GRPS Technology Plan - Grand Rapids Public Schools

Transcription

1331 Franklin St. SE
Grand Rapids, MI 49506
http://grps.org/
616-819-2000
School District Code – 41010
Kent Intermediate School District
Instructional Technology Plan
July 2012 – June 2015
http://grps.org/mis
Creation Date: 08/23/2011
MDE Approval date: June 30, 2012
Grand Rapids Public Schools - Instructional Technology Plan
Table of Contents
SECTION 1: COVER PAGE ......................................................................................................................... 1
Table of Contents ................................................................................................................................. 2
SECTION 2 - INTRODUCTORY MATERIAL ............................................................................................... 3
District Mission Statement .................................................................................................................... 3
Educational Technology Mission Statement ........................................................................................ 3
District Demographics .......................................................................................................................... 4
SECTION 3 – INTRODUCTORY MATERIAL .............................................................................................. 8
Vision Statement .................................................................................................................................. 8
Implementation Goals ........................................................................................................................ 10
SECTION 4 - CURRICULUM INTEGRATION............................................................................................ 13
Examples of Technology Integration in the system............................................................................ 17
SECTION 5 - STUDENT ACHIEVEMENT.................................................................................................. 27
SECTION 6 - TECHNOLOGY DELIVERY ................................................................................................. 30
SECTION 7 – PARENTAL COMMUNICATIONS & COMMUNITY RELATIONS ...................................... 41
SECTION 8 - COLLABORATION WITH ADULT LITERACY SERVICE PROVIDERS ............................ 42
SECTION 9 - PROFESSIONAL DEVELOPMENT ..................................................................................... 43
Guiding Principles............................................................................................................................... 43
Types of Professional Development................................................................................................... 44
Professional Development Timeline ................................................................................................... 45
SECTION 10 - PROFESSIONAL DEVELOPMENT RESOURCES ........................................................... 47
SECTION 11 - INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT AND SOFTWARE ........... 50
Technology Infrastructure & Hardware............................................................................................... 50
Network Cabling ................................................................................................................................. 50
Network Electronics ............................................................................................................................ 52
Wireless Networks .............................................................................................................................. 52
Telecommunications........................................................................................................................... 52
Wide Area Network............................................................................................................................. 53
Network Directory and Servers .......................................................................................................... 53
Enterprise Backup .............................................................................................................................. 53
Personal Computers & Peripherals .................................................................................................... 53
Classroom Teacher Technology Systems ......................................................................................... 54
Technical Support............................................................................................................................... 55
Software ............................................................................................................................................. 55
SECTION 12 - INCREASE ACCESS ......................................................................................................... 57
SECTION 13 – BUDGET ............................................................................................................................ 58
SECTION 14 – COORDINATION OF RESOURCES ................................................................................. 60
SECTION 15 - MONITORING AND EVALUATION ................................................................................... 61
SECTION 16 - ACCEPTABLE USE POLICY ............................................................................................ 67
APPENDIX: ................................................................................................................................................. 73
Appendix A: Sample Syllabi ............................................................................................................... 73
Appendix B:METS Checklists ............................................................................................................. 77
Appendix C: Screen Shot of Moodle Course ..................................................................................... 94
Section 2 - Introductory Material
We have seen a large amount of change over the past few years, and continue to
expand technology integrated learning opportunities for staff and students. We are now
building and enhancing our infrastructure for use of digital resources and web delivery
for teaching and learning and greater access for all. The 2009-2012 Plan saw us
through the continued implementation of a bond proposal, infrastructure upgrades, and
wireless for buildings across the district. We are continuing to promote the use of
wireless laptops and moving to integrated classrooms with projection units, document
cameras, and other technology based resources through Teacher Technology Systems
and Elmo-To-Go Systems. Staff training and education are critical to the overall
successful implementation of technology. Our training and development are infused with
national, state, and district standards of technology and information literacy to impact
student achievement. Building upon this success, the 2012-2015 Instructional
Technology Plan defines new technology tools and innovative methods for enhanced
learning and improved administrative efficiency. We must advance forward with
technology usage and skills for both staff and students if we are to do more than
remediation with technology. We must use technology to promote creativity,
collaboration and problem solving and truly transform our educational institution.
District Mission Statement
Our mission is to ensure that all students are educated, self-directed and productive
members of society. Upon graduation students will be:
Educated and therefore able to:
Apply skills and knowledge learned from a rigorous and relevant core curriculum.
Demonstrate proficiency in current technologies.
Transfer career and employability skills across multiple settings.
Pursue lifelong learning to succeed in a changing global community.
Self-Directed and therefore able to:
Use a high degree of self-awareness to facilitate making life-directing decisions.
Identify and initiate career-appropriate post-secondary options.
Productive and therefore able to:
Appreciate and respect cultural and individual diversity.
Actively participate as productive members of a democratic society.
Graduates will meet the specific credit requirements as defined by the rules of this
policy. These requirements will meet or exceed the minimum graduation requirements
as defined by the state of Michigan.
Educational Technology Mission Statement
Our mission is to ensure the achievement of high standards by all students by
enhancing the use of instructional technology. We support their growth into
knowledgeable, skilled, and confident citizens capable of succeeding in their work,
personal, and family lives into the 21st century.
Educated, and therefore:
Technologically literate by the time the student finishes the eighth grade, regardless of
the student’s race, ethnicity, gender, family income, geographic location, or disability.
(NCLB)
Self-Directed, and therefore able to:
Responsibly use appropriate technology to communicate, solve problems, access,
manage, integrate, evaluate, and create information to improve learning in all subject
areas and to acquire lifelong knowledge and skills
Productive, and therefore able to:
Effectively use technology resources to empower them in their daily lives.
District Demographics
Grand Rapids Public Schools is the largest school district in Kent County and the third
largest school district in Michigan. It is made up of 30 elementary schools; seven
middle schools, including one theme school; six high schools; 15 alternative schools, six
of which are residential programs; five Early Childhood Centers serving both general
education and special education students; eight special education centers serving both
district and county students; a Shared Time program, the largest in the state and an
Adult Education program.
Grand Rapids serves a diverse group of students. Many students qualify for
free/reduced meals. There is also a large group of students who speak a language
other than English at home.
Grand Rapids students may choose to attend their neighborhood elementary school or
one of several theme schools, which are open to all district students via an application
process. Elementary schools may have a grade configuration of PK-5, PK-6, 6th grade
only or PK-8.
At the secondary level, students may opt to attend their neighborhood middle school or
apply to attend one of two theme schools (City Middle/High School or Grand Rapids
University Prep Academy). For high school, students may again opt to attend their
neighborhood school or apply to attend a theme program located in another high
school. For some high school students, an alternative education program is the best fit.
Elementary Schools
ABERDEEN ELEMENTARY
BLANDFORD SCHOOL
BROOKSIDE ELEMENTARY
BUCHANAN ELEMENTARY
BURTON ELEMENTARY
C A FROST ENVIR. SCI. ACADEMY
CAMPAU PARK ELEMENTARY
CAMPUS ELEMENTARY SCHOOL
CESAR E CHAVEZ ELEMENTARY
COIT ARTS ACADEMY
CONGRESS ELEMENTARY
COVELL ELEMENTARY
DICKINSON ELEMENTARY
EAST LEONARD ELEMENTARY
G R MONTESSORI PUBLIC SCHOOL
HARRISON PARK ELEMENTARY
KEN-O-SHA PARK ELEMENTARY
KENT HILLS ELEMENTARY
MARTIN LUTHER KING JR LEADERSHIP
MULICK PARK ELEMENTARY
NORTH PARK ELEMENTARY
NORTH PARK MONTESSORI ACADEMY
PALMER ELEMENTARY
SHAWMUT HILLS ELEMENTARY
SHAWNEE SCIENCE, MATH & TECH
ACADEMY
SHERWOOD PARK ELEMENTARY
SIBLEY ELEMENTARY
SOUTHEAST ACADEMIC CENTER
SOUTHWEST COMM. CAMPUS
ZOO SCHOOL
Middle Schools
ALGER MIDDLE SCHOOL
BURTON MIDDLE SCHOOL
CENTER FOR
ECONOMICOLOGY
GR FORD MIDDLE SCHOOL
HARRISON MIDDLE SCHOOL
RIVERSIDE MIDDLE SCHOOL
UNIVERSITY PREP ACADEMY
WESTWOOD MIDDLE SCHOOL
High Schools
CENTRAL HIGH SCHOOL (9th grade academy)
CENTRAL HIGH SCHOOL (Health Services)
CENTRAL HIGH SCHOOL (Traditional)
G R MONTESSORI PUBLIC HIGH SCHOOL
CITY HIGH/MIDDLE SCHOOL
CRESTON HIGH SCHOOL (9th grade academy)
CRESTON HIGH SCHOOL (Business Man & Tech)
CRESTON HIGH SCHOOL (GRAPCEP)
CRESTON HIGH SCHOOL (Traditional)
OTTAWA HILLS HIGH SCHOOL (9th grade academy)
OTTAWA HILLS HIGH SCHOOL (Business Man &
Leadership
OTTAWA HILLS HIGH SCHOOL (Traditional)
UNION HIGH SCHOOL (9th grade academy)
UNION HIGH SCHOOL (Arts, Music & Entertainment)
UNION HIGH SCHOOL (Traditional)
SCHOOL OF CONSTRUCTION
Alternative Schools
CENTRAL PINNACLE SCHOOL
CRESTON PINNACLE SCHOOL
HOME EDUCATION SCHOOL
NORTHWEST CAREER
PATHWAYS
OTTAWA PINNACLE SCHOOL
PARK SCHOOL
SOUTHEAST CAREER
PATHWAYS
UNION PINNACLE SCHOOL
Special Education Centers
COMMUNITY BASED OCCUPATIONAL
TRAINING
KENT ED CENTER – BELTLINE HIGH SCHOOL
KENT ED. CENTER - MAYFIELD
KENT ED. CENTER – OAKLEIGH ELEMENTARY
KENT VOCATIONAL OPTIONS
LINCOLN DEVELOPMENTAL CENTER
LINCOLN SCHOOL
SHAWNEE ORAL/DEAF PROGRAM
Pre-K Learning Centers
CAMPUS EARLY CHILDHOOD CENTER
KEN-O-SHA PRESCHOOL
RIDGEMOOR EARLY CHILDHOOD CENTER
WELLERWOOD EARLY CHILDHOOD CENTER
WEST LEONARD EARLY CHILDHOOD
CENTER
Adult Education/Shared Time Programs
SHARED TIME
ADULT EDUCATION
Section 3 – Introductory Material
Technology Vision Statement
Grand Rapids Public Schools utilizes technology to elevate student achievement,
strengthen the student-centered learning environment, and maximize efficiency in
communication with parents, partners, and community members.
Our overarching focus will be directly aligned to The ISTE National Educational
Technology Standards (NETS-T) and Performance Indicators for Teachers:
• Facilitating and Inspiring Student Learning and Creativity
• Designing and Developing Digital-Age Learning Experiences and Assessments
• Model Digital-Age Work and Learning
• Promote and Model Digital Citizenship and Responsibility
• Engage in Professional Growth and Leadership
Technology literacy has been defined by the State of Michigan as “… the ability to
responsibly use appropriate technology to communicate, solve problems, and access,
manage, integrate, evaluate, and create information to improve learning in all subject
areas and to acquire lifelong knowledge and skills in the 21ST century”
These standards are broad by design to avoid them being taught in isolation, rather, it
must be an integral component of the learning environment. In order to accomplish this
model of instruction with effective and efficient technology, learning environments
conducive to powerful uses of technology must be created. These environments
include:
·Vision with support and proactive leadership from the education system
·Educators skilled in the use of technology for learning
·Content standards and curriculum resources
·Student-centered approach to learning
·Assessment of the effectiveness of technology for learning
·Access to contemporary technologies, software, and telecommunications networks
·Technical assistance for maintaining and using technology resources
·Community Partners who provide expertise, support and real-life interactions
·Ongoing financial support for sustained technology use
·Policies and standards supporting new learning environments
Over the past decade, Grand Rapids Public Schools has provided opportunities for
educators to become more skilled in their own use of technology, as well as support for
the integration of technology and core content instruction. Grand Rapids Public Schools
has adopted two research based strategies for instruction that place the student at the
center of the model, 5E learning and 4-Block instruction. Grand Rapids Public Schools
continues to focus on content standards and curriculum resources to improve the
instruction. Training staff to use these methodologies and integrate technology will
continue to be the focus.
Grand Rapids Public Schools is well equipped to keep the technology up and running
with appropriate maintenance. Grand Rapids Public Schools has a team of seven field
PC support technicians, a network team of six technicians, five helpdesk technicians
and one Instructional Technologist to support and train the staff in the use of technology
for district and professional use.
Grand Rapids Public Schools works with community partners such as the VanAndel
Education Institute, Kent County ISD, Local Colleges and Universities, Health Groups,
and Community Media Resources to provide additional expertise.
The $12.5 million technology bond that was passed in June 2004 has come to a close
and has provided the much needed funding to bring our technology up-to-date. Building
Administrators will now be challenged to use building funds to replace and/or improve
the technology in their building. The target ratio of computers to students is 1:6 in the
elementary grades, and 1:5 in the secondary grades. Additionally, printers, digital
cameras, data projectors, scanners and most recently handheld tablet devices have
been purchased.
All teachers have been provided with networked computers in their classrooms. All
teachers are expected to report attendance online in our student information system.
Teachers are also reporting grades online rather than using any form of paper grade
reporting with the same student information system.
Grand Rapids Public Schools will rely on District and Title funding where applicable to
provide funding for professional development.
Curriculum specialists will be instrumental in aligning and developing specific curriculum
objectives that will use technology to help students master the content. This will
continue to be an integral part of the plan.
Parental involvement and support is essential in all programs in schools, and
technology is no exception. It is likely parents may be unaware of the technologies
being used in schools. Each school or program is encouraged to include information
about the use of technology by students in their official publications for parents.
Schools/programs are encouraged to utilize the availability of space on the District’s
public website to keep parents and community informed about their building/program. In
the fall of 2008, Grand Rapids Public Schools launched a new website giving schools
the ability to maintain their own web pages that are seamlessly connected to the
district’s site. Schools/programs are encouraged to demonstrate technology at times
when parents are present in the building, including but not limited to, school open
houses and parent conferences.
Students are the future employees of the businesses in our community. Those
businesses have a stake in our students and are encouraged to participate in the
Instructional Technology Committee. They can assist in identifying the base level skills
all employees need and in the validation of the skill sets we provide our students
through the use of technology.
The Instructional Technology Plan will be available from the District’s public web site at:
http://grpublicschools.org/mis
Implementation Goals:
Technology for School Administrative Support
1.
By September 2012, all teaching and educational administrative staff will be
expected to use PowerSchool for all student related information including but not
limited to; demographic data, enrollments, attendance, grade book and
scheduling.
2.
By August 2013, all ancillary systems (transportation, food service, student
electronic messaging, web 2.0 applications, data warehouse, telephone &
voicemail, on-line course management systems, assessment systems, parent
notification systems, etc.) will be integrated with the following directory systems:
student information, network directory, & human resources. The integration will
allow for periodic synchronization of account information at the low end and
LDAP or similar secure lookup of user names, passwords, & all relevant
credentials at the high end.
3.
Ongoing, provide an average of 24 hour response time to customer problems
reported to the helpdesk for the period October 1st through July 31st. Response
time is measured as the time elapsed from when the customer contacts the
helpdesk to the time that a technician begins working on the problem or issue.
4.
Ongoing, achieve an average uptime of 99.9% for all enterprise systems during
the relevant peak use window - 7:30 a.m. to 4:30 p.m. for 261 work days per
year. This equates to 2.349 hours or 2 hours, 21 minutes of downtime annually
during the peak use window.
5.
By August 2013, provide a unified in-box for voicemail, e-mail and faxes for all
Grand Rapids Public Schools instructional and administrative staff.
6.
By August 2013, develop a comprehensive technology obsolescence plan. The
plan will include a schedule, with costs, for the replacement of end user
workstations, software, servers, and network equipment.
7.
By August 2014, move ten or more key processes from paper to an electronic
format. Likely examples include paycheck stubs for direct deposit employees,
purchase requisitions, staff address and emergency contact information, federal
and state income tax withholding, supply requests, request for personnel forms,
vacation requests, etc.
Technology Professional Development
1.
By the end of the 2013-2014 school year, a multifaceted, systemic professional
development program embedding instructional technology integration into the
content will be implemented at 100%.
2.
Ongoing, all staff will have access to just-in-time differentiated professional
development through the Video on Demand (VOD) System and other
technology-based medium.
3.
Ongoing, a centralized, web-based database, (Curriculum Crafter) provided by
the ISD, of information, academic best practices, and tools and resources will be
available to improve efficiency and effectiveness in teaching and learning.
Teaching staff will be able to access the resources via the internet at any time in
this database. Curriculum head staff will be able to maintain and update the
information at any time.
4.
By the end of the 2012-2013 school year, a comprehensive Professional
Development Management System will be implemented to help staff track and
report professional development activities, including contact information, courses,
presenters, facilities, buildings and professional development plans.
5.
By the end of the 2013-2014 school year, Technology integration will be a
component of all subject area and grade level professional development in the
district.
6.
Ongoing, Technology professional development will be required of all building
and district level leadership to support their work as instructional technology
leaders.
7.
By the end of the 2012-2013 school year, a technology needs and competency
assessment will be implemented to gather information on an annual basis.
Technology professional development will be based on the results of this
instrument.
Technology Integration into Curriculum and Instruction
1.
Ongoing, all secondary students will utilize technology as a learning tool for 15
school hours per week and all elementary students will utilize technology as a
learning tool for 5 school hours per week in support of teaching and learning.
2.
By the school year 2011-2012, establish communities of virtual learners amongst
staff to foster continuous learning. By the school year 2012-2013, establish
communities of virtual learners amongst staff and students to foster continuous
learning. By the school year 2013-2014, establish communities of virtual
learners amongst parents, staff, and students to foster continuous learning.
3.
Ongoing, encourage new ways of teaching and learning using technology by
modeling it, integrating into syllabus, and when evaluating new materials use this
as part of the criteria.
4.
Ongoing, at least 30% of resources from each of the four content areas develop
lesson and unit resources that are stored and retrievable digitally and that
incorporate technology and digital learning resources.
5.
Ongoing, create digital content for timely and authentic formative and summative
assessment.
Technology Delivery
1.
Ongoing, increase collaboration with KISD and neighboring districts to identify
and implement best practices for online courses. This includes review of various
products, implementation models and strategies for student, teacher and parent
buy-in. Implementation planning will incorporate dialogue with representatives
from the State's leading districts in online learning (i.e., Traverse City, Ann Arbor,
Wyoming, Warren) and consultants in the design and implementation of online
learning strategies. Locally, planning will include various members of district
administration, school administration, technology and assessment and
evaluation.
2.
Multiple e-learning vendors will be utilized to provide up to 180 seats to
secondary students for online course implementation models (i.e., 100% virtual
(alternative high school sites), blended/hybrid (traditional high school sites).
3.
Continue to utilize online courses for students as a full time option for alternative
education sites.
4.
Ongoing, annual cohorts of 45 teachers will complete training and certification in
online learning to support local technology-driven initiatives (i.e., online courses,
resources and course management tools). Training and PD sessions may be
facilitated by a combination of district staff, and other online training vendors.
5.
Ongoing, promote and market online learning to all GRPS students, parents and
staff.
6.
Evaluation of the success of online courses will include analysis of data from
course completion, annual state assessments, criterion-referenced interim
assessments, online course enrollment figures, online course achievement data,
student surveys and teacher surveys. Process and achievement evaluations will
occur once or twice per trimester, conducted in collaboration by building
principals, Assessment and Evaluation, MIS and SIS.
Section 4 - Curriculum Integration
For curriculum integration, Grand Rapids Public Schools will strive to use different
models of technology implementation to improve teaching and learning. These models
will include integrating technology into the existing curriculum by further developing
technology rich syllabi (sample in Appendix A) as well as putting together a method in
which students will have the opportunity to take core classes in an online environment
that will be either entirely virtual or in a blended instructional environment.
All of these technology implementations will embed the NETS Standards for Students.
Grand Rapids Public Schools Students:
By the end of grade 2 students will:
·Use input devices to successfully operate computers, wireless devices, and other
technologies.
·Use a variety of media and technology resources for directed and independent learning
activities.
·Communicate about technology using developmentally appropriate and accurate
terminology.
·Use developmentally appropriate multimedia resources (e.g., interactive books,
educational software, elementary multimedia encyclopedias) to support learning.
·Work cooperatively and collaboratively with peers, family members, and others when
using technology in the classroom.
·Demonstrate positive social and ethical behaviors when using technology.
·Practice responsible use of technology systems and software.
·Create developmentally appropriate multimedia products with support from teachers,
family members, or student partners.
·Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital
cameras, and drawing tools) for problem solving, communication, and illustration of
thoughts, ideas and stories.
·Gather information and communicate with others using telecommunications, with
support from teachers, family members or student partners.
·Use keyboards and other common input and output devices (including adaptive
devices when necessary) efficiently and effectively.
·Discuss common uses of technology in daily life and the advantages and
disadvantages those uses provide.
·Discuss basic issues related to responsible use of technology and information and
describe personal consequences of inappropriate use.
·Use general purpose productivity tools and peripherals to support personal productivity,
remediate skill deficits, and facilitate learning throughout the curriculum.
·Use technology tools (e.g., multimedia authoring, presentation, web tools, digital
cameras, and scanners) for individual and collaborative writing, communication, and
publishing activities to create knowledge products for audiences inside and outside the
classroom.
·Use telecommunications efficiently and effectively to access remote information,
communicate with others in support of direct and independent learning, and pursue
personal interests.
·Use telecommunications and online resources to participate in collaborative problemsolving activities for the purpose of developing solutions or products for audiences
inside and outside the classroom.
·Use technology resources for problem solving, self-directed learning, and extended
learning activities.
·Determine when technology is useful and select the appropriate tool(s) and technology
resources to address a variety of tasks and problems.
·Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of
electronic information sources.
·Apply strategies for identifying and solving routine hardware and software problems
that occur during everyday use.
·Demonstrate knowledge of current changes in information technologies and the effect
those changes have on the workplace and society.
·Exhibit legal and ethical behaviors when using information and technology, and discuss
consequences of misuse.
·Use content-specific tools, software, and simulations (e.g., environmental probes,
graphic calculators, exploratory environments, Web tools) to support learning and
research.
·Apply productivity/multimedia tools and peripherals to support personal productivity,
group collaboration, and learning throughout the curriculum.
·Design, develop, publish, and present products using technology resources that
demonstrate and communicate curriculum concepts to audiences inside and outside the
classroom.
·Collaborate with peers, experts, and others using telecommunications and
collaborative tools to investigate curriculum-related problems, issues, and information,
and to develop solutions or products for audiences inside and outside the classroom.
·Select and use appropriate tools and technology resources to accomplish a variety of
tasks and solve problems.
·Demonstrate an understanding of concepts including hardware, software, connectivity,
as well as practical applications to learning and problem solving.
·Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness,
and bias of electronic information sources concerning real-world problems.
·Identify capabilities and limitations of contemporary and emerging technology
resources and assess the potential of these systems and services to address personal,
lifelong learning, and workplace needs.
·Make informed choices among technology systems, resources and services.
·Analyze advantages and disadvantages of widespread use and reliance on technology
in the workplace and in society as a whole.
·Demonstrate and advocate for legal and ethical behaviors among peers, family, and
community regarding the use of technology and information.
·Use technology tools and resources for managing and communicating
personal/professional information (e.g., finances, schedules, addresses, purchases,
correspondence.)
·Evaluate technology-based options, including distance and distributed education, for
lifelong learning.
·Routinely and efficiently use online information resources to meet needs for
collaboration, research, publications, communications, and productivity.
·Select and apply technology tools for research, information analysis, problem solving,
and decision making in content learning.
·Investigate and apply expert systems, intelligent agents, and simulations in real-world
situations.
·Collaborate with peers, experts, and others to contribute to a content-related
knowledge base by using technology to compile, synthesize, produce, and disseminate
information, models, and other creative works.
METS for Students
In June 2005, the State Board of Education adopted the Michigan Education
Technology Standards for Students (METS-S) K-2, 3-5, and 6-8. The METS for grades
9-12 were adopted in January 2006 and all the METS were updated again in 2009. The
standards are designed to clearly communicate the definitions for technology literacy
assessment in the future. The METS are based on NETS-S and provide the specificity
lacking in NETS-S. These standards are divided into the six categories to determine the
level of literacy needed at each grade level. Grand Rapids Public Schools will use
METS standards to supplement our technology literacy objectives and the METS
checklist (see Appendix B) to technical literacy; it provides better diction to school
districts to provide experience and monitor
acquisition of those skills.
METS K-2
http://www.michigan.gov/documents/METS_K-2_129581_7.pdf
METS 3-5
http://www.michigan.gov/documents/METS_3-5_129585_7.pdf
METS 6-8
http://www.michigan.gov/documents/METS_6-8_129586_7.pdf
METS 9-12
http://www.michigan.gov/documents/9-12_150927_7.pdf
Examples of Technology Integration in Content Areas:
Elementary Grades - Examples of Possible Integration in All Content Areas
English Language Arts
• Use word processing for
final copies of major
writing pieces
• Use database and
telecommunications for
research and
communication
• Organize, track,
investigate and
communicate progress in
reading using databases
and spreadsheets (allows
students to track their own
progress and set goals)
• Intervention, remediation
and reinforcement of skills
• Create multimedia reports
and presentations
• Use desktop publishing for
reports and other
published materials
(informational genre
pieces per grade level)
• Use digital photography
to support writing projects
and presentations
• Use instructional
resources on videotape,
videodisk, DVD and
instructional television
(allows students to build
background knowledge in
content)
Mathematics
• Use database and
spreadsheets in research
• Intervention, remediation
and reinforcement of skills
• Simulation software for
problem solving.
• Logic problems for
problem solving.
• Create graphs to display
data
instructional television and
on the world wide web
Social Studies
• Use multimedia
encyclopedias and other
online resources to
support mapping activities
• Use word processing,
desktop publishing and
multimedia production
software as
developmentally
appropriate for reports
• Use databases and
spreadsheets to collect
data and create graphs.
• Virtual field trips
• Use multimedia
presentation software to
produce reports. (This will
allow students to share
ideas in current
applications)
• Create timelines for
events past, present and
future
• Create multimedia reports
and productions
• Virtual field trips(This will
allow students to
experience alternative
locations to normal
experiences)
Science
•
•
•
•
•
•
•
Use databases and online
resources for research. (This
will allow students to gather
more evidence for
explanations)
Use spreadsheets to graph
data. (This will allow students
to examine data in different
formats to find trends and
patterns)
Use of appropriate hardware
to capture images and sound.
(This will allow students to
review observations so they
have more time to process
them)
Use multimedia presentation
software to produce reports.
share ideas in current
applications)
Use computer-based
laboratories for data
collection and analysis. (This
will allow students to gather
more evidence for
explanations)
Use instructional resources
on videotape, videodisc,
DVD, and instructional
television. (This will allow
students to gather more
evidence for explanations)
Virtual field trips(This will
allow students to experience
alternative locations to
normal experiences)
World Languages
• Use the language
capabilities of word
processing and online
resources to support
language instruction.
• Use digitized voice for
introduction to languages
and language
development.
Page 17
Arts
• Use computer drawing
programs for creative
expression.
• Use multimedia production
for digital portfolios.
and video and editing
products for projects.
• Use animation software
• Use online resources and
multimedia encyclopedia
for art history and
appreciation
Music
• Use online resources and
CDs for audio resources
• Creative music expression
using multimedia tools and
resources.
Physical Education
• Use computer-based
resources and online
resources for research in
health and physical
education.
• Use spreadsheets to
collect health related data,
sports, data, etc., and then
graph it.
videodisk, and
instructional television.
Special Education
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Use Computer Assisted
Instructional software for
instruction, intervention and
remediation.
Use assistive peripherals and
software for special needs.
Access supplemental
instructional materials via the
internet.
Use developmentally
appropriate hardware and
software to support
instruction
Integrate software for general
use that includes features
that can meet the needs of
students with disabilities (ie:
text to speech, screen
enlargement, etc)
Embed technology into
lesson planning
Use technology resources to
support Standards based
instruction
Use web-based programs to
plan and deliver instruction
Use E-IEP forms
Ensure students have the
opportunity to use technology
included in their IEPs
Use technology tools or
computer software to allow
students to access content in
multiple ways
Ensure that access to
curriculum text in audioformat is available
use adaptive devices: PDA,
AlphaSmart, synthesizers
use concept mapping
techniques/software
(Inspiration-Piko Map)
Media Centers
• Use computerized card
catalogs.
• Use databases on CD
• Multiple computer stations
for student and teacher
use.
• Telecommunications,
including satellite
television and local and
world-wide resources for
research.
Page 18
Grades 6-8 Examples of Possible Integration in all Content Areas
• Use word processing and
desktop publishing for
documents, reports and
other published materials
• Use of tools; spell check,
thesaurus, grammar
check, tool bar functions
• Utilize database and
research papers.
• use outline/brainstorm
software and CD-ROMs
for writing, creating
multimedia projects with
graphics, text, sound and
student created videos for
presentation of research
• Use desktop publishing for
newspaper or class
newsletter
• Use concept mapping
techniques/software to
plan for major writing
pieces
videodisk, DVD and
content)
Use digital video and
photography for projects
and presentations
Mathematics
• create spreadsheets to
solve problems
• use graphing calculators
to discover
• concepts visually
• create multimedia projects
with graphics, text, sound
and video to demonstrate
math concepts and
complex problem solving
techniques
• use Computer Aided
Instruction (CAI) software
to reinforce basic skills
utilize simulation software
used in problem solving
• create computer
generated graphs
• access instructional
videodisc and instructional
television
• use concept mapping
techniques/software
Social Studies
• use telecommunications to
access online resources
with graphics, text sound
and video
• utilize databases on
compact disk
• create simulations
• use spreadsheets to graph
statistics
techniques/software
• GPS and other electronic
mapping tools to study the
geography.
• Teachers utilize various
technology based
instructional approaches
to teach historical
concepts, processes, and
habits of thinking through
structured long-term
inquiries, direct instruction,
modeling, differentiated
coaching, scaffolded
activities, and independent
practice.
• Utilize electronic and
online map resources to
study the four domains of
social studies (Civics,
Economics, Geography,
History)
• Students create
multimedia reports and
productions
Science
• use databases and
Internet for research (This
will allow students to
gather more evidence for
explanations)
• access spreadsheets and
graphical analysis
software to analyze and
graph data (This will allow
students to examine data
in different formats to find
trends and patterns)
• use multimedia
produce reports (This will
ideas in current
applications)
• use of appropriate
hardware to capture
images and sound (This
review observations so
they have more time to
process them)
• desktop publishing of
documents, (This will
ideas in current
applications)
• use simulation software
for problem solving (This
explanations)
• use instructional
Arts
• use computer drawing
programs for creative
expression.
• design compositions and
produce multimedia using
still and live video
• critique art work
• investigate art history and
appreciation involving
sources on video and CDROM.
• create animations
• utilize database and
research
• Take virtual field trips to
famous museums
Page 19
• Teachers and students
use appropriate media to
participate in and maintain
an online learning
environment where
historical problems or
issues are explained,
debated, discussed and
analyzed
• Students use appropriate
media to reflect on what
they are doing in history
and communicate their
work to others
• Students use appropriate
media conduct historical
analysis, persuasion and
use of evidence in
reasoning, writing, and
talking about history
• Teachers use multiple
forms of formal and
informal, summative and
formative assessments to
guide instruction
videodisc, DVD, and
explanations)
techniques/software (This
share ideas in current
applications)
Page 20
Music
research
• use compact disks on
musical classics with
• analysis and history of
writing
• create music
• develop music library
Physical Education
• assess caloric analysis for
physical fitness.
• create a database for
tracking of sports
• statistics
• use computer interfaces to
measure pulse
• in training
research
• Utilize internet resources
to enhance curriculum
Life Skills
research
graph and analyze
nutrients in different food
groups
World Languages
• use world language word
processors for
• writing
• review vocabulary via
computer
• receive introduction to
languages via digitized
voice
• use compact disks with
digitized speech
• utilize telecommunications
for research
Special Education
• Use developmentally
software to support
instruction
• Integrate software for general
use that includes features
that can meet the needs of
students with disabilities (ie:
text to speech, screen
enlargement, etc)
• Embed technology into
lesson planning
• Use technology resources to
support Standards based
instruction
• Use web-based programs to
plan and deliver instruction
• Use E-IEP forms
• Ensure students have the
opportunity to use technology
included in their IEPs
• Use technology tools or
computer software to allow
students to access content in
multiple ways
• Ensure that access to
• use adaptive devices: PDA,
AlphaSmart, synthesizers
techniques/software
Page 21
Design Technology
• utilize principles of
technology.
• use Computer Aided
Design (CAD).
• access computerized
diagnostic devices.
with graphics, text sound
and video
graph and analyze data
• use curriculum
enhancement from the
internet extension
activities
Media Centers
• use a computerized card
catalog
• access multiple databases
on compact/video disk
• utilize a
telecommunications lab or
work stations for research
and internet instruction
Page 22
Grades 9-12 Examples of Possible Integration in all Content Areas
Mathematics
• Advanced courses
•
through Michigan Virtual
HS (allows students to
HS
learn material in another
• Use spreadsheets to
•
modality)
support problem solving
• Use word processing or
• Use graphing calculators
in appropriate classes
major writing assignments • Use instructional
•
• Use databases and online
resources for research
videodisk, DVD and
papers
•
• Use graphical organizer
software to assist writing
process (students will be
•
able to plan major writing
pieces)
•
• Use multimedia authoring
software for projects
• Use digital photos to
enhance major writing
•
assignments
• Use digital video for
projects and presentations
• Use presentation software
to enhance public
speaking and
presentations
videodisk, DVD and
•
content)
Social Studies
Advanced courses
HS
Use word processing or
writing assignments and
projects
Use online resources to
enhance the learning
environment
Use multimedia
presentations to support
written reports
Use spreadsheets to
collect data and graph it
Use instructional
videodisk, DVD and
Teachers utilize various
technology based
instructional approaches
to teach historical
concepts, processes, and
habits of thinking through
structured long-term
inquiries, direct instruction,
modeling, differentiated
coaching, scaffolded
activities, and independent
practice.
Utilize electronic and
online map resources to
study the four domains of
social studies (Civics,
Economics, Geography,
History)
• Students create
Science
explanations)
• Use spreadsheets,
graphical analysis
software and graphing
calculators to analyze and
graph data (This will allow
students to examine data
in different formats to find
trends and patterns)
• Use probe-ware and
interfaces for remote data
collection (This will allow
students to gather more
evidence for explanations)
• Use multimedia
ideas in current
applications)
• Use of appropriate
hardware to capture
images and sound (This
review observations so
they have more time to
process them)
• Use word processing and
desktop publishing to
ideas in current
applications)
World Languages
HS
videodisk, DVD and
• Use the language
capabilities of word
processing to create
documents in languages
other than English
• Use digitized voice to
enhance language
learning
• Use online resources for
research projects
Page 23
•
•
•
•
multimedia reports and
productions
Teachers and students
use appropriate media to
participate in and maintain
an online learning
environment where
historical problems or
issues are explained,
debated, discussed and
analyzed
Students use appropriate
media to reflect on what
they are doing in history
and communicate their
work to others
Students use appropriate
media conduct historical
analysis, persuasion and
use of evidence in
reasoning, writing, and
talking about history
Teachers use multiple
forms of formal and
informal, summative and
formative assessments to
guide instruction
software to produce
interactive tutorials (This
will allow students to share
ideas in current
applications)
• Use simulation software
for problem solving (This
explanations)
videodisk, DVD and
explanations)
Page 24
Arts
• Use computerized design
applications to create
projects
• Use virtual tours to visit
museums in support of art
appreciation and art
history
and enhancement
software
software to create
animated presentations
Music
• Use online resources
study historical people and
their compositions
• Use computer composition
tools to write and record
music as well as print
scores
Physical Education
• Use spreadsheets for
analysis of physical fitness
attributes, sports statistics
• Use online resources to
support study of anatomy
and physiology
Technology Education
• Advanced courses through
Michigan Virtual HS
• Career exploration via
online resources
• Use business simulations
to teach retailing and
marketing
• Use computerized
accounting software in
support of accounting
classes
• Use advanced design
tools to create web sites,
printed publications and
multimedia presentations
Design Technology
• Use computer assisted
drawing packages
(CAD/CAM) for drafting,
design, robotics
• Use multimedia design
applications to create
media publications
Page 25
Special Education
• Use developmentally
software to support
instruction
• Integrate software for
general use that includes
features that can meet the
needs of students with
disabilities (ie: text to
speech, screen
enlargement, etc)
• Embed technology into
lesson planning
• Use technology resources
to support Standards
based instruction
• Use web-based programs
to plan and deliver
instruction
• Use E-IEP forms
• Ensure students have the
opportunity to use
technology included in
their IEPs
• Use technology tools or
computer software to
allow students to access
content in multiple ways
• Ensure that access to
• use adaptive devices:
PDA, AlphaSmart,
synthesizers
techniques/software
Media Centers
• Use computerized card
catalog
projects
• Multiple computer stations
for teacher/student use.
Page 26
Section 5 - Student Achievement
Currently at Grand Rapids Public Schools we are working at integrating technology into
the curriculum in multiple ways. One method includes the manner in which we have
partially integrated technology in the past. That is to embed the technology based
resources and tasks within the existing curriculum. Teachers that are using the
curriculum to deliver instruction will naturally integrate these technology tools and help
students understand the content. Unfortunately, this is difficult as we have barriers at
Grand Rapids Public Schools. These barriers include staff not having easy access to
technology that would be required to successfully integrate the resource. Additionally,
even with best intentions groups are unable to utilize the resources due to not knowing
how to use the technology. Others simply do not have time to integrate technology with
the demands already in the curriculum. The second method of integrating technology
into instruction is a method that is becoming very popular in education and that is elearning. E-learning can look very different based on the e-learning vendor one utilizes.
E-learning also varies based on the strategic plan that one uses within the district. We
will embed technology into the existing curriculum. Some of our findings have been that
students are not arriving at ninth grade with the technology skills needed to use
technology for learning.
With new technology resources, with more rigorous alignment of said resources and
with the embedding of technology driven activities, we will increase the expectations of
technology integration into instruction. This will start with having curriculum
coordinators embedding appropriate technology resources and activities in the
appropriate parts of the curriculum. We will complete this integration through the use of
our ISD resource Curriculum Crafter. The technology embedded curriculum will be
available electronically, therefore easily accessible for students and staff. After
integration, we may encounter the barrier of accountability - how do we know the
resources are being implemented? Accountability will have to come from electronic
portfolios that students would keep. Overall, this is a process that will require training.
Online accessibility and a strong commitment to training could result in success.
Grand Rapids Public Schools also plans on integrating technology into the curriculum
through e-learning - which is already in place in some parts of the district. We have a
credit recovery program throughout the district that utilizes E2020 to help students make
up credits that they need to graduate. We also offer Michigan Virtual High School
courses to students pursuing AP Credit or other class options that we don't offer in
traditional classes at Grand Rapids Public Schools.
These methods of instructing students are new and challenging to take on but at Grand
Rapids Public Schools we are in a position where we have to try new ways to connect
with students. This will provide a way to connect with students in their world - on
computers, on-line, learning, chatting, networking, basically learning in a manner that
they prefer to learn. We have accomplished this by integrating technology into the
syllabi across the curriculum. Although what we have accomplished thus far is
encouraging we will continue to integrate technology into all areas to develop more
technology enriched learning opportunities that connect with all learners.
Here are proposed timelines to accomplish these tasks:
Date
Topic:
Infusing
Technology
into the
Curriculum
2012
2013
2014
2015
Summer/Fall Winter Spring Summer Fall Winter Spring Summer Fall Winter Spring Summer
Integrate
Technology
into Syllabi
X
X
x
x
X
X
X
X
X
X
X
X
Continue to
update
Syllabi
posted on
Curriculum
Crafter
Post
documents
on
Curriculum
Crafter
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Continue
mapping in
Curriculum
Crafter
X
X
X
X
X
X
X
X
X
X
X
X
Update
Curriculum
Crafter as
Curriculum
is adjusted
and
modified
X
X
X
X
X
X
X
X
x
X
X
X
Page 28
Date
Topic: On-Line
Learning
Implementation
2012
2013
2014
2015
Summer/Fall Winter Spring Summer Fall Winter Spring Summer Fall Winter Spring Summer
Hiring Staff for
Summer On-Line
Learning Models
X
X
X
X
Training Staff for
Summer On-Line
Learning Models
X
X
X
X
Selecting/Registering
students for the
Summer On-Line
Learning School
X
X
X
X
Summer On-Line
Learning Model
Implementation
X
X
X
X
Evaluate Summer
On-Line Learning
Models
Teachers participate
in on-line learning
training
Centers of
Innovation On-Line
Learning Models
X
X
Continue On-line
learning
Evaluate On Line
Learning Experience
X
X
X
X
X
X
X
X
Evaluate at Semester
X
X
X
Evaluate at Semester
Continue On-line
learning
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Page 29
Section 6 - Technology Delivery
At Grand Rapids Public Schools we have a large number of opportunities to give students access to electronic and distance
learning.
One strategy in which we can take advantage of Distance Learning is through a videoconferencing system device that is located
at Burton Middle School. Burton received the device through a Grant written by the Kent ISD in 2007. This device was used at
the time to connect live with Dr. Robert Marzano as he presented his Classroom Strategies that Work book with Burton Middle
Staff to help them earn their way to meeting AYP. They scheduled three face to face sessions that year and were able to have
intimate meetings with Dr. Marzano himself. They have been able to realize some successes and they have a powerful resource
that is available for staff to use to get real time instruction from teachers, authors, and government officials from across the state
and the world.
A second strategy that we are implementing at Grand Rapids Public Schools is using technology based resources such as online video resources, Evideon digital resources, and hosting our own Moodle Server. Here at Grand Rapids we have participated
in using on-line video resources to supplement instruction for a large number of years. Currently we use MI Streamnet on a
district wide level as well as a building by building basis. Each building has the opportunity to purchase access to the MI
Streamnet website which then allows all staff members in that building access to the on-line resources available at
http://mistreamnet.org. The teachers then utilize the resources from the website at the classroom level. From the district
perspective we have an Evideon server that we maintain here at Grand Rapids Public Schools. Through this Evideon server we
give everyone in the district access to a pre-determined list of Cable TV channels, our district wide DVD/Video library in digitized
format, and some bulk digital videos viewable across the district that we purchased from MI Streamnet. Through the Evideon
Server all teachers that have Teacher Technology Systems or cable set top boxes in their classrooms have access to these
resources. Finally Grand Rapids Public Schools houses and maintains a Moodle Server. This server is used by District Leaders
and staff to guide instruction and make resources available across the district. This tool is being utilized extensively throughout
the district (See Appendix C for a screen shot of a current Moodle Course) as a way to engage students as well as giving
students more access to materials from classes.
We will use technology to deliver instruction through an on-line learning program we will use during the regular school year and
summer programs.
Page 30
Proposed Instructional Model for Technology Based Instruction
Instructional Model
Teacher-Led: This mode of online
learning mirrors the role of
a traditional classroom teacher in a
virtual environment. This format
usually makes use of a Web-based
course management system or
application such as Blackboard or
Moodle to create an online learning
environment for students. The
teacher also plays an active role in
monitoring student progress and
developing differentiated instructional
strategies for students. This delivery
format
is one-hundred percent dependent
on the use of technology tools such
as e-mail, blogs, threaded
discussions, and pod casts to
communicate and interact with
students.
Blended Instruction: Blended online
learning is a balanced mix of
traditional face-to-face instructional
activities with appropriately
designed online experiences.
Teachers that engage in blended
Program Examples
Online courses
developed by
staff using
curriculum
resources
Michigan Virtual
High School
E2020
Target Group
Students seeking
courses that may not
be offered
Students on long term
suspensions
Students who learn
well working
independently and
have strong problemsolving skills
Specialized programs
Implications for Learning
Teacher and student must have
strong skills in using various
computer applications as well as
the internets.
Students must be self-starters
and independent as there may
be little face-to-face interaction.
Connection
to POLs
Clear
Expectations
Accountable
Talk
Academic
Rigor
Teachers may require
Selfprofessional development for
Management
managing content and supporting of Learning
large numbers of students.
Students may need support for
learning unfamiliar applications
Integrated
technology as
need based on
the work
occurring within
the class
Teachers and
students seeking
opportunities to create
internal and external
partnerships
connected to a
Teachers will professional
development and support for
integrating the appropriate
technology tools into content.
Teachers will need professional
Clear
Expectations
Accountable
Talk
Page 31
online learning often utilize a course
Career Tech Ed
learning outcome.
management system (blackboard,
Use of Elmo,
Teachers/students
moodle) as an extension
Video on Demand
interested in distance
of the physical classroom. This
Teacher selected
learning
format leverages the communication
web-based
Teachers/students
benefits of a traditional classroom
activities
that are members of
environment and links it to the power
Thinkwell
CTE or theme focused
of Internet-based learning tools and
History Alive
programs
resources. Educators utilize this
Everyday Math
Study Island
format to expand and reinforce
Gizmos
classroom-based instructional
activities and to extend learning
beyond the classroom walls and the
normal school day, including
evenings, weekends and scheduled
breaks.
Instructional Model
Program Examples
Target Group
development on using formative
assessments and formative
feedback systems in both the
traditional and online formats.
(Fair/Credible Evaluations)
Academic
Rigor
Students will need support with
managing their own learning
(Socializing Intelligence)
Socializing
Intelligence
Implications for Learning
Teacher-Facilitated: Teacherfacilitated online learning enables an
educator to work with one or more
students to provide coach-like
assistance with their online course
or learning activities. Teachers can
facilitate student learning through a
combination of face-to-face
interactions and exchanges using
communication tools commonly
found
in most Internet-based course
management systems. This form of
delivery places an expectation on
students to take significant
Teachers providing the
facilitation must know the subject
matter well in order to provide
content-related instructional
assistance to students.
Connection to
POLs
SelfManagement
of Learning
Keyboarding
Saturday School
Ellis Lab
Independent Study
Groups
Online
Assessment Prep
Classes
Rosetta Stone
AP or Gifted Programs
Independent Learners
Skilled users of
technology tools
(emails, blogs,
Wikipedia, texting,)
Teachers will need professional
development for coaching in a
virtual classroom.
Fair/Credible
Evals
Learning as
Apprenticeship
Socializing
Intelligence
Academic
Rigor
Page 32
responsibility for their own
learning. A key role of the teacher
facilitator is to ensure that students
are engaged and making progress in
their online course or activity. This
delivery mode can be compared to
some independent study activities or
after school support programs used
in high schools.
Self-Paced*: Online educational
products
and services used by students with
no teacher involvement. These
products are referred to as “selfpaced” online learning
experiences. and Self-paced online
courses and activities are often
shorter in duration than semesterlength courses and tend to
focus on concentrated topics such as
learning a specific software tool or
program. Other examples include
online test preparation tools and
online remedial courseware. Two
common shortfalls of self-paced
online learning include: a) the
inability of students to seek
support, feedback and direction
from an educator online; and b)
the inability
of students to be part of a learning
community and benefit from
Dual Enrollment
Online Foreign
Language
Micro-soft online
courses
ACT Online
Support
Works best for highly
independent learners
who regularly
demonstrate selfinitiative and require
little guidance,
motivation and
direction.
Students who have
extreme behaviors
and need low stimuli
for a designated
period of time.
Students must have adequate
access to technology and have a
strong skill set for using
technology
A system for monitoring and
conferring with the students must
be developed when used as an
educational option.
SelfManagement
of Learning
Socializing
Intelligence
Students in temporary
placement programs
or long term
suspension
Students needing
Page 33
interactions with other learners for
support and assistance on
collaborative projects.
If the online course is being taken for
high school credit it is recommended
that this format not be used by
schools as a strategy to
meet the online learning provision
contained in Michigan’s high school
graduation requirements.
* The communication provided by the
instructor serves as a tremendous
motivator for students. Research has
shown that without this type of
communication, many students fail to
follow through with an online course
or
activity (Interaction and Immediacy in
Online Learning, Robert H. Woods,
Jr.,
Jason D. Baker, The International
Review of Research in Open And
Distance
Learning, Vol. 5, No. 2 (2004)).
Students who have teachers that
build an online
relationship with them have been
shown to be most successful when
taking online courses or participating
in an online experience.
options for credit
building or recovery.
Students needing
structured
interventions at a slow
pace with intermittent
monitoring for
progress.
Home schooled
students
Homebound students
Page 34
THE MICHIGAN MERIT CURRICULUM FRAMEWORK FOR ONLINE LEARNING
The Michigan Merit Curriculum guidelines for online learning require that students:
• Take an online course, or
• Participate in an online experience, or
• Participate in online experiences incorporated into each of the required credit courses of the Michigan Merit Curriculum. Following is
a framework for online learning that outlines a spectrum of possible experiences in these areas. Successful learning embraces the
principles of universal design for learning.
For the learning experience to be successful it should:
• Be relevant and address many learning styles appropriate to the tasks
• Include asynchronous and/or synchronous interaction between teacher and student, and student-to-student
• Include teachers who are knowledgeable in web-based instruction techniques
• Incorporate resources outside the classroom
• Include a monitoring plan
A course delivered through an intranet or internet connection
Students will complete a course of study delivered via the intranet/internet that:
• Is organized in a coherent, sequential manner
• Has instructional goals, objectives, strategies, and assessments that are aligned with state standards, benchmarks and expectations
• Is comparable in rigor, depth, and breadth to traditionally delivered courses
The online course may include courses delivered through:
• Local districts
• Intermediate School Districts
Page 35
• Regional Educational Media Centers
• Universities and colleges
• Michigan Virtual University
• Distance Learning courses that incorporate online learning management systems
WHAT IS The UNIVERSAL DESIGN FOR LEARNING FRAMEWORK?
The framework of UDL consists of instructional approaches that provide students with choices and alternatives in the materials,
content, tools, contexts, and supports they use. But in addition to challenging teachers to be more flexible, UDL provides guidelines for
creating flexibility that is both systematic and effective. These guidelines are derived from research on the learning brain and
knowledge of the qualities of digital media. How do we use these fields of knowledge to develop systematic methods for increasing
classroom flexibility?
Universal Design for Learning extends universal design in two key ways. First, it applies the idea of built-in flexibility to the educational
curriculum. Second, it pushes universal design one step further by supporting not only improved access to information within
classrooms, but also improved access to learning.
materials
In education, publications such as textbooks, trade books, or videos that students use in their work.
method
An action by the teacher intended to produce or facilitate student learning.
supports
Something used to strengthen a student's ability to perform a learning task. Can take the form of verbal coaching, a template, extra
background knowledge, or various supportive tools (such as a dictionary or text-to-speech).
flexible
Page 36
When applied to digital curriculum, flexible means that the curriculum is designed to be adjustable from the beginning so that it can
adapt to the needs of diverse learners without significant add-ons.
Page 37
Examples of Instructional Technology Labs:
Computer Lab I
Monday
Product:
Implementation
Model:
Subject(s):
Thursday
100% Virtual
Algebra I (a.m.) & English 9 (p.m.)
No. of
Students
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 PM
1:00 PM
2:00 PM
3:00 PM
4:00 PM
5:00 PM
Tuesday
Wednesday
To be determined
30
30
Monday
Tuesday
Wednesday
Thursday
Algebra I; 100% Virtual Model
Staff
Hours
Teacher
Facilitator w/
Math Cert. (+
Tutor)
4:00
Teacher
Facilitator w/
English Cert
(+ Tutor)
4:00
Lunch Break
30
30
English 9; 100% Virtual Model
English 9; 100% Virtual Model
Computer Lab I Closes at 5:00 p.m.
Maximum of 60 students per subject (30 per pilot)
Students in each course section should be of comparable achievement
level.
Student attendance is required each day (M-Th) for 2 hours.
Page 38
Computer Lab II
Monday
Product:
Implementation
Model:
Subject(s):
Thursday
100% Virtual
All Mathematics
Monday
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 PM
1:00 PM
2:00 PM
3:00 PM
4:00 PM
5:00 PM
Tuesday
Wednesday
To be determined
30
30
30
30
Tuesday
Wednesday
Thursday
Lunch Break
All Other Math (excluding Algebra I); 100% Virtual
Model
All Other Math (excluding Algebra I); 100% Virtual
Model
Staff
Hours
Teacher
Facilitator w/
Math Cert. (+
Tutor)
4:00
Teacher
Facilitator w/
Math Cert. (+
Tutor)
4:00
Page 39
Computer Lab III
Monday
Product:
Implementation
Model:
Thursday
100% Virtual
All Science, All Social Science, All English (excluding
English 9)
Subject(s):
Monday
8:00 AM
9:00 AM
10:00 AM
11:00 AM
12:00 PM
1:00 PM
2:00 PM
3:00 PM
4:00 PM
5:00 PM
Tuesday
Wednesday
To be determined
30
30
30
30
Tuesday
Wednesday
Thursday
All Science; 100% Virtual Model
All Science; 100% Virtual Model
Lunch Break
All Social Science and All English (excluding English 9);
100% Virtual Model
All Social Science and All English (excluding English 9);
100% Virtual Model
Staff
Hours
Teacher
Facilitator w/
Science Cert. (+
Tutor)
4:00
Teacher
Facilitator w/
Engl or SS Cert.
(+ Tutor)
4:00
Page 40
Section 7 – Parental Communications & Community Relations
Grand Rapids Public Schools uses strategies to promote and increase parental
involvement and communication. The school district will continue these practices
and introduce new ones in the next three years. Our technology plan is posted
on the district website and updates on the use of technology are conducted
throughout the year.
Cable Television
The district broadcasts information to the community many hours a day on the
local educational cable channel 27. This is a programmed feed that is playing
different events such as Board Meetings, Community Meetings, District Events,
GRPS Press Conference Videos, and Building Showcase Videos.
District Website and Teacher Pages
Grand Rapids Public Schools maintains a district website to disseminate
information about the district. Our goal is to continue to update the district
website to make it more user-friendly. As part of our teacher professional
development, it is our intention to have within the next three years all our
teachers trained on how to create web pages. The goal is then have 85-90% of
the teachers posting their pages to the district website. These pages would
include important dates and deadlines, classroom instructional materials,
quizzes, study guides (in form of podcasting) etc. It is our goal to give parents,
community members and stakeholders the ability to sign up for the following
services through our site:
Emails
text messages
robo-calls
mailings about district news events, services
Printed Publications
The district will continue to use both printed and electronic forms of publications.
Many of our families still lack access to the internet and by using combined
means for publications we reach a broader cross-section of our populace.
District Committee Involvement
Parents and community members will be extended more invitations to serve on
district level committees.
Section 8 - Collaboration with Adult Literacy Service Providers
Grand Rapids Public Schools works closely with different adult literacy service
providers in the district such as adult education, the GED program, and the ESL
program.
Adult Education is a unit within the Grand Rapids Public Schools. We work with
this team in implementing resources that they need to help meet the diverse
needs of the populations that they serve. Resources that are up and running in
our adult education program include: a language learning program - Rosetta
Stone, GED preparation course software LearnScape, access to ISD supplied
resources - IGOR Data WareHouse and Curriculum Crafter customizable
curriculum tool, space on our district webpage to allow prospective students to
get information on the program.
GED is a unit within the Grand Rapids Public Schools. We work with this team in
implementing resources that they need to help meet the diverse needs of the
populations that they serve. Resources that are up and running in our GED
program include: a language learning program - Rosetta Stone, GED preparation
course software LearnScape, access to ISD supplied resources - IGOR Data
Warehouse and Curriculum Crafter customizable curriculum tool, a database that
logs and coordinates student information on their progress in taking the GED,
space on our district webpage to allow prospective students to get information on
the program.
The ESL program is a unit within the Grand Rapids Public Schools. We work
with this team in implementing resources that they need to help meet the diverse
needs of the populations that they serve. Resources that are up and running in
our ESL program include:
• language learning programs - Rosetta Stone and Ellis
• access to ISD supplied resources - IGOR Data WareHouse and
Curriculum Crafter customizable curriculum tool
• access to a Moodle Course where they have discussion, and share
resources based on ESL specific content, space on our district webpage
to allow students and parents of students to get information on the
program in the appropriate language.
Section 9 - Professional Development
Professional Development opportunities are offered throughout the year for all
groups at GRPS. Instructional Technologist Carol Glanville works closely with the
various groups and offers just in time PD as well as regularly scheduled offerings
throughout the year. Five schools within the district have received School
Improvement grants and as part of that program, Instructional Technologists
have been hired for each of the buildings. These people work directly with their
teaching staff providing professional development in integrating technology into
the curriculum. Through technology focused professional development, there will
be a correlation between the professional development experience to state and
national standards addressing technology competencies for all staff.
http://www.michigan.gov/documents/mde/EducTech_NP_SBEApprvl.5-1308.A_236954_7.doc
Guiding Principles
To ensure that these opportunities are easily accessible and easy to view, all
dates and times of the educational technology training opportunities will be
communicated through a variety of means (intranet website, email notices,
brochures, etc.). The district-wide professional development calendar provides
current information and is accessible to all staff. Additionally, an electronic copy
of a brochure listing these same classes and times is distributed three times a
year via email.
The district’s professional development plan supports the vision and goals of the
district. It is based upon research and best practices for developing staff and
conditions by which change is most effectively sustained over time. The goals in
Section 2 and the following guiding principles serve as the foundation for the
plan.
· The school is the most critical unit of change. Development for school-based
staff should be linked to a school improvement plan.
· Whole school change/development is the most effective and long lasting.
· Development should be driven by data, focus on student achievement and meet
the needs of teachers.
· All employees should be engaged in learning in order to grow professionally,
accomplish the district’s vision and to enhance their own lives.
· The district can best promote learning by.
· Identifying cross-district needs.
· Facilitating, integrating and directing district-wide programs identified by the
sites and departments.
· Coordinating district resources.
· Promoting training policies and practices that promote learning and employee
development.
Types of Professional Development
Grand Rapids Schools offers a variety of professional development opportunities
to meet the different learning styles of all staff. Here are the current technology
based instructional technology opportunities for Grand Rapids Public Schools
Staff:
Face to Face Classes offered at a centralized location, the MIS Hillcrest
Technology Training Computer Lab. See Appendix (D) for list of classes. In this
computer lab the staff is welcome to sign up to learn about current technology
resources that are available to them to increase their efficiency in instruction,
data collection, reporting, and planning.
Online computer based training offered for Office Applications such as Microsoft
Word, Excel, PowerPoint, or Access. These on-line training classes are for all
Grand Rapids Public Schools Employees to access to become familiar with the
district technology that is available to them. Grand Rapids Public Schools staff is
able to take advantage of this opportunity available anytime, anywhere with an
internet connection.
Readily available documentation for all of the Face to Face and On-Line
Computer Based Training courses is available for staff. Having this Grand
Rapids Public Schools developed and aligned documentation readily available to
all staff allows them to learn on their own by accessing the manual at their
convenience.
Grand Rapids Public Schools has its own Moodle Server. This server has
professional learning communities that meet virtually to share lesson plans and
to have discussion on how the lessons are working. Moodle resources allow
teachers access to missed training and to stay current on their professional
development obligations. Examples of where this is being used currently are in
SIOP trainings as well as DL Trainings in the curriculum area of science.
Currently, work is in progress to develop learning modules that more specifically
identify manageable content to support Face to Face class opportunities. These
opportunities would provide instruction in more of a series format; providing 2-3
minute video clips that would focus on the specific information addressed through
this type of training. The intent is to not only provide improved access to content
through video, but also centrally locate video clips for district access. This would
add to the current collection of Video on Demand videos that are available. This
work would then allow for on-demand training to help staff fully utilize all available
technology enriched resources.
Such efforts will guide the Grand Rapids Public Schools in its staff development
efforts. Through the alignment of current practice to staff development standards
and programs, these focus areas will serve as the cornerstone in determining
funding from allocated resources. Critical to accomplishing these efforts, priority
areas must be integrated in design and delivery (e.g. curriculum training will
incorporate technology; leadership training will focus on curriculum, etc.).
Professional Development Timeline
Grand Rapids Public Schools intends the use of technology to be meaningful and
appropriate in all professional development. Funding for this work will be
secured from the following sources: local district funds, grants and other
applicable sources.
Professional development opportunities are offered on a continuous basis. Face
to Face course content will continue to focus on major district technology
initiatives including but not limited to:
•
•
•
•
•
•
integration of the CPS/Examview Software and Hardware
integration of other current technology software
utilizing the IGOR Data Warehouse tool in partnership with the Kent ISD
utilizing Curriculum Crafter, a tool that allows for customizing curriculum
along with meeting state standards in partnership with the Kent ISD
professional learning communities through the use of Moodle
continuing to update and modify accessible documentation for these
technology initiatives.
The district will also continue to purchase subscriptions and products (Microsoft
Word®, Microsoft Excel®, and PowerPoint®) for basic technology literacy
content for use by staff. This option allows staff more flexibility in determining the
time for the training. The district will begin planning for the re-design of
technology needs through the use of a competency assessment. This will
provide a more accurate assessment of the current technological ability among
the staff. The plan also addresses the need to explore the value of implementing
a comprehensive professional development management system. This system
will provide information necessary in tracking and reporting professional
development activities, including contact information, courses, presenters,
facilities, buildings and professional development plans.
Here is an example of the monthly schedule of Technology Training posted on
our district intranet site. Professional Development opportunities are offered year
round on an ongoing basis.
Section 10 - Professional Development Resources
Selected technology resources available for use in instruction by teachers
and students:
Hardware and Software:
MS Office® (Word, Excel, PowerPoint, Access, Publisher, Front Page)
Inspiration® and Kidspiration®
KidPix®
Graph Master® and Graph Club®
Geometer’s Sketchpad®
Flash® and Shockwave®
Adobe Pagemaker®, Photoshop®, Illustrator®, InDesign®
Microtype®
Ultrakey®
Logger Pro® and Vernier® probes
GPS devices
Graphing calculators
Battle Creek® and Foss® Science Kits
Virtual Business Simulations (Virtual Marketing®, Virtual Retailing®, and Virtual
Sports Marketing®)
Moodle® (content management system)
AutoCad®
WorldBook® and Encarta® multimedia encyclopedias
LanSchool®
Examview®
Classroom Performance Systems (CPS)®
Rosetta Stone®
Ellis®
Online Subscription Services:
E2020
Read Naturally®
Read 180®
Explore Learning Gizmos®
Michigan Virtual HS® courses
MIStreamnet®
'''ISD, RESA, REMC Support'''
ISD, REMC Lending Library
IGOR Datawarehouse ISD Resource
Curriculum Crafter ISD Resource
LearnPort
Media Resources:
Internal “Video on Demand” server with a large collection of titles
WATER Gradebook Application
District website with space available for every teacher
Various Website Shared Resources
Instructional Training Software:
Blood Born Pathogen Videos
Custom Guide Computer Based Training Resource
District Policies:
Process for identifying, prioritizing and evaluating new resources
AUP
NETS, METS, ISTE, ITAC, TSSA
Section 11 - Infrastructure, Hardware, Technical Support and
Software
Technology Infrastructure & Hardware
Technology Infrastructure refers to the components of the technology landscape
that most people do not see. It is the network wiring, servers, network operating
systems, routers, switches, fiber optics, network management systems, network
backups, anti-virus software, uninterruptible power supplies, electrical power,
environmental control systems, etc. that make the technology work in a
networked environment. Hardware refers to the technology components that
most people can relate to. It includes computers, printers, projectors, scanners,
digital cameras, etc.
Network Cabling
Grand Rapids Public Schools has deployed a network cabling infrastructure in all
Grand Rapids Public Schools-owned facilities that includes the following
components:
#
Four SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire
network drops for student computers in each classroom.
#
Three SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire
network drops in every office.
#
One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire
network drop for each networked computer and printer in every computer lab.
#
Six SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network
drops in every gymnasium.
#
Fifteen SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire
network drops in every media center.
#
Three SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire
network drops in every other room (conference rooms, teacher’s lounges, etc.)
#
Twelve strand SYSTIMAX LazrSPEED 300 Plenum multi-mode optical fiber
cabling between the building’s MDF and every IDF.
#
network drop at each ceiling mounted projector.
#
network drop at each wireless access point.
#
network drop at each classroom Video on Demand Set Top Box codec.
#
network drop at each IP phone.
#
network drop at each teacher technology system control PC.
#
network drop at each teacher technology system controller.
#
Two SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire
network drops at every teacher technology system cabinet.
#
network drop at each video surveillance DVR.
#
network drop at each hallway LCD information display.
#
network drop at each hallway LCD information display PC.
#
network drop at each energy management device.
#
network drop at each Uninterruptible Power Supply.
#
network drop at each Analog Telephone Adapter.
#
network drops at each electrical generator.
#
network drops at each automatic transfer switch.
#
network drop at each lighting control system.
#
network drop at each intercom telephone system.
#
network drop at each power distribution unit.
#
network drop at each server.
#
network drop at each voice gateway.
#
network drop at each router.
#
network drop at each video encoder.
#
network drop at each key lock box.
#
network drop at each security card access system.
#
network drop at each security alarm system.
#
network drop at each video conferencing codec.
#
network drop at each wireless LAN controller.
#
network drop at each time and attendance device.
#
network drop at each outdoor sign.
#
network drop at each solar energy controller.
#
network drop at each wind energy controller.
#
network drop at each DSL and/or Cable Internet gateway.
#
network drop at each networked printer.
#
network drop at each building automation device.
#
network drop at every other device with an ethernet interface.
Grand Rapids Public Schools will add network cabling drops in additional
locations to improve instruction and student learning, as necessary.
Network Electronics
Grand Rapids Public Schools has deployed the following network electronics
infrastructure components:
•
•
Switched 10/100 Mb/s to each network drop location with an active node
attached.
Switched 100/1000 between the building’s MDF and each IDF.
Grand Rapids Public Schools will upgrade all remaining 3Com switched 10/100
network electronics in wiring closets to Cisco switched 10/100/1000 network
electronics to improve network capacity in support of improved instruction and
student learning, as funds become available.
Wireless Networks
Grand Rapids Public Schools has deployed permanent wireless networks at all
locations.
Telecommunications
Grand Rapids Public Schools has deployed a Cisco AVID Voice over IP
telephone system throughout most district locations. The telephone system is
connected to the Public Switched Telephone Network with voice gateways
connected to ISDN PRI circuits. In addition, Grand Rapids Public Schools
provides voicemail for most district employees. Grand Rapids Public Schools
plans to maintain these systems and augment them to support improved
instruction and student learning, as necessary.
Wide Area Network
Grand Rapids Public Schools has deployed the following Wide Area Network
technologies:
•
•
Grand Rapids Public Schools has leased fiber, Gigabit Ethernet
connections to most Grand Rapids Public Schools school locations.
Grand Rapids Public Schools has leased DSL or cable Internet
connections to most of the remaining Grand Rapids Public Schools school
locations not connected with leased fiber.
Grand Rapids Public Schools will add DSL or cable Internet connections at new
locations and/or locations where additional Wide Area Network bandwidth is
required to support improved instruction and student learning.
Network Directory and Servers
Grand Rapids Public Schools has deployed the following network directory and
server infrastructure:
•
•
Novell E-Directory accounts are available for all students and staff.
Staff and student network file storage and print server services are
available for all students and staff.
• Application servers to handle shared application and database needs for
students and staff.
Grand Rapids Public Schools will replace aging servers and increase server
capacity and functionality to support improved instruction and student learning,
as necessary.
Enterprise Backup
Grand Rapids Public Schools has deployed an automated enterprise backup
system that backs up all Grand Rapids Public Schools servers nightly.
Grand Rapids Public Schools will add capacity to the Enterprise backup system
to support improved instruction and student learning, as necessary.
Personal Computers & Peripherals
Grand Rapids Public Schools has established standards for personal computers
& peripherals in the following categories:
•
•
•
•
•
Desktop computers
Portable computers
Handheld devices (iPads, iPods)
Network laser printers
Data Projectors
•
•
•
•
•
•
•
•
•
•
•
Classroom audio systems
Classroom response systems
Classroom technology system controllers
Document cameras
Digital cameras
DVD/VCR combo players
Video on Demand Set Top Box codecs
A/V switchers
Headphones
Scanners
Student photo ID systems
Funding for all technology purchases is primarily from the following sources:
individual school, department, or program budgets; business partner
contributions; bond proceeds; grants; the Universal Service Fund; and other
funding sources. Purchases of personal computers & peripherals will be made to
support improved instruction and student learning, as necessary and as funds
become available. Generally speaking, Grand Rapids Public Schools plans to
replace desktop computers every six or seven years and portable computers
every three to four years. Other components are replaced as they fail or become
obsolete.
Classroom Teacher Technology Systems
Grand Rapids Public Schools has established standards for classroom teacher
technology systems. The 'smart classroom' systems contain the following
integrated components:
•
•
•
•
•
•
•
•
•
•
•
•
Staff portable computer
Data projector
Classroom audio systems with two infrared microphones and four
classroom speakers
DVD/VCR combo player
Video on Demand Set Top Box codec
Document camera
15" touch panel display for system control connected to a control PC
Classroom technology system controller
A/V switcher
Video on Demand software interface
Secure mounting systems for projector and document camera
Secure cabinet for housing equipment
As of April 2011, Grand Rapids Public Schools has over 850 systems districtwide. The district expects to install classroom teacher technology systems in all
Grand Rapids Public Schools classrooms as funding becomes available.
Technical Support
Technical support includes the installation, configuration, troubleshooting,
administration, upgrading and repair of supported technology throughout the
organization. The Management Information Systems Department strives to meet
the increasing demands for technical support with the district. In addition to
establishing and maintaining standards to control the district’s technology Total
Cost of Ownership (TCO), the district uses the following strategies to work
smarter to meet computer users’ needs for technology support:
•
•
•
•
•
•
•
•
Using tools to automate the work of installing software on computers.
Using network management tools to monitor and report on the uptime
status of thousands of key network connected devices.
Using school-based staff to provide front-line technology support &
mentoring for other staff.
Using students to assist with new technology deployments and related
summer work.
In addition, Grand Rapids Public Schools will provide technical support by
utilizing the following teams:
The Management Information Systems Helpdesk to provide front line
technical support.
The Management Information Systems PC Technician team to provide
end user hardware and software support.
The Management Information Systems Network & Systems Administration
team to provide network, telecommunications and enterprise
server/system support.
Technology support funding will be from the MIS Department budget, grants and
in-kind contributions.
Software
Grand Rapids Public Schools has established standards for software in the
following categories:
•
•
•
•
•
Office productivity software (word processing, spreadsheet, presentation
and database)
Electronic mail
Operating Systems
Desktop Publishing
Photo editing
•
•
•
•
•
•
•
•
•
•
•
•
Mind Mapping & Diagramming
Keyboarding
Drawing & Artwork
Early Childhood Reading
English Language Learning
Classroom Assessment Software
Computer Lab Management
Reading Comprehension
On-line courseware
On-line course management
Anti-virus
Terminal Emulation
Purchases of software will be made to support improved instruction and student
learning, as necessary and as funds become available. Generally speaking,
Grand Rapids Public Schools updates software en masse after comprehensive
testing.
Section 12 - Increase Access
Grand Rapids Public Schools is deploying the following strategies to increase
access to technology for all students and teachers:
1. Management Information Systems maintains a computer, peripheral and
software inventory by school in an effort to develop and maintain a
technology obsolescence and replacement plan.
2. Grand Rapids Public Schools will develop and maintain a prioritized list of
technologies that will improve instruction, student learning, teacher access
to technology and student access to technology so that when funding is
available, schools can make well informed choices about which
technologies will make an impact.
3. Grand Rapids Public Schools will review new technologies initiatives to
insure that the appropriate training accompanies the initiative.
Section 13 – Budget
Grand Rapids Public Schools is in the process of implementing its Instructional
Technology Plan, including a sophisticated data, voice and video network. This
plan calls for a sufficient budget to acquire and support the elements of the plan:
hardware, software, professional development, and other services needed to
implement the technology to improve student achievement.
The district’s technology infrastructure has been largely funded by Universal
Service Fund dollars where applicable. The Management Information Systems
(MIS) Department is responsible for the installation, maintenance, upgrading and
repair of the district’s network infrastructure. In addition, the MIS Department is
responsible for the installation, maintenance and repair of all district owned
technology throughout the district.
For the past six years, Grand Rapids Public Schools has practiced “site based
budgeting”. This policy made the building’s school improvement team, which
includes parents, teachers, support staff, administrators and business partners,
responsible for how their non-salary/non-wage dollars were spent.
Grand Rapids Public Schools will continue to pursue grants to enrich the access
to technology in all schools within our district.
Budget and Funding Timetable:
2012-2013
$2,278,794.00
2013-2014
$2,278,794.00
2014-2015
$2,278794.00
$226,000.00
$226,000.00
$226,000.00
Telecommunication Services
Local Service Long Distance Cellular Pagers Wide Area Network Internet Service -
$182,000.00
$9,600.00
$15,000.00
$7,000.00
$460,000.00
$100,000.00
$182,000.00
$9,600.00
$15,000.00
$7,000.00
$460,000.00
$100,000.00
$182,000.00
$9,600.00
$15,000.00
$7,000.00
$460,000.00
$100,000.00
Maintenance and service costs
(equipment repair, subscriptions/licenses)
$300,000.00
$300,000.00
$300,000.00
Software (instructional and management) and
curriculum support (supplies/materials, fees, services)
$170,000.00
$170,000.00
$170,000.00
Professional Development
$12,000.00
$12,000.00
$12,000.00
$3,760,394.00
$3,760,394.00
$3,760,394.00
Salaries and Benefits
(District Level Support Staff)
Technology Hardware (computers and peripherals)
and network electronics costs
(infrastructure: switches, fiber, cabling)
Grand Total of all Costs
Page 59
Section 14 – Coordination of Resources
Technology resources and materials are evaluated formally and informally by the
School Leadership Team, Director of MIS, Instructional Technology Specialist
and Trainer and the Instructional Technology Committee. Resources or
materials that no longer support the goals of the instructional program will be
evaluated and removed as necessary.
General Fund
Equipment and software purchases are acquired using general fund money
unless grant, bond, and or USF funds become available.
Universal Service Fund (E-Rate)
Grand Rapids Public Schools has applied for and will continue to apply for
funding through the Universal Service Fund E-rate Program. This is a funding
source for a portion of our telecommunication needs.
Grants
Grand Rapids Public Schools continually seeks federal and state grants that will
help in implementing our long range instructional technology plan. Any grant
funds received will be disbursed according to the goals and objectives outlined in
our technology plan. Accordingly, our plan will evolve as new technologies arise.
The district uses general district funds as well as Title II funds to pay for
technology related professional development activities.
Other Funding Sources
Grand Rapids Public Schools will continue to seek out alternative funding
sources and partners to assist with the instructional technology program.
Section 15 - Monitoring and Evaluation
For this instructional technology plan we have taken a new approach to the way
that we will be monitoring and evaluating our plan. The entire plan, of course,
will drive the district in its instructional technology decisions. However we will
specifically be focused on the goals that we have set for ourselves in section two.
Keeping these goals in mind we will work through a series of meetings,
approximately three meetings a year, to get the goals in the plan revised and
retooled. An instructional technology committee made up of members from all
stakeholders across Grand Rapids Public Schools will assist in the implementation
of the plan. The plan will support the districts strategic direction over the next
three years.
After each meeting with the instructional technology committee we will use the
following template to determine if goals are being met in the timeline specified.
Unmet goals will be discussed and evaluated by the instructional technology
committee to determine the appropriate strategies to put in place to accomplish
the goals. These strategies could include anything from extending or modifying
the timeline of the goals to determining and or eliminating barriers that are
keeping the goals from being met. The meetings from this committee will
promote brainstorming solutions to help accomplish the goals that have not been
realized.
The following template will be used to guide the instructional technology
committee and its role in the district. This template indicates the frequency in
which the goals will be evaluated, as well as the persons/Grand Rapids Public
Schools stakeholders that are responsible for evaluating the goal:
Goals
Frequency of
Evaluations
Persons
Responsible for
Evaluation
Strategies
Describing how
unmet goals will be
addressed.
Ongoing, all teaching and
administrative staff will be
expected to use GRPS
technology systems to
perform the following
functions: schedule meetings,
verify and update personal
information such as home
address and emergency
contact(s), collaborate on
projects, participate in on-line
training, etc.
Annually
Educational
Leaders and
MIS
To be determined
at meetings that
will occur three
times a year.
Ongoing, all ancillary systems
(transportation, food service,
student electronic messaging,
web 2.0 applications, data
warehouse, telephone &
voicemail, on-line course
management systems,
assessment systems, parent
notification systems, etc.) will
be integrated with the
following directory systems:
student information, network
directory, & human resources.
The integration will allow for
periodic synchronization of
account information at the low
end and LDAP or similar
secure lookup of user names,
passwords, & all relevant
credentials at the high end.
Annually
Educational
Leaders and
MIS
To be determined
at meetings that
will occur three
times a year.
Category: Technology for
School Administrative Support
Ongoing, provide an average
of 24 hour response time to
customer problems reported
to the helpdesk for the period
October 1st through July 31st.
Response time is measured
as the time elapsed from
when the customer contacts
the helpdesk to the time that a
technician begins working on
the problem or issue.
Annually
Educational
Leaders and
MIS
To be determined
at meetings that
will occur three
times a year.
Ongoing, achieve an average
uptime of 99.9% for all
enterprise systems during the
relevant peak use window 7:30 a.m. to 4:30 p.m. for 261
work days per year. This
equates to 2.349 hours or 2
hours, 21 minutes of
downtime annually during the
peak use window.
Annually
Educational
Leaders and
MIS
To be determined
at meetings that
will occur three
times a year.
By August 2013, provide a
unified in-box for voicemail, email and faxes for all GRPS
instructional and
administrative staff.
Annually
Educational
Leaders and
MIS
To be determined
at meetings that
will occur three
times a year.
By August 2013, develop a
comprehensive technology
obsolescence plan. The plan
will include a schedule, with
costs, for the replacement of
end user workstations,
software, servers, & network
equipment.
Annually
Educational
Leaders and
MIS
To be determined
at meetings that
will occur three
times a year.
Annually
By August 2014, move ten or
more key processes from
paper to an electronic format.
Likely examples include
paycheck stubs for direct
deposit employees, purchase
requisitions, staff address and
emergency contact
information, federal and state
income tax withholding, supply
requests, request for
personnel forms, vacation
requests, etc.
Educational
Leaders and
MIS
To be determined
at meetings that
will occur three
times a year.
Category: Technology
Professional Development
Ongoing, a multifaceted,
systemic professional
development program
embedding instructional
technology integration into the
content will be implemented at
100%.
Annually
Professional
Development
Coordinator and
Instructional
Technology
Specialist and
Trainer
To be determined
at meetings that
will occur three
times a year.
Ongoing, all staff will have
access to just-in-time
differentiated professional
development through the
Video on Demand (VOD)
System and other technologybased medium.
Twice a year
Professional
Development
Coordinator and
Instructional
Technology
Specialist and
Trainer
To be determined
at meetings that
will occur three
times a year.
Annually
Professional
Development
Coordinator and
Instructional
Technology
Specialist and
Trainer
To be determined
at meetings that
will occur three
times a year.
Annually
By August 2013, a
comprehensive Professional
Development Management
System will be implemented to
help staff track and report
professional development
activities, including contact
information, courses,
presenters, facilities, buildings
and professional development
plans.
Professional
Development
Coordinator and
Instructional
Technology
Specialist and
Trainer
To be determined
at meetings that
will occur three
times a year.
By the end of the 2014-2015
school year, Technology
integration will be a
component of all subject area
and grade level professional
development in the district.
Annually
Professional
Development
Coordinator and
Instructional
Technology
Specialist and
Trainer
To be determined
at meetings that
will occur three
times a year.
school year, Technology
professional development will
be required of all building and
district level leadership to
support their work as
instructional technology
leaders.
Annually
Professional
Development
Coordinator and
Instructional
Technology
Specialist and
Trainer
To be determined
at meetings that
will occur three
times a year.
Ongoing, a centralized, webbased database, (Curriculum
Crafter) provided by the ISD,
of information, academic best
practices, and tools and
resources will be available to
improve efficiency and
effectiveness in teaching and
learning. Teaching staff will
be able to access the
resources via the internet at
any time in this database.
Curriculum head staff will be
able to maintain and update
the information at any time.
Annually
Professional
Development
Coordinator and
Instructional
Technology
Specialist and
Trainer
To be determined
at meetings that
will occur three
times a year.
Annually
Curriculum
Heads and
Instructional
Technology
Specialist and
Trainer
To be determined
at meetings that
will occur three
times a year.
By January 2014, at least 50% Annually
of resources from each of the
four content areas develop
lesson and unit resources that
are stored and retrievable
digitally and that incorporate
technology and digital learning
resources.
Curriculum
Heads and
Instructional
Technology
Specialist and
Trainer
To be determined
at meetings that
will occur three
times a year.
school year, A technology
needs and competency
assessment will be
implemented to gather
information on an annual
basis. Technology
professional development will
be based on the results of this
instrument.
Category: Technology
Integration into Curriculum and
Instruction
Ongoing, all secondary
students will utilize technology
as a learning tool for 15
school hours per week and all
elementary students will utilize
technology as a learning tool
for 5 school hours per week in
support of teaching and
learning.
Section 16 – Acceptable Use Policy
Rules #6163
CIPA Compliance
Grand Rapids Public Schools has an Acceptable Use Policy for the Internet and DistrictWide Area Computer Network (see below). This policy was updated in 2002 to meet the
need for compliance with the Children’s Internet Protection Act. In addition to the use of
content filtering technology, the Grand Rapids Public Schools recognizes that adults in
charge, i.e., staff, including teachers and paraprofessionals, have an obligation to
observe and monitor student use of the Internet.
Acceptable Use for Internet & District-Wide Area Computer Network
The District reserves the right to log Internet use and to monitor electronic mail space
utilization by users. This means that there should be no expectation of privacy from the
district’s monitoring of student use of computer systems. The district will; at its
discretion, review the sites and programs accessed by individual students, as well as the
messages sent or received by individual students. Such monitoring will be conducted
without any notice.
1. District Rights & Responsibilities
a. The Grand Rapids Public Schools (Grand Rapids Public Schools) is responsible
for the management of the structure, hardware, and software that the district
uses to allow access to information technologies for educational purposes. These
include:
b. Assigning and removing user accounts on the network(s);
c. Maintenance and repair of equipment that comprises the network(s);
d. Selection of software that the network will support;
e. Defining the rights and responsibilities of users;
f. Providing resources that support the mission of the district; and
g. Provide training opportunities on the use, care and application of information
technology, including training in new technologies, software, and media as they
are required and put into use in the district.
The district does not take responsibility for the content of resources accessed or
located by users of technology. The district does not take responsibility for actions
that do not support the purposes of the Grand Rapids Public Schools taken by
users of technology.
The Grand Rapids Public Schools will periodically make determinations on
whether specific uses of the Internet and/or district network are consistent with the
Acceptable Use policy.
2. District Equipment
District equipment includes (but is not limited to) computers, drives, printers,
scanners, networks, video and audio recorders, cameras, photocopiers,
telephones, modems, and other related technological resources. Software includes
(but is not limited to) computer software, print, and non-print resources. Networks
include (but are not limited to) all voice, video, and data systems, including the
district’s internal network and the Internet.
3. Prohibited Student Activity
Students are prohibited from:
a. Using technology available through Grand Rapids Public Schools for personal or
private business, for product advertisement, or political lobbying or for incurring
financial commitments on the Internet.
b. Using technology to disrupt the activity of others, to harass or discriminate
against others, to gain unauthorized access to computer systems or programs, or
to plant any type of virus in any computer system or program.
c. Using profanity, obscenity, discriminatory language, vulgarities, and other
inappropriate language or graphics;
d. Revealing any personal, confidential, or private information about other
individuals, such as a home address, phone numbers, etc.
e. Communicating that they are someone else, or that they are representing
someone else or that they are representing the Grand Rapids Public Schools.
f. Using someone else’s account number or password or allowing someone else to
use their account number or password.
g. Using the system to obtain or disseminate pornography as it is defined by the
Supreme Court.
h. Ordering or making a commitment to pay for goods or services without proper
authorization.
i. Using technology to do anything unlawful, including violating any federal or state
copyright or unfair trade laws.
j. Conducting any activity that exposes the district to litigation or expenses.
k. Violating any libel or slander laws.
4. Student-Developed Subject Matter
Definition: “Student Developed Subject Matter” means subject matter conceived or
developed by the student during the student’s use of Grand Rapids Public Schools
systems, where such subject matter pertains or could pertain directly or indirectly
to the then current educational activities of the Grand Rapids Public Schools.
Whether subject matter falls within the scope of Student-Developed Subject Matter
shall be independent of whether the student’s contribution to the development is
alone or in collaboration with others. Student-Developed Subject Matter shall
include (but not be limited to) writings, designs, software, and other materials and
concepts which may be subject to proprietary rights protection. Disclosure and
Assignment to the Grand Rapids Public Schools: The student shall promptly
disclose to the Grand Rapids Public Schools all Student-Developed Subject
Matter, and all Student-Developed Subject Matter shall become and remain the
exclusive property of the Grand Rapids Public Schools. To the extent that any
proprietary rights (including copyright rights) vest in the student as a result of the
development of the Student-Developed Subject Matter, and to execute any
documents considered necessary by the Grand Rapids Public Schools to perfect
its proprietary rights therein. The Grand Rapids Public Schools shall pay all
expenses relating to the perfection of such proprietary rights. The election of
whether or not to file formal applications for proprietary rights protection for the
Student-Developed Subject Matter, and the manner of preparation and
prosecution of the same, shall be solely within the discretion of the Grand Rapids
Public Schools.
5. Students Rights & Responsibilities
Student users of district equipment have the right to:
a. Use all authorized hardware and software, when available, for which they have
received training to facilitate learning and enhance educational information
exchange.
b. Access information from outside resources which facilitates learning and
enhances educational information exchange.
c. Access direct networks and the Internet to retrieve information, facilitate learning,
and enhance educational information exchange.
Student users of district equipment are responsible for:
a. Utilizing technology in the school only for facilitating learning and enhancing
educational information exchange consistent with the educational mission of the
district and the school.
b. Maintaining the privacy of passwords and are prohibited from publishing or
discussing passwords.
c. Keeping all inappropriate materials, inappropriate text files, or files dangerous to
the integrity of the school’s network, equipment, and software from entering the
school via the Internet.
d. Keeping hardware and software from being removed from school premises
without prior consent.
e. Maintaining the integrity of the e-mail system and making only those e-mail
contacts which facilitate learning and enhance information exchange.
f. Keeping all food and drink away from computers, printers, etc.
g. Adhering to all copyright guidelines and avoiding plagiarism.
h. Adhering to the rules (including network etiquette) established for the use of
hardware, software, labs, and networks in the school and through remote access.
6. Response to Violations
Response by the school and/or district to activities in violation of the prohibitions
and/or student responsibilities outlined in this policy and rules/regulations will be in
accordance with the Grand Rapids Public Schools Uniform Disciplinary Code.
Rules (Policy) Adopted: 09/02/97
Rules Revised: 05/20/02
Rules #6163
Acceptable Use for Internet & District-Wide Computer Network
Suggested student discipline levels for inappropriate electronic communication use:
Level One (Includes, but is not limited to)
 Accessing inappropriate sites.
 Publishing or producing materials not related to a school or class assignment.
 Creating inoffensive but inappropriate images on the student’s screen or the screens
of others.
Level Two (Includes, but is not limited to:)
 Creating an expense of up to $50.
 Continuation of unmodified Level One acts of misconduct.
 Publication of offensive materials on the Internet or the Grand Rapids Public Schools
internal network.
 Creating offensive images.
 Defamation of an individual or group.
Level Three (Includes but is not limited to: )
 Modifying Grand Rapids Public Schools programmatic files or web pages without
authorization.
 Continuation of Level Two unmodified acts of misconduct.
 Creation of a web page without authorization.
 Using another person’s password or account.
 Unauthorized disclosure of test questions.
Level Four (Includes, but is not limited to:)
 Generating an expense of under $100.
 Continuation of unmodified Level Three misconduct.
 Sexual harassment.
 Spread of confidential information.
Level Five (Includes, but is not limited to:)
 Generating an expense of $100 or more.
 Continuation of unmodified Level Four acts of misconduct.
 Theft of software or network crash.
 Causing a computer or network crash.
 Creation of a computer virus and other forms of computer disruption.
 Use of intimidation.
 Vandalism of software or hardware.
09/20/97
Acceptable Use for Internet & District-Wide Area Computer Network
The following agreement is to be filled out and returned to school prior to student use of
the Internet, wide-area network, computers, and related equipment provided and/or
maintained by the Grand Rapids Public Schools:
AGREEMENT
I understand and will abide by the Grand Rapids Public Schools Acceptable Use
Policy for the Internet, wide-area network, computers, and related equipment. I further
understand that any violation of the policy will require response from the school district
as outlined by the Grand Rapids Public Schools Discipline Code.
Signature of Student
Date
Print Your Name
As the parent or guardian of this student, I have read the Grand Rapids Public
Schools Acceptable Use Policy for the Internet, wide-area network, computers, and
related equipment. I have discussed appropriate use of the Internet and the rights and
responsibilities outlined in the district’s Acceptable Use Policy with my child. I
understand that student access is intended for educational purposes and that the Grand
Rapids Public Schools has taken precautions to eliminate access to controversial and
inappropriate materials. I will not hold the Grand Rapids Public Schools responsible for
materials acquired via the Internet/Network. I agree to indemnify, and hold the district
harmless, for any monetary liabilities or obligations incurred by the student identified
above through his/her unauthorized activity while using the district’s computer systems.
I accept full responsibility for supervision if and when my child accesses a Grand Rapids
Public Schools home page/web site while not in a school setting. I hereby give
permission for my child’s use of this resource.
Parent/Guardian Signature
Parent/Guardian Name (Printed)
09/02/97
Date
Administration
Policy #2461
Staff Use of Electronic Communication Systems
The Grand Rapids Public Schools electronic communications systems, including (but not
limited to) personal computers, computers files, laptop computers, computer disks, the
mainframe computers, telephones, databases, e-mail, fax machines, and voice mail are
the property of the Grand Rapids Public Schools and should be used for business
purposes only. The District reserves the right to monitor to ensure compliance with user
agreements or applicable code.
Policy Adopted:
Policy Revised:
10/06/97
01/16/01
Appendix: A – Example of Syllabi with Technology Integration (One Unit Excerpt)
Course Name: Algebra 1
Course Level: 8th/9th grades
Course Code: MA113/MA123
Length of Course: One Semester
Description
In this course, students will learn basics of Algebra. All students will apply the
mathematical concepts of Algebra I to enhance their understanding and life long use of
mathematics. Students will view Algebra as a tool for analyzing and describing
mathematical relationships, and for modeling problems that come from the workplace,
the sciences, technology, engineering, and mathematics.
Objectives
Algebra (Building a system of algebra knowledge and its application to the real
world)
All students will:
•
•
•
•
•
•
•
•
•
•
•
•
demonstrate understanding of, reason and apply different number systems and
the relationships between them
represent quantitative relationships using mathematical symbols, and interpret
relationships from those representations
calculate fluently, estimate proficiently, and describe and use algorithms in
appropriate situations (e.g., approximating solutions to equations)
recognize, construct, interpret, and evaluate expressions
transform symbolic expressions into equivalent forms
Determine appropriate techniques for solving each type or equation, inequality or
system of equations, apply the techniques correctly to solve, justify the steps in
the solutions, and draw conclusions from the solutions.
know and apply common formulas
demonstrate an understanding of functions, their representations, and their
attributes
Classify functions and know the characteristics of each family.
construct or select a function to model a real-world situation in order to solve
applies problems
demonstrate an understanding of probability and find probabilities in various
situations, including those involving compound events, using diagrams, tables,
geometric models and counting strategies
Apply the concepts of probability to make decisions.
Technology and Other Resources
•
•
Textbook: Algebra Holt, Rinehart and Winston, 2001
Graphing Calculators, TI-83 or higher w/Overhead screen
Activities found at www.education.ti.com
KC4 Algebra 1 Documents
Department of Education Website: www.michigan.gov/mde
Skill Builders & Interactive
Sites:http://www.internet4classrooms.com/skills_6th_original.htm
National Library of Virtual Manipulatives: http://nlvm.usu.edu/en/nav/vlibrary.html
Library of Activities from NCTM: http://illuminations.nctm.org/
•
•
•
•
•
•
•
Try PBS: http://teacherline.pbs.org/teacherline/resources/math.cfm
FREE Federal Resources: http://www.free.ed.gov/subjects.cfm?subject_id=33
http://www.mathforum.org/mathtools
Good Reading here: http://www.cimt.plymouth.ac.uk/
Information: http://www.misd.net/Mathematics/default.htm
Open-Ended Math Problems: http://www.fi.edu/school/math2/index.html
Show-Me Center: http://www.showmecenter.missouri.edu/
•
•
More Activities and Games: http://www.quia.com/shared/math/
Literacy Strategies: See Literacy Tool Kit
--Frayer Model for Vocabulary
--Using graphic organizers (Flow Chart)
--Use pictures and diagrams
--Making connections to real world: Anchor problem solving experience in real world situations.
--Peer Response and Editing: Related to Problem Solving and Strategies
--Note taking strategies for use in all content areas: Using Two-Column Organizers
--Strategies for Mathematics Classroom @ www.allkindsofminds.org
--Reflection strategy: RAFT, Writing to Learn
Grading Procedure and Scale 70% - 30%
70% Performance: (Assessment of Understanding and Knowledge of concepts):
Common Assessments: 40%
Other Performance Products: 30% (summative quizzes, tests, projects)
30% Process: Comprised of data from work he/she does during the learning process:
Classwork & Formative Quizzes: 15%
Homework/ Participation: 15%
Grading Scale
A+
93 –100
A
90 – 92
A-
87 – 89
B+
83 – 86
B
80 – 82
B-
77 – 79
C+
73 – 76
C
70 – 72
C-
67 – 69
D+
63 – 66
D
60 – 62
D-
Exemplary Level of Performance
Outstanding level of performance
High level of performance
Acceptable level of performance
Minimal level of performance
0 – 59
E
Unacceptable level of performance
Syllabus
Unit 1A: Pre-Algebra and Basic Equations
Suggested: Pacing: 1 – 2 weeks
Objective: All students will solve basic equations using addition, subtraction, multiplication, and
division.
Big Ideas: Solving equations is often necessary when working with problems that require a
number for an answer.
π
π
π
π
Essential Questions:
How are addition and subtraction related?
How are multiplication and division related?
What does the solution of an equation represent?
What types of real world problems involve equations?
Main Topics
π
π
π
π
π
π
Order of Operations
π Simplifying Expressions
Add and subtract rationals
π Solving Equations – one step
Properties
π Solving Equations – two step
Variable Expressions
π Solving Equations – multi-step
Expressions with word problems
π Solving Equations – literal
Evaluate Expressions
Learning Outcomes: ASW
L1.1.1
Know the different properties that hold in different number systems and
H1.3, H2.3
recognize that the applicable properties change in the transition from the
positive integers to all integers, to the rational numbers, and to the real
numbers.
L1.1
H2.2
Number Systems and Number Sense
A1.1.1
H1.2, H2.6-2.7
A1.2.1
H1.2
L1.1.2
H3.1-3.5
A1.2.8
H3.6
Give a verbal description of an expression that is presented in symbolic
form, write an algebraic expression from a verbal description, and evaluate
expressions given values of the variables.
Write equations and inequalities with one or two variables to represent
mathematical or applied situations, and solve.
Explain why the multiplicative inverse of a number has the same sign as the
number, while the additive inverse of a number has the opposite sign.
Solve an equation involving several variables (with numerical or letter
coefficients) for a designated variable. Justify steps in the solution.
Gradeboo
k
Required District Common Assessment
• Beginning of Semester Common Summative Assessment – Pre Test
Teacher Given and Graded Assessments (Required) *These assessments are Preloaded and found in the M: drive Alg. I
folder. They are graded and recorder in the appropriate field on the e-gradebook.
• Pre Algebra and Basic Equations Assessment (from supplemental resources) **
Other Assessment Opportunities
• Formative Assessments at teachers’ discretion
• Teacher – Made quizzes, projects, activities
Appendix: B – METS Checklists
Michigan Educational Technology Standards (METS) - K-8 Checklist by Grade Levels
O = Teacher Observation
P = Portfolio Evidence
A = Formal Assessment
C = Technology Literacy Class
Grades K through 2 – Technology Standards and Expectations – (by the end of Grade 2)
1. Basic Operations and Concepts.
a. Students demonstrate a sound understanding of the nature and operation of technology systems.
Students understand that people use many types of technologies in their daily lives (e.g., computers, cameras, audio/video
players, phones, televisions).
Students identify common uses of technology found in daily life.
Students recognize, name, and label the major hardware components in a computer system (e.g., computer, monitor, keyboard,
mouse, and printer).
Students identify the functions of the major hardware components in a computer system.
Students discuss the basic care of computer hardware and various media types (e.g., diskettes, CDs, DVDs, videotapes).
Students proofread and edit their writing using appropriate resources including dictionaries and a class developed checklist both
individually and as a group.
b. Students are proficient in the use of technology.
Students use various age-appropriate technologies for gathering information (e.g., dictionaries, encyclopedias, audio/video
players, phones, web resources).
Students use a variety of age-appropriate technologies for sharing information (e.g., drawing a picture, writing a story).
Students recognize the functions of basic file menu commands (e.g., new, open, close, save, print).
2. Social, ethical, and human issues.
a. Students understand the ethical, cultural, and societal issues related to technology.
Students identify common uses of information and communication technologies.
Students discuss advantages and disadvantages of using technology.
b. Students practice responsible use of technology systems, information, and software.
Students recognize that using a password helps protect the privacy of information.
Students discuss scenarios describing acceptable and unacceptable uses of age-appropriate technology (e.g., computers,
phones, 911, internet, email) at home or at school.
Students discuss the consequences of irresponsible uses of technology resources at home or at school.
c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal
pursuits, and productivity.
Students understand that technology is a tool to help them complete a task.
Students understand that technology is a source of information, learning and entertainment.
Students can identify places in the community where one can access technology.
3. Technology productivity tools.
a. Students use technology tools to enhance learning, increase productivity, and promote creativity.
K 1 2
K 1
2
K 1 2
K 1 2
K 1 2
K 1 2
Page 77
Students know how to use a variety of productivity software (e.g., word processors, drawing tools, presentation software) to
convey ideas and illustrate concepts.
Students will be able to recognize the best type of productivity software to use for a certain age-appropriate tasks (e.g., wordprocessing, drawing, web browsing).
b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and
produce other creative works.
Students are aware of how to work with others when using technology tools (e.g., word processors, drawing tools, presentation
software) to convey ideas or illustrate simple concepts relating to a specified project.
K 1 2
Page 78
Michigan Educational Technology Standards (METS) – K – 2nd Checklist
4. Technology communications tools
a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students will identify procedures for safely using basic telecommunication tools (e.g., e-mail, phones) with assistance from
teachers, parents, or student partners.
b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Students know how to use age-appropriate media (e.g., presentation software, newsletters, word processors) to communicate
ideas to classmates, families, and others.
Students will know how to select media formats (e.g., text, graphics, photos, video), with assistance from teachers, parents, or
student partners, to communicate and share ideas with classmates, families, and others.
5. Technology research tools
a. Students use technology to locate, evaluate, and collect information from a variety of sources.
Students know how to recognize the Web browser and associate it with accessing resources on the internet.
Students will use a variety of technology resources (e.g., CD-ROMs, DVDs, search engines, websites) to locate or collect.
b. Students use technology tools to process data and report results.
Students will interpret simple information from existing age-appropriate electronic databases (e.g., dictionaries, encyclopedias,
spreadsheets) with assistance from teachers, parents, or student partners.
c. Students evaluate and select new information resources and technological innovations based on the appropriateness to
specific tasks.
Students can provide a rationale for choosing one type of technology over another for completing a specific task.
6. Technology problem-solving and decision-making tools
a. Students use technology resources for solving problems and making informed decisions.
Students discuss how to use technology resources (e.g., dictionaries, encyclopedias, search engines, websites) to solve ageappropriate problems.
b. Students employ technology in the development of strategies for solving problems in the real world.
K 1 2
K 1 2
K 1 2
K 1 2
K 1 2
K 1 2
K 1 2
Students identify ways that technology has been used to address real-world problems (personal or community).
Page 79
Michigan Educational Technology Standards (METS) - 3rd to 5th Checklist
Grades Three through Five – Technology Standards and Expectations – (by the end of Grade 5)
3 4 5
Students discuss ways technology has changed life at school and at home.
Students discuss ways technology has changed business and government over the years.
Students recognize and discuss the need for security applications (e.g., virus detection, spam defense, popup
blockers, firewalls) to help protect information and to keep the system functioning properly.
3 4 5
Students know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras,
video projectors).
Students know proper keyboarding positions and touch-typing techniques.
Students manage and maintain files on a hard drive or the network.
Students demonstrate proper care in the use of hardware, software, peripherals, and storage media.
Students know how to exchange files with other students using technology (e.g., e-mail attachments, network file
sharing, diskettes, flash drives).
Students identify which types of software can be used most effectively for different types of data, for different
information needs, or for conveying results to different audiences.
Students identify search strategies for locating needed information on the internet.
Students proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check,
grammar references, writing references) and grade level appropriate checklists both individually and in groups.
3 4 5
Students identify cultural and societal issues relating to technology.
Students discuss how information and communication technology supports collaboration, productivity, and
lifelong learning.
Students discuss how various assistive technologies can benefit individuals with disabilities.
Students discuss the accuracy, relevance, appropriateness, and bias of electronic information sources.
3 4 5
Students discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital
cameras, cell-phones, PDAs, wireless connectivity) and describe consequences of inappropriate use.
Students discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright,
privacy, file sharing, spam, viruses, plagiarism) and related laws.
Page 80
Students use age-appropriate citing of sources for electronic reports.
Students identify appropriate kinds of information that should be shared in public chat rooms.
Students identify safety precautions that should be taken while on-line.
Page 81
Michigan Educational Technology Standards (METS) – 3rd to 5th Checklist
2c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal
3
4 5
Students explore various technology resources that could assist them in pursuing personal goals.
Students identify
technology resources and describe how those resources improve the ability to communicate, increase productivity, or
help them achieve personal goals.
3 4 5
Students know how to use menu options in applications to print, format, add multimedia features; open, save,
manage files; and use various grammar tools (e.g., dictionary, thesaurus, spell-checker).
Students know how to insert various objects (e.g., photos, graphics, sound, video) into word processing XX
documents, presentations, or web documents.
Students use a variety of technology tools and applications to promote [their] creativity.
Students understand that existing (and future) technologies are the result of human creativity.
3 4 5
Students collaborate with classmates using a variety of technology tools to plan, organize, and create a group
project.
3 4 5
Students use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing)
for collaborative projects with other students.
3 4 5
Students use a variety of media and formats to create and edit products (e.g., presentations, newsletters,
brochures, web pages) to communicate information and ideas to various audiences.
Students identify how different forms of media and formats may be used to share similar information, depending
on the intended audience (e.g., presentations for classmates, newsletters for parents).
3 4 5
Students use Web search engines and built-in search functions of other various resources to locate information.
Students describe basic guidelines for determining the validity of information accessed from various sources
(e.g., web site, dictionary, on-line newspaper, CD-ROM).
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3 4 5
Students know how to independently use existing databases (e.g., library catalogs, electronic dictionaries,
encyclopedias) to locate, sort, and interpret information on an assigned topic.
Students perform simple queries on existing databases and report results on an assigned topic.
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Michigan Educational Technology Standards (METS) – 3rd to 5th Checklist
5c. Students evaluate and select new information resources and technological innovations based on the appropriateness to
specific tasks.
3 4 5
Students identify appropriate technology tools and resources by evaluating the accuracy, appropriateness, and
bias of the resource.
Students compare and contrast the functions and capabilities of the word processor, database, and spreadsheet
for gathering data, processing data, performing calculations, and reporting results.
3 4 5
Students use technology resources to access information that can assist [them] in making informed decisions
about everyday matters (e.g., which movie to see, which product to purchase).
3 4 5
Students use information and communication technology tools (e.g., calculators, probes, videos, DVDs,
educational software) to collect, organize, and evaluate information to assist with solving real-life problems (personal or
community).
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Michigan Educational Technology Standards (METS) - 6th to 8th Checklist
Grades Six through Eight – Technology Standards and Expectations – (by the end of Grade 8)
6 7 8
Students understand that new technology tools can be developed to do what could not be done without the use
of technology.
Students describe strategies for identifying, and preventing routine hardware and software problems that may
occur during everyday technology use.
Students identify changes in hardware and software systems over time and discuss how these changes affected
various groups (e.g., individual users, education, government, and businesses).
Students discuss common hardware and software difficulties and identify strategies for trouble-shooting and
problem solving.
Students identify characteristics that suggest that the computer system hardware or software might need to be
upgraded.
6 7 8
Students use proper keyboarding posture, finger positions, and touch-typing techniques to improve accuracy,
speed, and general efficiency in operating a computer.
Students use accurate technology terminology.
Students use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize
the accuracy of technology-produced products.
Students identify a variety of information storage devices (e.g., floppies, CDs, DVDs, flash drives, tapes) and
provide a rationale for using a certain device for a specific purpose.
Students identify technology resources that assist with various consumer related activities (e.g., budgets,
purchases, banking transactions, product descriptions).
Students can identify appropriate file formats for a variety of applications.
Students can use basic utility programs or built-in application functions to convert file formats.
Students proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check,
grammar references, writing references) and grade level appropriate checklists both individually and in groups.
6 7 8
Students understand the potential risks and dangers associated with on-line communications.
Students identify security issues related to e-commerce.
Students describe possible consequences and costs related to unethical use of information and communication
technologies.
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Students discuss the societal impact of technology in the future.
6 7 8
Students provide accurate citations when referencing information from outside sources in electronic reports.
Students discuss issues related to acceptable and responsible use of technology (e.g., privacy, security,
copyright, plagiarism, spam, viruses, file-sharing).
2c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal
6 7 8
Students use technology to identify and explore various occupations or careers.
Students discuss uses of technology (present and future) to support personal pursuits and lifelong learning.
Students identify uses of technology to support communication with peers, family, or school personnel.
6 7 8
Students apply common software features (e.g., thesaurus, formulas, charts, graphics, sounds) to enhance
communication and to support creativity.
Students use a variety of resources, including the internet, to increase learning and productivity.
Students explore basic applications that promote creativity (e.g., graphics, presentation, photo-editing,
programming, video-editing).
Students use available utilities for editing pictures, images, or charts.
6 7 8
Students use collaborative tools to design, develop, and enhance materials, publications, or presentations.
6 7 8
Students use a variety of telecommunication tools (e.g., e-mail, discussion groups, IM, chat rooms, blogs, videoconferences, web conferences) or other online resources to collaborate interactively with peers, experts, and other
audiences.
6 7 8
Students create a project (e.g., presentation, web page, newsletter, information brochure) using a variety of
media and formats (e.g., graphs, charts, audio, graphics, video) to present content information to an audience.
6 7 8
Students use a variety of Web search engines to locate information.
Students evaluate information from various online resources for accuracy, bias, appropriateness, and
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comprehensiveness.
Students can identify types of internet sites based on their domain names (e.g., edu, com, org, gov, au).
6 7 8
Students know how to create and populate a database.
Students can perform queries on existing databases.
Students know how to create and modify a simple database report.
specific tasks.
6 7 8
Students evaluate new technology tools and resources and determine the most appropriate tool to use for
accomplishing a specific task.
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Michigan Educational Technology Standards (METS) – 6th to 8th Checklist
6 7 8
Students use database or spreadsheet information to make predictions, develop strategies, and evaluate
decisions to assist them with solving a basic problem.
6 7 8
Students describe the information and communication technology tools to use for collecting information from
different sources, analyze their findings, and draw conclusions for addressing real-world problems.
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Grades Nine through Twelve – Technology Standards and Expectations – (by the end of Grade 12)
1. Basic Operations and Concepts
9
10
11
12
Students discuss emerging technology resources (e.g., podcasting, webcasting, compressed video
delivery, online file sharing, graphing calculators, global positioning software).
Students identify the capabilities and limitations of emerging communication resources.
Students understand the importance of both the predictable and unpredictable impacts of technology.
Students identify changes in hardware and software systems over time and
discuss how these changes might affect them personally in their role as a lifelong learner.
Students understand the purpose, scope, and use of assistive technology.
Students understand that access to online learning increases educational and
workplace opportunities.
9
10
11
12
Students will be provided with the opportunity to learn in a virtual environment as a strategy to
build 21st century learning skills.
Students understand the relationship between electronic resources, infrastructure, and
connectivity.
Students will routinely apply touch-typing techniques with advanced accuracy, speed, and
efficiency.
Students assess and solve hardware and software problems by using online help or other user
documentation and support.
Students identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav).
Students demonstrate how to import/export text, graphics, or audio files.
Students proofread and edit a document using an application’s spelling and grammar checking
functions.
2. Social, ethical, and human issues
9
10
11
12
Students identify legal and ethical issues related to use of information and communication
technology.
Students analyze current trends in information and communication technology and assess the
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potential of emerging technologies for ethical and unethical uses.
Students discuss possible long-range effects of unethical uses of technology (e.g., virus
spreading, file pirating, hacking) on cultures and society.
Students discuss the possible consequences and costs of unethical uses of information and
computer technology.
2. Social, ethical, and human issues
9
10
11
12
9
10
11
12
9
10
11
12
Students identify ways that individuals can protect their technology systems from unethical or
unscrupulous users.
Students demonstrate the ethical use of technology as a digital citizen and lifelong learner.
Students explain the differences between freeware, shareware, and commercial software.
Students adhere to fair use and copyright guidelines.
Students create appropriate citations for resources when presenting research findings.
Students adhere to the district acceptable use policy as well as state and federal laws.
c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal
Students explore career opportunities and identify their related technology skill requirements.
Students design and implement a personal learning plan that includes technology to support
his/her lifelong learning goals.
3. Technology productivity tools
Students complete at least one online credit, or non-credit, course or online learning experience.
Students use technology tools for managing and communicating personal information (e.g.,
finances, contact information, schedules, purchases, correspondence).
Students have access to and utilize assistive technology tools.
Students apply advanced software features such as an application’s built-in thesaurus, templates,
and styles to improve the appearance of word processing documents, spreadsheets, and
presentations.
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Students use an online tutorial and discuss the benefits and disadvantages of this method of
learning.
Students develop a document or file for inclusion into a web site or web page.
Students use a variety of applications to plan, create, and edit a multimedia product (e.g., model,
webcast, presentation, publication, or other creative work).
Students have the opportunity to participate in real-life experiences associated with technologyrelated careers.
9
10
11
12
Students identify technology tools (e.g., authoring tools or other hardware and software resources)
that could be used to create a group project.
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9
10
11
12
9
10
11
12
Students use a variety of media and formats to design, develop, publish, and present products
(e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences.
9
10
11
12
9
10
11
12
9
10
11
12
9
10
11
12
Students identify and describe various telecommunications or online technologies (e.g., desktop
conferencing, listservs, blogs, virtual reality).
Students use available technologies (e.g., desktop conferencing, e-mail, groupware, instantmessaging) to communicate with others on a class assignment or project.
Students collaborate in content-related projects that integrate a variety of media (e.g., print, audio,
video, graphic, simulations, and models) with presentation, word processing, publishing, database,
graphics design, or spreadsheet applications.
Students plan and implement a collaborative project using telecommunications tools (e.g.,
groupware, interactive web sites, videoconferencing).
Students compare, evaluate, and select appropriate internet search engines to locate information.
Students determine if online sources are authoritative, valid, reliable, relevant, and comprehensive.
Students distinguish between fact, opinion, point of view, and inference.
Students evaluate resources for stereotyping, prejudice, and misrepresentation.
Students formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for
information located on the internet to present research findings.
specific tasks.
Students develop a plan to gather information using various research strategies (e.g., interviews,
questionnaires, experiments, online surveys).
Students use a variety of technology resources (e.g., educational software, simulations, models)
for problem solving and independent learning.
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Students describe the possible integration of two or more information and communication
technology tools or resources to collaborate with peers, community members, and field experts.
9
10
11
12
Students formulate a research question or hypothesis, then use appropriate information and
communication technology resources to collect relevant information, analyze the findings, and report the
results to multiple audiences.
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Appendix: C – Screen Shot of Moodle Biology Course
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GRPS Technology Plan - Grand Rapids Public Schools

Transcription

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