.
In 2018, the District implemented a K through 12 ELA and Math benchmark software called iReady. iReady is an online software
package that targets students instructional gaps, provides supplemental and curricular materials to assist teachers. The District uses the
iReady goals in the AIS/RTI process which is a tiered intervention service in grades K through 9. The chromebooks are being purchased
to support this District initiative.
This year, MCS hired a Director of Education Support Services. The #1 goal of this district level leader is to address unfinished learning
and work with the Director of Curriculum, Instruction,and Assessments to close the learning gaps due to the pandemic. The AIS/RTI
model has been revised, benchmarks have been adjusted, and additional interventionists have been hired. Any student who is not
meeting their goals will have additional differientiation. Instructional coaches have been hired to assist teachers with strategies,
classroom management, and technology integration. Social workers and outside agencies, such as Measurement Inc., have been
brought in to assist with the social-emotional challenges of students and staff.
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.
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.
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.
Technology to support writers in the
elementary classroom
Technology to support writers in the
Using technology as a way for students with
disabilities to demonstrate their knowledge and
skills
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2022-2025 Instructional Technology Plan - 2021
V. NYSED Initiatives Alignment
Page Last Modified: 04/10/2022
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
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
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.
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.
Other (Please identify in Question 6a, below)
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
7B. If Yes, check one below:
In the 5 languages most commonly spoken in the district
7C. If 'Other' was selected in 7a, above, please explain here.
(No Response)
8.
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MASSENA CSD Status Date: 06/22/2022 11:55 AM - Approved
2022-2025 Instructional Technology Plan - 2021
V. NYSED Initiatives Alignment
Page Last Modified: 04/10/2022
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.
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
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-
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
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.
Adjust assignments/to be
completed successfully
using/only/the/resources
students have available./
Provide online mentoring
programs.
Create in-person and web-
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2022-2025 Instructional Technology Plan - 2021
V. NYSED Initiatives Alignment
Page Last Modified: 04/10/2022
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.
Provide/students/experiencing
homelessness/and/or housing
insecurity with tablets or
laptops, mobile hotspots,
prepaid cell phones, and other
devices and connectivity.
for providing access to
technology and internet on a
case-by-case basis for any
student experiencing
homelessness and/or housing
insecurity.
Have/resources/available
to/get/families and students
step-by-step instructions on
how to/set-up and/use/their
districts Learning Management
System or website.
Class lesson plans,
materials, and assignment
instructions are available to
students and families for
Direct instruction is
recorded and provided for
students to access
asynchronously (such as
through a learning
management system, DVD,/ 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.
based
tutoring/programs/spaces/and/o
r live chats/to assist with
assignments and
technology/issues.
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.
a) The district uses instructional technology to strengthen relationships and connections with families to assist in building a culturally
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2022-2025 Instructional Technology Plan - 2021
V. NYSED Initiatives Alignment
Page Last Modified: 04/10/2022
responsive learning environment to enhance student learning.
b) The district uses instructional technology to facilitate classroom projects that involve the community.
c) 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.
d) The district uses instructional technology to assist in varying teaching approaches to accommodate diverse learning styles and
language proficiencies.
e) 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.
f) The district uses instructional technology to facilitate collaborative classroom projects among heterogeneous student groups.
g) Other (please identify in Question 10a, below)
For help with completing the plan, please visit 2022-2025 ITP Resources for Districts on our website, contact your district's RIC, or email
[email protected].
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2022-2025 Instructional Technology Plan - 2021
VI. Administrative Management Plan
Page Last Modified: 06/21/2022
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
2.00
Instructional Support
0.80
Technical Support
3.00
Totals: 5.80
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 Onetime,
Annual, or
Both?
Potential
Funding Source
"Other" Funding
Source
1
Network
and
Infrastructure
N/A 1,015,000 One-time 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,
NA
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2022-2025 Instructional Technology Plan - 2021
VI. Administrative Management Plan
Page Last Modified: 06/21/2022
Anticipated Item
or Service
"Other"
Anticipated Item
or Service
Estimated Cost Is Cost Onetime,
Annual, or
Both?
Potential
Funding Source
"Other" Funding
Source
to the right)
N/A
2
End User
Computing
Devices
N/A 610,000 Both BOCES Co-
Ser purchase
District
Operating
Budget
District
Public Bond
E-Rate
Grants
Instructional
Materials Aid
Instructional
Resources Aid
Smart
Schools Bond
Act
Other
(please identify
in next column,
to the right)
N/A
N/A
3
Professional
Development
Various
Consultants
250,000 Annual BOCES Co-
Ser purchase
District
Operating
Budget
District
Public Bond
E-Rate
Grants
Instructional
Materials Aid
Instructional
N/A
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2022-2025 Instructional Technology Plan - 2021
VI. Administrative Management Plan
Page Last Modified: 06/21/2022
Anticipated Item
or Service
"Other"
Anticipated Item
or Service
Estimated Cost Is Cost Onetime,
Annual, or
Both?
Potential
Funding Source
"Other" Funding
Source
Resources Aid
Smart
Schools Bond
Act
Other
(please identify
in next column,
to the right)
N/A
4
Instructional
and
Administrative
Software
Various
Software/Apps
320,000 Annual BOCES Co-
Ser purchase
District
Operating
Budget
District
Public Bond
E-Rate
Grants
Instructional
Materials Aid
Instructional
Resources Aid
Smart
Schools Bond
Act
Other
(please identify
in next column,
to the right)
N/A
Local Business
Donation
Totals: 2,195,000
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?
Yes
4. Districts are required to post either the responses to this survey or a more comprehensive technology plan that
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2022-2025 Instructional Technology Plan - 2021
VI. Administrative Management Plan
Page Last Modified: 06/21/2022
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.mcs.k12.ny.us/apps/pages/index.jsp?uREC_ID=804382&type=d&pREC_ID=1192866
For help with completing the plan, please visit 2022-2025 ITP Resources for Districts on our website, contact your district's RIC, or email
[email protected].
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2022-2025 Instructional Technology Plan - 2021
VII. Sharing Innovative Educational Technology Programs
Page Last Modified: 04/06/2022
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.
1:1 Device Program
Active Learning
Spaces/Makerspaces
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
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 columns (No Response) (No Response) (No Response) 1:1 Device
Program
Active Learning
Spaces/Makerspaces
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
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2022-2025 Instructional Technology Plan - 2021
VII. Sharing Innovative Educational Technology Programs
Page Last Modified: 04/06/2022
Name of Contact Person Title Email Address Innovative Programs
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
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 Programs
Please complete
all columns (No Response) (No Response) (No Response) 1:1 Device
Program
Active Learning
Spaces/Makerspaces
Blended and/or
Flipped Classrooms
Culturally
Responsive
Instruction with
Technology
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2022-2025 Instructional Technology Plan - 2021
VII. Sharing Innovative Educational Technology Programs
Page Last Modified: 04/06/2022
Name of Contact Person Title Email Address Innovative Programs
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
Please complete
all columns (No Response) (No Response) (No Response) 1:1 Device
Program
Active Learning
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2022-2025 Instructional Technology Plan - 2021
VII. Sharing Innovative Educational Technology Programs
Page Last Modified: 04/06/2022
Name of Contact Person Title Email Address Innovative Programs
Spaces/Makerspaces
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
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2022-2025 Instructional Technology Plan - 2021
VII. Sharing Innovative Educational Technology Programs
Page Last Modified: 04/06/2022
Name of Contact Person Title Email Address Innovative Programs
Support
Other Topic A
Other Topic B
Other Topic C
Please complete
all columns (No Response) (No Response) (No Response) 1:1 Device
Program
Active Learning
Spaces/Makerspaces
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 /
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2022-2025 Instructional Technology Plan - 2021
VII. Sharing Innovative Educational Technology Programs
Page Last Modified: 04/06/2022
Name of Contact Person Title Email Address Innovative Programs
Professional
Learning
Special Education
Instruction and
Learning with
Technology
Technology
Support
Other Topic A
Other Topic B
Other Topic C
For help with completing the plan, please visit 2022-2025 ITP Resources for Districts on our website, contact your district's RIC, or email
[email protected].
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