Instructional Technology
Instructional Technology
Data privacy, acceptable-use policies, and the district's technology planning documents — all in one place.
Department Contacts
Data Privacy & Policies
Guidance on how the district protects student data, the rules for using our devices and networks, and where to report a concern.
Instructional Technology Plans
The district's multi-year plans, filed with New York State, that guide technology use and instruction across all buildings.
Smart Schools Investment Plans
Royalton-Hartland Central School District · Instructional Technology
Current Instructional Technology Plan
Royalton-Hartland Technology Plan2026-2029
Royalton-Hartland Central School District Technology Plan
2026-2029. Live the RAMS Way, every day.
Vision and Mission
Vision
The Royalton-Hartland Central School District's vision is to prepare students to reach their fullest potential by providing them with the resources, knowledge and skills they need to be respectful, accountable, motivated and successful in their chosen paths.
Mission
Live the RAMS Way, everyday! We are respectful, accountable, motivated and successful! The mission of the Royalton-Hartland Central School District is to foster learning which will challenge students to meet high standards and become world-ready citizens.
Contact information
- Chief School Officer: Superintendent, Mrs. Jill Heck
- District Contact: Wendy Schlosser, Director of Instructional Programming
- 54 State Street, Middleport, NY 14105
- Phone: (716) 735-2018 · Fax: (716) 735-2036
- Email: wschlosser@royhart.org
History of the District
The Royalton Hartland Central School District is located on the western edge of Niagara County midway between Buffalo and Rochester. The school district serves approximately 1,195 students in three buildings:
| Building | Grades | Students |
|---|---|---|
| Royalton Hartland Elementary School | PreK-4 | ~434 |
| Royalton Hartland Middle School | 5-8 | ~325 |
| Royalton Hartland High School | 9-12 | ~330 |
The district was formed in 1944 with consolidation of two Union Free School districts and several Common School districts in the towns of Royalton, Hartland and Lockport (Niagara County), Shelby and Ridgeway (Orleans County), and Alabama (Genesee County).
Stakeholders
Leadership Team
- Jill Heck, Superintendent of Schools
- Jessica Landers, School Business Official
- Wendy Schlosser, Director of Instructional Programming
- Rich Klee, Director of Facilities
Board of Education
- Brian Sullivan, President
- Nicholas Mark, Vice President
- Carol Blumrick
- Melissa Bundrock
- Alan Casey
- Darnell Gray
- Eric Waters
Technology Committee
- Wendy Schlosser, Director of Instructional Programming
- Christopher Schaus, Instructional Technology Integrator
- Gary Bell, High School Principal
- Matthew Sweeney, Middle School Principal
- Dan Mault, Elementary School Principal
- Doug King, Director of Special Education
- Kelly Cousins, High School Library Media Specialist
- Christina Henderson, Elementary School Teacher
- Maddy Groffenberg, High School Agriculture Teacher
- Cortlyn Waterman, Parent Representative
- Brian Sullivan, BOE President
- Carol Blumrick, BOE Representative
I. District LEA Information
The district administrator responsible for this Instructional Technology Plan is Wendy Schlosser, Director of Instructional Programming.
The Royalton-Hartland Central School District utilizes a variety of committees to glean input regarding decisions made for the school district. The district administrative team meets weekly and our active committees regarding Academics, Technology and Facilities meet quarterly.
These committees include: ParentsBoard membersCommunity stakeholdersTeachersStudentsAdministrationBOCES service providers
Planning meetings for this 2026-2029 plan have been taking place since fall of 2025 and continue quarterly throughout the 2025-26 school year.
II. Technology Structure
Device distribution
- Chromebooks assigned to all students Grades K-12
- 1:1 model where students are able to take devices home
Supporting infrastructure
- Document cameras, webcams, microphones for teachers
- Desktops and portable devices for staff
- District-wide tech integrator for effective implementation
- Classrooms equipped with interactive touch panels
Outcome
Technology is embedded across all content areas to support both core and intervention programs. Teachers utilize digital platforms for lesson design, differentiation, assessment, and collaboration, ensuring that technology enhances instruction rather than existing as a standalone component.
Teacher use of technology
Teachers use technology daily to facilitate their practice, whether through real-time formative assessments, data dashboards to guide instructional decisions, or interactive tools that support engagement and feedback.
Student use of technology
Students use technology not just as consumers of information but as creators and problem solvers. They demonstrate mastery of skills and concepts by producing digital projects, engaging in simulations, participating in online discussions, and applying tools for research, collaboration, and critical thinking. Student proficiency is assessed through rubrics aligned with both content and digital literacy standards.
Multiple pathways for learning
Technology provides multiple avenues for access and participation, including translation and accessibility features for multilingual learners and students with disabilities, adaptive programs that adjust to learner needs, and flexible pacing that allows students to revisit content or extend learning opportunities outside of class.
III. Professional Learning Plan
The Royalton-Hartland School District supports Professional Learning and recognizes its importance as we continue to strive toward higher standards for all students. The most effective professional learning is data driven, standards based, continuous, contextual and job-embedded.
Professional Learning (CTLE) opportunities
- Superintendent Conference Days
- District Professional Learning Offerings
- BOCES Workshops and Consortiums
- Curriculum Work
- Capacity Building for State Assessments
- Building school improvement initiatives
- Classroom visitations (in-district and out-of-district)
- Effective Utilization of Instructional Technology
- Specialized Training for teachers of Students with Disabilities
IV. Action Plan: Technology Goals
Goal 1: Replacement of student and instructional devices
Through maximum utilization of continuously updated hardware, software, and information services, we will maintain state-of-the-art learning environments to support improved achievement for all learners.
Measurement & evaluation
- 3-year technology replacement document tracking: student Chromebooks, classroom interactive touch panels, teacher laptops
- 3 and 5 year facilities and safety plans
- Annual professional development surveys
- Usage reports from programs such as but not limited to Renaissance, Securly, and ParentSquare
Action steps
- Maintain Technology Replacement Plan
- Upgrade facilities: replacement of classroom interactive touch panels
- Monthly and annual review of software and digital resource purchases
Alignment to NY Inspires
- Student-Centered & Inclusive Learning Environments: ensures equitable access to reliable devices and instructional tools for all learners.
- Coherent & Aligned Systems: establishes a structured 3-5 year replacement cycle tied to facilities and safety planning.
- Future-Ready Graduates: provides consistent access to up-to-date tools necessary for digital fluency and real-world problem-solving.
Alignment to Portrait of a Graduate
Digital Literacy & FluencyCritical Thinking & Problem SolvingEffective CommunicatorResponsible & Ethical CitizenGoal 2: Technology integration and access for students and community
The district will evaluate, adopt, and manage communication software that supports clear, consistent, and effective communication among the school, families, and the broader community.
Measurement & evaluation
- Monthly software usage reviews
- Inventory records for device upgrades & usage
- Annual professional development surveys
Action steps
- Purchase technology equipment to provide access to internet for outdoor spaces
- Work with WYNRIC to install and maintain equipment and internet access
- Monthly and annual review of software and digital resource purchases and usage reports
Alignment to NY Inspires
- Collaborative & Engaged Communities: strengthens school-family communication through effective digital platforms.
- Equitable Access & Opportunity: expands internet access to outdoor learning spaces and ensures reliable connectivity.
- Systemic Coherence & Continuous Improvement: uses data analytics and stakeholder feedback to refine communication systems.
Alignment to Portrait of a Graduate
Effective CommunicatorEngaged & Informed CitizenCollaboratorGoal 3.1: Professional development (Computer Science & Digital Fluency)
The district will provide ongoing professional development focused on the New York State Computer Science & Digital Fluency Standards to build educator understanding and instructional capacity. This learning will support consistent, standards-aligned integration of skills across grade levels and content areas.
Measurement & evaluation
- Annual professional development surveys
- Curriculum work and submission
- Alignment to NYS Standards
Action steps
Professional Learning (CTLE) opportunities including:
- Specific trainings and classroom modeling delivered by the Instructional Technology Integrator and the Instructional Coach
- Training sessions offered on Superintendent Conference Days
- District Professional Learning Offerings
- BOCES Workshops and Consortiums
- Effective Utilization of Instructional Technology
Alignment to NY Inspires
- High-Quality Instruction & Professional Learning: builds teacher capacity through CTLE-aligned learning opportunities.
- Future-Ready Learning Systems: embeds computational thinking and digital fluency across disciplines.
- Continuous Improvement: uses curriculum submissions and surveys to monitor implementation.
Alignment to Portrait of a Graduate
Innovative ThinkerCritical Problem SolverDigitally Fluent LearnerLifelong LearnerGoal 3.2: Professional development (healthy technology habits)
The district will provide ongoing professional development that equips teachers with strategies to promote healthy technology habits.
Measurement & evaluation
- Monthly software usage reviews
- Annual professional development surveys
- Curriculum work and submission
- Alignment to NYS Standards
Action steps
Professional Learning (CTLE) opportunities including:
- Specific trainings and classroom modeling delivered by the Instructional Technology Integrator and the Instructional Coach
- Training sessions offered on Superintendent Conference Days
- District Professional Learning Offerings
- BOCES Workshops and Consortiums
- Effective Utilization of Instructional Technology
Alignment to NY Inspires
- Whole-Child & Inclusive Learning Environments: promotes digital wellness, focus, and cognitive development.
- Safe & Supportive Systems: reinforces online safety, digital citizenship, and responsible use.
- Continuous Improvement: monitors instructional balance through usage data and feedback cycles.
Alignment to Portrait of a Graduate
Responsible & Ethical CitizenSelf-Directed LearnerEngaged Community MemberGoal 4: Financial stability
We will optimize technology operations which support improved achievement for all learners and contribute to long-range financial stability.
Planning process
Throughout each year, budgetary meetings occur between:
- School Business Official
- Director of Facilities
- Director of Instructional Programming
- BOCES service providers
Focus areas
- Effective use of monies allocated for technology upgrades
- Proportional utilization of state and federal grant monies
- Long-term technology replacement planning
- Strategic partnerships with BOCES
This collaborative approach ensures sustainable technology investment aligned with educational goals.
Supporting Students Experiencing Homelessness
Technology ensures equitable access to instruction and learning for students experiencing homelessness and/or housing insecurity.
Enrollment & communication
- Online/phone enrollment as alternative to in-person
- Surveys to obtain information about living situations, contact information, and access to internet/devices
- Simple videos in multiple languages explaining McKinney-Vento rights and services
Device & connectivity support
- Tablets, laptops, and mobile hotspots provided if needed
- Device protection and charging solutions
- Device replacement as needed
- Individualized plans for technology and internet access on case-by-case basis
Instructional support
- Class lesson plans, materials, and assignments available to families
- Direct instruction recorded for asynchronous access
- Technology provides additional ways to access key content
- Regular educational check-ins
- Assignments adjusted to be completed with available resources
- In-person and web-based tutoring programs
Culturally Responsive Instruction
The district uses instructional technology to facilitate culturally responsive instruction and learning environments.
How technology supports cultural responsiveness
- Strengthens relationships and connections with families to build culturally responsive learning environments
- Facilitates classroom projects that involve the community
- Develops and organizes coherent and relevant units, lessons, and learning tasks that build upon students' cultural backgrounds and experiences
- Assists in varying teaching approaches to accommodate diverse learning styles and language proficiencies
- Enables students to communicate and collaborate with students in different schools, districts, states, and countries
- Facilitates collaborative classroom projects among heterogeneous student groups
Technology creates bridges between school, home, and community while honoring and celebrating diverse backgrounds and experiences.
Monitoring and Evaluation
The District acknowledges that technology implementation is a continuous process that adapts to changing circumstances and includes ongoing evaluation.
Student performance
The District incorporates evaluation of technology plan impact on student performance as part of ongoing data collection by the Academics Committee. Progress is measured and assessed, with results referred to the Director of Instructional Programming for action.
Technological proficiency
- Faculty: assessed through Annual Professional Performance Review using CCCS and ISTE standards
- Staff: assessed through annual performance reviews
- Administrators: assessed through Superintendent's annual review
Technology plan review
The administrative team reviews the technology plan annually. Review is based on data collection and success indicators for each goal. A progress report and recommended changes are presented to the Board of Education.
V. Administrative Management Plan
Staff plan (full-time equivalent)
| Role | FTE |
|---|---|
| District Technology Leadership | 0.25 |
| Instructional Support | 1.0 |
| Technical Support | 1.0 |
| Total | 2.25 |
Investment plan 2026-2029
| Annual expense | Amount |
|---|---|
| Software | $25,000 |
| Hardware | $25,000 |
| End user devices (Chromebooks) & classroom technology (Cleartouch, Laptops) | $135,000 |
| Annual total | $185,000 |
| Three-year total investment | $555,000 |
District website: Resource Link
Appendix A: NY Inspires
A Plan to Transform Education in New York State. Please note: the Board of Regents must approve any changes to the New York State graduation requirements. Until such time, the existing requirements remain in effect for all students.
In 2019, the New York State (NYS) Board of Regents and Education Department launched the Graduation Measures Initiative to explore what a NYS diploma should signify to ensure educational excellence and equity for all students. In November 2024, Department staff presented NY Inspires: A Plan to Transform Education in NYS.
Four transformations
- Adopt the NYS Portrait of a Graduate: students must demonstrate proficiency in both the NYS Portrait of a Graduate and the NYS high school learning standards.
- Redefine credits and learning experiences: students' learning experiences and future diploma requirements will expand the ways students can demonstrate proficiency.
- Sunset diploma assessment requirements: students may continue to use State administered exams to satisfy future diploma requirements, but they will not be required to pass Regents Exams to earn their diploma.
- Move to one diploma: all students who satisfy future requirements will earn a NYS high school diploma. Advanced designation will become a seal or endorsement.
Questions: GradMeasures@nysed.gov · New York State Education Graduation Measures
Phased approach
- Planning phase, Fall 2024 to Summer 2025: finalized NYS Portrait of a Graduate with definitions for each component; exemptions for major life events (effective June 2025).
- Phase 1, Installation, Fall 2025 to Summer 2026: distribution of required credits announced (phase in with 2027 cohort).
- Phase 1, Fall 2026 to Summer 2027: Portrait of a graduate rubrics and guidance; prioritized, reformatted learning standards; instructional requirement for financial literacy and climate education.
- Phase 2, Initial implementation, Fall 2027 to Summer 2028: move to one diploma; sunset diploma assessment requirements (students will not be required to pass Regents Exams to graduate); redefined seals and endorsements; rubrics and guidance for prioritized, reformatted learning standards.
- Phase 2, Fall 2028 to Summer 2029: continued guidance to encourage innovation and implementation.
- Phase 3, Full implementation, Fall 2029+: statewide transcript with proficiency required in the high school learning standards and the portrait of a graduate (phase in with 2029 cohort); new assessments.
When will these changes impact students?
A cohort includes all students entering grade 9 in a specific year. For example, Cohort 2023 includes all students starting high school in the 2023-2024 school year.
| Cohort | Diploma requirements |
|---|---|
| 2023 and prior | Current diploma requirements leading to one of three diplomas (local, Regents, or Regents with advanced designation). |
| 2024, 2025, and 2026 | Current credit requirements with diploma assessment requirements sunset by Fall 2027 (students will not be required to pass Regents Exams to graduate). Students will graduate with one diploma. Advanced designation will be a seal of distinction. |
| 2027 and 2028 | New credit requirement in career and technical education (CTE). Sunset diploma assessment requirements (students will not be required to pass Regents Exams to graduate). Students will graduate with one diploma with redefined seals and endorsements. |
| 2029+ | Student proficiency in both the learning standards and the portrait of a graduate required. Students will graduate with one diploma with redefined seals and endorsements. Statewide transcript required. |
Appendix B: Culturally Responsive-Sustaining Education Framework
The NYSED Culturally Responsive-Sustaining Education Framework guides this plan's approach to culturally responsive instruction.
View the Culturally Responsive-Sustaining Education Framework (nysed.gov/crs)
Appendix C: Student Acceptable Use Policy (AUP)
Policy 7315, Section 7000 - Students. Status: Active. Adopted May 14, 2025.
The Board will provide access to various computerized information resources through the District's computer system ("DCS") consisting of software, hardware, computer networks, and electronic communications systems. This may include access to email, on-line services, and the Internet. It may include the opportunity for some students to have independent access to the DCS from their home or other remote locations. All use of the DCS, including independent use off school premises, will be subject to this policy. Further, all DCS use must be in support of education or research and consistent with the goals and purposes of the District.
Access to inappropriate content/material and use of personal technology or electronic devices
This policy is intended to establish general guidelines for the acceptable student use of the DCS and also to give students and parents or guardians notice that student use of the DCS will provide student access to external computer networks not controlled by the District. The District cannot screen or review all of the available content or materials on these external computer networks, thus, some of the available content or materials on these external networks may be deemed unsuitable for student use or access by parents or guardians.
It is virtually impossible to completely prevent access to content or material that may be considered inappropriate for students. Students may have the ability to access this content or material from their home, other locations off school premises and/or with a student's own personal technology or electronic device on school grounds or at school events. Parents and guardians should establish boundaries and standards for the appropriate and acceptable use of technology and communicate these boundaries and standards to their children. The acceptable use standards outlined in this policy apply to student use of technology via the DCS or any other electronic media or communications, including by means of a student's own personal technology or electronic device on school grounds or at school events.
Standards of acceptable use
Generally, the same standards of acceptable student conduct which apply to any school activity apply to use of the DCS. This policy does not attempt to articulate all required and/or acceptable uses of the DCS; nor is it the intention of this policy to define all inappropriate usage.
District students must also adhere to the laws, policies, and rules governing computers including, but not limited to, copyright laws, rights of software publishers, license agreements, and student rights of privacy created by federal and state law.
Students who engage in unacceptable use of the DCS may lose access in accordance with applicable due process procedures, and may be subject to further discipline in accordance with the District Code of Conduct.
Student data files and other electronic storage areas are considered district property subject to control and inspection. The District may access all files and communications without prior notice to ensure system integrity and that users are complying with the requirements of this policy. Students should not expect that information stored on the DCS will be private.
Notification
The District's AUP will be disseminated to parents and students in order to provide notice of the school's requirements, expectations, and students' obligations when accessing the DCS.
General Obligations Law Section 3-112. Refer also to Policy #8271, Internet Safety/Internet Content Filtering; District Code of Conduct. Adopted: 5/14/25.
Appendices D and E
- Appendix D: Internet Safety/Internet Content Filtering Policy (Policy #8271)
- Appendix E: Parents' Bill of Rights for Data Privacy and Security
These appendices are listed in the plan's table of contents. See the district website for the full text: Resource Link.
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Royalton-Hartland Central School District, 54 State Street, Middleport, NY 14105. Technology Plan 2026-2029.