Information Technology Plan

District Mission Statement | Pathways Vision Statement | IT Steering Committee Members 2018-2019 | Program Goals | Program Information

Saratoga Springs City School District Information Technology Plan 2018-2021

District Mission Statement

The Saratoga Springs school community will empower all learners in an engaging, collaborative environment to discover their personal pathways to the future. Our Pathways vision will help guide the important work of the school district and ultimately help shape our student’s future success.

Pathways Vision Statement

To prepare today’s learners for future success. 

IT Steering Committee Members 2018-2019

  • David L’Hommedieu
  • Suzanne Barber
  • Melissa Conyers
  • Michael Kats
  • Maureen Mooney
  • Jeffrey Palmer
  • Peter Robinson
  • Joanne Sharp
  • Patrick Taormina
  • Diane Woodard
  • Donna Andress
  • Celeste Burnetter
  • Kim Dellis
  • Lucas Manny
  • Kerry Morris
  • Albert Pickens
  • Amanda Sherry
  • Scott Singer
  • Jody Visconti
  • Kendra Astemborski
  • Jamie Chabot
  • Melissa Drummond-Kerrick
  • Barbara Messier
  • Jim Nair
  • Colin Quinn
  • Sara Seniw
  • Jennifer Steimle
  • Kevin Wolpert
  • Declan Ladd (Student)
  • Max Hefner (Student)

Goal 1: All students will become Empowered Learners.

Objectives: Students will leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals.

Action Items: 

  1. Students will set a personal learning goal and choose technology to achieve the goal. Student will earn a badge or certificate upon completion. 
  2. Teachers will work with students to build capacity in the use of technology to seek, use and give positive, constructive, feedback to improve students’ overall learning.
  3. Students will utilize technology to seek, use and give positive, constructive, feedback to improve their overall learning.
  4. Students will learn how to be an effective member of a team to collaborate with one another as they create and share documents using a variety of tools.
  5. Students can troubleshoot and evaluate current technologies and transfer their knowledge to explore emerging technologies.


Students will:

  1. Set learning goals with the teacher.
  2. Choose age appropriate digital tools to create artifacts.
  3. Use fine-tuning protocol language (I like, I wonder, how might…).
  4. Create survey and peer evaluations. 
  5. Create and work in collaborative documents, presentations, etc.
  6. Reboot devices to troubleshoot technical issues.
  7. Assimilate technical skills learned on one tool to another.

Goal 2: All Students will demonstrate and practice appropriate Digital Citizenship.

Objectives: Students recognize the rights, responsibilities and opportunities of living, learning, and working in an interconnected digital world, and they act in ways that are safe, legal, ethical, and self-aware.

Action Items: 

  1. Research current Digital Citizenship programs for appropriateness. If none are available, develop a K-12 DC curriculum. 
  2. Teacher leaders will share the scope and sequence, and roll out specific topics to grade levels. Topics include Privacy and security, Digital footprint, Self-image and identity, Creative credit and copyright, Relationships and communication, Information literacy, Cyberbullying, and Internet security.
  3. Implement the developed K-12 digital citizenship curriculum, embedded into day to day instruction.
  4. Students cultivate and manage their digital identity and reputation so they are aware of the permanence of their actions in the digital world.
  5. Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
  6. Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
  7. Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.


Teachers will submit a basic digital citizenship blueprint to the assistant superintendent for approval. 

Students will:

  1. Review and apply privacy and security settings as demonstrated to the teacher.
  2. Demonstrate, to the teacher, positive, safe, legal and ethical behavior when using LMS, shared documents, posting and creating videos, while engaged in video-conferencing and conducting research.
  3. Respect intellectual property by appropriately citing sources and references as needed.

Goal 3: All students will become effective and Creative Communicators.

Objectives: Students communicate clearly and express themselves creatively for a variety of purposes using the tools, styles, formats and digital media appropriate to their goals.

Action Items: 

  1. Choose an appropriate medium (including but not limited to a video, presentation, document) to communicate learning based on desired outcome.
  2. Responsibility synthesize information from various mediums into new creations and support teachers in the delivery of that content through assistance on demand. 
  3. Customize language and medium for intended purpose and audience. 
  4. Explore local and global issues and use collaborative technologies to work with others to investigate solutions.


Students will:

  1. Set an age-appropriate learning goal and digitally demonstrate their learning of that goal via video, presentation, document or other appropriate digital tool.
  2. Create an age-appropriate digital presentation, video, document or other medium based on research.
  3. Present to one or more audiences as grade-level appropriate.

District use of instructional technology will serve as a part of comprehensive and sustained effort to support rigorous academic standards attainment and performance improvement for students.

Through the Saratoga Technology Expansion Project (STEP), the District has begun to increase the amount of available technologies at grades K-8. We have implemented a 1:1 initiative at Grade 6. In addition, we have developed comprehensive professional development courses that run throughout the school year that allow teachers the ability to learn new technology, share best practices, redesign their lessons to include technology and work collaboratively with each other to develop the technology skills necessary to foster a technologically savvy students.

We currently use digital connectivity and technology to support differentiated instruction and student centric learning. For students this includes, but is not limited to, blended learning, collaboration, project-based learning, real world connections, and student choice in demonstrating understanding. Additionally, we use technology to foster communication between students, teachers and families and data-driven decisions regarding instruction. We will enhance personalized learning by increasing student access to rigorous curriculum. In addition, these devices will help us to support students with disabilities and English language learners by providing them with resources that will help to close any existing learning gaps. The portability of these technological tools will also allow learning to take place outside of the classroom (i.e., field trips, at-home, etc.).

For the future, the District is connecting with local businesses to implement virtual and augmented reality possibilities for our students.

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 curriculum. Describe how instruction is differentiated using technology to support the individualized learning needs of this student group.

Instruction is differentiated for students with reading and writing disabilities through the use of technology and assistive technology including access to portable and stationary word processors and iPads. These devices provide access to audiobooks, screen reader software, online spelling support, vocabulary support through online, read-aloud, multiple level dictionaries, the use of speech to text software and Lexile leveling of online text. Using assistive technology, students with visual impairments have access to enlarged font, zoom capability, color preferences, audiobooks, iPad voice command and speech to text software. Nonverbal students use assistive technology provided by the district during school and at home in the form of Augmentative and Alternative Communication (AAC) devices used to communicate. Students with hearing impairment have access to FM systems and/or sound field systems to improve the signal to noise ratio in the classroom.

The District utilizes technology to address the needs of Students with Disabilities to ensure equitable access to instruction materials and assessments.

Class lesson plans, materials, and assignment instructions are available to students and families for ‘anytime, anywhere’ access (such as through class website or learning management system).

Direct instruction is recorded and provided for students to access asynchronously (such as through a learning management system or private online video channel).

Technology is used to provide additional ways to access key content, such as providing videos or other visuals to supplement verbal or written instruction or content.

Text to speech and/or speech to text software is utilized to provide increased support for comprehension of written or verbal language.

Assistive technology is utilized.

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

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

Professional Development plan for building the capacity of educators and administrators in the attainment of the instructional technology vision.

The Saratoga Springs City School District, in concurrence with the Saratoga Springs Teachers Association and the Board of Education, has developed a plan reflective of the regulations established by New York State. Our professional development plan promotes student achievement by providing learning opportunities for the staff that is aligned with major school and/or district goals identified through regular needs assessments and a professional development planning process. The plan requires that each teacher participate in a minimum of six hours of professional development each school year. To that end a variety of courses and opportunities have been designed to enhance student performance and are announced via the district’s My Learning Plan web page. The following are vehicles or strategies used to achieve the goals the District has established:

  • 2-hr. Delay Workshops and Superintendent’s Conference Days
  • Grade Level/Department Meetings
  • In-District Professional Development Course Offerings
  • Faculty Meetings
  • Graduate Course Offerings
  • Conference Attendance at Opportunities in Conjunction with outside providers
  • Curriculum Development and/or Mapping
  • Hours Spent with Master Teachers, Mentors, Instructional Leaders
  • Online Learning Opportunities

Professional development offered to teachers that will enable them to
differentiate learning and to increase their student language and content
learning with the use of technology.

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