Instructional Technology Plan July 2012 – June 2015

Grand Rapids Public Schools - Instructional Technology Plan

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

http://grps.org/

http://grps.org/mis


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 beexpected to use PowerSchool for all student related information including but notlimited to; demographic data, enrollments, attendance, grade book andscheduling.

2. By August 2013, all ancillary systems (transportation, food service, studentelectronic messaging, web 2.0 applications, data warehouse, telephone &voicemail, on-line course management systems, assessment systems, parentnotification systems, etc.) will be integrated with the following directory systems:student information, network directory, & human resources. The integration willallow for periodic synchronization of account information at the low end andLDAP or similar secure lookup of user names, passwords, & all relevantcredentials at the high end.

3. Ongoing, provide an average of 24 hour response time to customer problemsreported to the helpdesk for the period October 1st through July 31st. Responsetime is measured as the time elapsed from when the customer contacts thehelpdesk 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 duringthe relevant peak use window - 7:30 a.m. to 4:30 p.m. for 261 work days peryear. This equates to 2.349 hours or 2 hours, 21 minutes of downtime annuallyduring the peak use window.

5. By August 2013, provide a unified in-box for voicemail, e-mail and faxes for allGrand Rapids Public Schools instructional and administrative staff.

6. By August 2013, develop a comprehensive technology obsolescence plan. Theplan will include a schedule, with costs, for the replacement of end userworkstations, software, servers, and network equipment.

7. By August 2014, move ten or more key processes from paper to an electronicformat. Likely examples include paycheck stubs for direct deposit employees,purchase requisitions, staff address and emergency contact information, federal

http://grpublicschools.org/mis


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 professionaldevelopment program embedding instructional technology integration into thecontent will be implemented at 100%.

2. Ongoing, all staff will have access to just-in-time differentiated professionaldevelopment through the Video on Demand (VOD) System and othertechnology-based medium.

3. Ongoing, a centralized, web-based database, (Curriculum Crafter) provided bythe ISD, of information, academic best practices, and tools and resources will beavailable to improve efficiency and effectiveness in teaching and learning.Teaching staff will be able to access the resources via the internet at any time inthis database. Curriculum head staff will be able to maintain and update theinformation at any time.

4. By the end of the 2012-2013 school year, a comprehensive ProfessionalDevelopment Management System will be implemented to help staff track andreport 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 acomponent of all subject area and grade level professional development in thedistrict.

6. Ongoing, Technology professional development will be required of all buildingand district level leadership to support their work as instructional technologyleaders.

7. By the end of the 2012-2013 school year, a technology needs and competencyassessment will be implemented to gather information on an annual basis.Technology professional development will be based on the results of thisinstrument.

Technology Integration into Curriculum and Instruction

1. Ongoing, all secondary students will utilize technology as a learning tool for 15school hours per week and all elementary students will utilize technology as alearning 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 amongststaff to foster continuous learning. By the school year 2012-2013, establishcommunities 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. By the end of grade 5 students will: ·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 anddisadvantages those uses provide.

·Discuss basic issues related to responsible use of technology and information anddescribe 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, digitalcameras, 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 problem-solving 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 extendedlearning activities.

·Determine when technology is useful and select the appropriate tool(s) and technologyresources to address a variety of tasks and problems.

·Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias ofelectronic information sources.

By the end of grade 8 students will:

·Apply strategies for identifying and solving routine hardware and software problemsthat occur during everyday use.

·Demonstrate knowledge of current changes in information technologies and the effectthose changes have on the workplace and society.

·Exhibit legal and ethical behaviors when using information and technology, and discussconsequences 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. By the end of grade 12 students will: ·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-relatedknowledge 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

http://www.michigan.gov/documents/METS_K-2_129581_7.pdf

http://www.michigan.gov/documents/METS_3-5_129585_7.pdf

http://www.michigan.gov/documents/METS_6-8_129586_7.pdf

http://www.michigan.gov/documents/9-12_150927_7.pdf

Grand Rapids Public Schools - Instructional Technology Plan Page 17

Examples of Technology Integration in Content Areas:

Elementary Grades - Examples of Possible Integration in All Content Areas

English Language Arts Mathematics Social Studies Science World Languages • Use word processing for

final copies of majorwriting pieces

• Use database andtelecommunications forresearch andcommunication

• Organize, track,investigate andcommunicate progress inreading using databasesand spreadsheets (allowsstudents to track their ownprogress and set goals)

• Intervention, remediationand reinforcement of skills

• Create multimedia reportsand presentations

• Use desktop publishing forreports and otherpublished materials(informational genrepieces per grade level)

• Use digital photographyto support writing projectsand presentations

• Use instructionalresources on videotape,videodisk, DVD andinstructional television(allows students to buildbackground knowledge incontent)

• Use database andspreadsheets in research

• Intervention, remediationand reinforcement of skills

• Simulation software forproblem solving.

• Logic problems forproblem solving.

• Create graphs to displaydata

• Use instructionalresources on videotape,instructional television andon the world wide web

• Use multimediaencyclopedias and otheronline resources tosupport mapping activities

• Use word processing,desktop publishing andmultimedia productionsoftware asdevelopmentallyappropriate for reports

• Use databases andspreadsheets to collectdata and create graphs.

• Virtual field trips• Use multimedia

presentation software toproduce reports. (This willallow students to shareideas in currentapplications)

• Create timelines forevents past, present andfuture

• Create multimedia reportsand productions

• Virtual field trips(This willallow students toexperience alternativelocations to normalexperiences)

• Use databases and onlineresources for research. (Thiswill allow students to gathermore evidence forexplanations)

• Use spreadsheets to graphdata. (This will allow studentsto examine data in differentformats to find trends andpatterns)

• Use of appropriate hardwareto capture images and sound.(This will allow students toreview observations so theyhave more time to processthem)

• Use multimedia presentationsoftware to produce reports.(This will allow students toshare ideas in currentapplications)

• Use computer-basedlaboratories for datacollection and analysis. (Thiswill allow students to gathermore evidence forexplanations)

• Use instructional resourceson videotape, videodisc,DVD, and instructionaltelevision. (This will allowstudents to gather moreevidence for explanations)

• Virtual field trips(This willallow students to experiencealternative locations tonormal experiences)

• Use the languagecapabilities of wordprocessing and onlineresources to supportlanguage instruction.

• Use digitized voice forintroduction to languagesand languagedevelopment.


Arts Music Physical Education Special Education Media Centers • Use computer drawing

programs for creativeexpression.

• Use multimedia productionfor digital portfolios.

• Use digital photographyand video and editingproducts for projects.

• Use animation software• Use online resources and

multimedia encyclopediafor art history andappreciation

• Use online resources andCDs for audio resources

• Creative music expressionusing multimedia tools andresources.

• Use computer-basedresources and onlineresources for research inhealth and physicaleducation.

• Use spreadsheets tocollect health related data,sports, data, etc., and thengraph it.

• Use instructionalresources on videotape,videodisk, andinstructional television.

• Use Computer AssistedInstructional software forinstruction, intervention andremediation.

• Use assistive peripherals andsoftware for special needs.

• Access supplementalinstructional materials via theinternet.

• Use developmentallyappropriate hardware andsoftware to supportinstruction

• Integrate software for generaluse that includes featuresthat can meet the needs ofstudents with disabilities (ie:text to speech, screenenlargement, etc)

• Embed technology intolesson planning

• Use technology resources tosupport Standards basedinstruction

• Use web-based programs toplan and deliver instruction

• Use E-IEP forms• Ensure students have the

opportunity to use technologyincluded in their IEPs

• Use technology tools orcomputer software to allowstudents to access content inmultiple ways

• Ensure that access tocurriculum text in audio-format is available

• use adaptive devices: PDA,AlphaSmart, synthesizers

• use concept mappingtechniques/software(Inspiration-Piko Map)

• Use computerized cardcatalogs.

• Use databases on CD• Multiple computer stations

for student and teacheruse.

• Telecommunications,including satellitetelevision and local andworld-wide resources forresearch.


Grades 6-8 Examples of Possible Integration in all Content Areas

English Language Arts Mathematics Social Studies Science Arts • 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 telecommunications for 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

• Use instructional resources on videotape, videodisk, DVD and instructional television (allows students to build background knowledge in content)

Use digital video and photography for projects and presentations

• 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 resources on videotape, videodisc and instructional television

• use concept mapping techniques/software

• use telecommunications to access online resources

• create multimedia projects with graphics, text sound and video

• utilize databases on compact disk

• create simulations • use spreadsheets to graph

statistics • use concept mapping

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

• 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 presentation software to produce reports (This will allow students to share ideas in current applications)

• use of appropriate hardware to capture images and sound (This will allow students to review observations so they have more time to process them)

• desktop publishing of documents, (This will allow students to share ideas in current applications)

• use simulation software for problem solving (This will allow students to gather more evidence for explanations)

• use instructional resources on videotape,

• 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 CD-ROM.

• create animations • utilize database and

telecommunications for research

• Take virtual field trips to famous museums


• Teachers and studentsuse appropriate media toparticipate in and maintainan online learningenvironment wherehistorical problems orissues are explained,debated, discussed andanalyzed

• Students use appropriatemedia to reflect on whatthey are doing in historyand communicate theirwork to others

• Students use appropriatemedia conduct historicalanalysis, persuasion anduse of evidence inreasoning, writing, andtalking about history

• Teachers use multipleforms of formal andinformal, summative andformative assessments toguide instruction

videodisc, DVD, and instructional television (This will allow students to gather more evidence for explanations)

• use concept mappingtechniques/software (Thiswill allow students toshare ideas in currentapplications)


Music Physical Education Life Skills World Languages Special Education • utilize database and


• use compact disks on musical classics with

• analysis and history of writing

• create music • develop music library

• assess caloric analysis for physical fitness.

• create a database for tracking of sports

• statistics • use computer interfaces to

measure pulse • in training • utilize database and


• Utilize internet resources to enhance curriculum

• utilize database and telecommunications for research

• create spreadsheets to graph and analyze nutrients in different food groups

• 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

• 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 audio-format is available

• use adaptive devices: PDA, AlphaSmart, synthesizers

• use concept mapping techniques/software (Inspiration-Piko Map)


Design Technology Media Centers

• utilize principles of technology.

• use Computer Aided Design (CAD).

• access computerized diagnostic devices.

• create multimedia projects with graphics, text sound and video

• create spreadsheets to graph and analyze data

• use curriculum enhancement from the internet extension activities

• use a computerized card catalog

• access multiple databases on compact/video disk

• utilize a telecommunications lab or work stations for research and internet instruction


Grades 9-12 Examples of Possible Integration in all Content Areas English Language Arts Mathematics Social Studies Science World Languages

• Advanced coursesthrough Michigan VirtualHS (allows students tolearn material in anothermodality)

• Use word processing ordesktop publishing formajor writing assignments

• Use databases and onlineresources for researchpapers

• Use graphical organizersoftware to assist writingprocess (students will beable to plan major writingpieces)

• Use multimedia authoringsoftware for projects

• Use digital photos toenhance major writingassignments

• Use digital video forprojects and presentations

• Use presentation softwareto enhance publicspeaking andpresentations

• Use instructionalresources on videotape,videodisk, DVD andinstructional television(allows students to buildbackground knowledge incontent)

• Advanced coursesthrough Michigan VirtualHS

• Use spreadsheets tosupport problem solving

• Use graphing calculatorsin appropriate classes

• Use instructionalresources on videotape,videodisk, DVD andinstructional television


• Use word processing ordesktop publishing forwriting assignments andprojects

• Use online resources toenhance the learningenvironment

• Use multimediapresentations to supportwritten reports

• Use spreadsheets tocollect data and graph it


• Teachers utilize varioustechnology basedinstructional approachesto teach historicalconcepts, processes, andhabits of thinking throughstructured long-terminquiries, direct instruction,modeling, differentiatedcoaching, scaffoldedactivities, and independentpractice.

• Utilize electronic andonline map resources tostudy the four domains ofsocial studies (Civics,Economics, Geography,History)

• Students create

• Use databases and onlineresources for research(This will allow students togather more evidence forexplanations)

• Use spreadsheets,graphical analysissoftware and graphingcalculators to analyze andgraph data (This will allowstudents to examine datain different formats to findtrends and patterns)

• Use probe-ware andinterfaces for remote datacollection (This will allowstudents to gather moreevidence for explanations)

• Use multimediapresentation software toproduce reports (This willallow students to shareideas in currentapplications)

• Use of appropriatehardware to captureimages and sound (Thiswill allow students toreview observations sothey have more time toprocess them)

• Use word processing anddesktop publishing toproduce reports (This willallow students to shareideas in currentapplications)

• Use multimedia authoring



• Use the languagecapabilities of wordprocessing to createdocuments in languagesother than English

• Use digitized voice toenhance languagelearning

• Use online resources forresearch projects


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 will allow students to gather more evidence for explanations)

• Use instructional resources on videotape, videodisk, DVD and instructional television (This will allow students to gather more evidence for explanations)


Arts Music Physical Education Technology Education Design Technology • Use computerized design

applications to create projects

• Use virtual tours to visit museums in support of art appreciation and art history

• Use digital photography and enhancement software

• Use multimedia authoring software to create animated presentations

• Use online resources study historical people and their compositions

• Use computer composition tools to write and record music as well as print scores

• Use spreadsheets for analysis of physical fitness attributes, sports statistics

• Use online resources to support study of anatomy and physiology

• 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

• Use computer assisted drawing packages (CAD/CAM) for drafting, design, robotics

• Use multimedia design applications to create media publications


Special Education Media Centers • Use developmentally

appropriate hardware andsoftware to supportinstruction

• Integrate software forgeneral use that includesfeatures that can meet theneeds of students withdisabilities (ie: text tospeech, screenenlargement, etc)

• Embed technology intolesson planning

• Use technology resourcesto support Standardsbased instruction

• Use web-based programsto plan and deliverinstruction

• Use E-IEP forms• Ensure students have the

opportunity to usetechnology included intheir IEPs

• Use technology tools orcomputer software toallow students to accesscontent in multiple ways

• Ensure that access tocurriculum text in audio-format is available

• use adaptive devices:PDA, AlphaSmart,synthesizers

• use concept mappingtechniques/software(Inspiration-Piko Map)

• Use computerized cardcatalog

• Use databases and onlineresources for researchprojects

• Multiple computer stationsfor teacher/student use.


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 e-learning. 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 2012 2013 2014 2015 Topic: Infusing Technology into the Curriculum

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

X X X X X X X X X X X X

Post documents on Curriculum Crafter


Continue mapping in Curriculum Crafter


Update Curriculum Crafter as Curriculum is adjusted and modified

X X X X X X X X x X X X


Date 2012 2013 2014 2015 Topic: On-Line Learning Implementation

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

X X X

Teachers participate in on-line learning training

X X X X

Centers of Innovation On-Line Learning Models

X X X

Evaluate at Semester X X X Continue On-line learning


Evaluate at Semester X X X Continue On-line learning


Evaluate On Line Learning Experience

X


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 on-line 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.

http://mistreamnet.org/


Proposed Instructional Model for Technology Based Instruction

Instructional Model Program Examples Target Group Implications for Learning Connection to POLs

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.

Online courses developed by staff using curriculum resources Michigan Virtual High School E2020

Students seeking courses that may not be offered Students on long term suspensions Students who learn well working independently and have strong problem-solving skills Specialized programs

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.

Teachers may require professional development for managing content and supporting large numbers of students.

Students may need support for learning unfamiliar applications

Clear Expectations

Accountable Talk

Academic Rigor

Self-Management of Learning

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

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


online learning often utilize a course management system (blackboard, moodle) as an extension of the physical classroom. This format leverages the communication benefits of a traditional classroom environment and links it to the power of Internet-based learning tools and resources. Educators utilize this format to expand and reinforce classroom-based instructional activities and to extend learning beyond the classroom walls and the normal school day, including evenings, weekends and scheduled breaks.

Career Tech Ed Use of Elmo, Video on Demand Teacher selected web-based activities Thinkwell History Alive Everyday Math Study Island Gizmos

learning outcome. Teachers/students interested in distance learning Teachers/students that are members of CTE or theme focused programs

development on using formative assessments and formative feedback systems in both the traditional and online formats. (Fair/Credible Evaluations)

Students will need support with managing their own learning (Socializing Intelligence)

Academic Rigor

Fair/Credible Evals

Socializing Intelligence

Learning as Apprenticeship

Instructional Model Program Examples Target Group Implications for Learning Connection to POLs

Teacher-Facilitated: Teacher-facilitated 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

Keyboarding

Ellis Lab

Online Assessment Prep Classes

Rosetta Stone

Saturday School

Independent Study Groups

AP or Gifted Programs

Independent Learners

Skilled users of technology tools (emails, blogs, Wikipedia, texting,)

Teachers providing the facilitation must know the subject matter well in order to provide content-related instructional assistance to students.

Teachers will need professional development for coaching in a virtual classroom.



Academic Rigor


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 “self-paced” online learning experiences. and Self-paced online courses and activities are often shorter in duration than semester-length 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 self-initiative and require little guidance, motivation and direction.

Students who have extreme behaviors and need low stimuli for a designated period of time.

Students in temporary placement programs or long term suspension

Students needing

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.




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 theinstructor 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


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 isa 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


• 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


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.


Examples of Instructional Technology Labs:

Computer Lab I

Monday Tuesday Wednesday Thursday Product: To be determined

Implementation Model: 100% Virtual

Subject(s): Algebra I (a.m.) & English 9 (p.m.)

No. ofStudents Monday Tuesday Wednesday Thursday Staff Hours

8:00 AM 30 Algebra I; 100% Virtual Model Teacher

Facilitator w/ Math Cert. (+

Tutor)

4:00 9:00 AM

10:00 AM 30 Algebra I; 100% Virtual Model

11:00 AM 12:00 PM Lunch Break 1:00 PM

30 English 9; 100% Virtual Model Teacher Facilitator w/ English Cert

(+ Tutor)

4:00 2:00 PM 3:00 PM

30 English 9; 100% Virtual Model 4:00 PM 5:00 PM 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.


Computer Lab II Monday Tuesday Wednesday Thursday

Product: To be determined Implementation

Model: 100% Virtual

Subject(s): All Mathematics Monday Tuesday Wednesday Thursday Staff Hours


Teacher Facilitator w/ Math Cert. (+

Tutor)

4:00 9:00 AM



30 All Other Math (excluding Algebra I); 100% Virtual Model

Teacher Facilitator w/ Math Cert. (+

Tutor)

4:00 2:00 PM 3:00 PM

30 All Other Math (excluding Algebra I); 100% Virtual Model

4:00 PM 5:00 PM Computer Lab I Closes at 5:00 p.m.

Student attendance is required each day (M-Th) for 2 hours.


Computer Lab III

Monday Tuesday Wednesday Thursday Product: To be determined

Implementation Model: 100% Virtual

Subject(s): All Science, All Social Science, All English (excluding English 9)

Monday Tuesday Wednesday Thursday Staff Hours 8:00 AM

30 All Science; 100% Virtual Model Teacher Facilitator w/

Science Cert. (+ Tutor)

4:00 9:00 AM

10:00 AM 30 All Science; 100% Virtual Model


30 All Social Science and All English (excluding English 9);100% Virtual Model

Teacher Facilitator w/

Engl or SS Cert. (+ Tutor)

4:00 2:00 PM 3:00 PM

30 All Social Science and All English (excluding English 9);100% Virtual Model 4:00 PM

5:00 PM Computer Lab I Closes at 5:00 p.m. Student attendance is required each day (M-Th) for 2 hours.


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 webpageto allow students and parents of students to get information on theprogram 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.5-13-08.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.

http://www.michigan.gov/documents/mde/EducTech_NP_SBEApprvl.5-13-08.A_236954_7.doc

http://www.michigan.gov/documents/mde/EducTech_NP_SBEApprvl.5-13-08.A_236954_7.doc


· Facilitating, integrating and directing district-wide programs identified by thesites and departments.

· Coordinating district resources.

· Promoting training policies and practices that promote learning and employeedevelopment.

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. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each ceiling mounted projector. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each wireless access point. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each classroom Video on Demand Set Top Box codec. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each IP phone. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each teacher technology system control PC. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire 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. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each video surveillance DVR. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each hallway LCD information display. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each hallway LCD information display PC. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each energy management device. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each Uninterruptible Power Supply. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each Analog Telephone Adapter. # Two SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drops at each electrical generator. # Two SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drops at each automatic transfer switch. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each lighting control system. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each intercom telephone system. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each power distribution unit. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each server. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each voice gateway. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each router. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each video encoder. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each key lock box. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each security card access system. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each security alarm system. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each video conferencing codec. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each wireless LAN controller. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each time and attendance device. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each outdoor sign.


# One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each solar energy controller. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each wind energy controller. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each DSL and/or Cable Internet gateway. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each networked printer. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire network drop at each building automation device. # One SYSTIMAX SCS GigaSPEED XL 2071 Plenum twisted pair wire 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 district-wide. 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 2013-2014 2014-2015 Salaries and Benefits $2,278,794.00 $2,278,794.00 $2,278794.00 (District Level Support Staff) Technology Hardware (computers and peripherals) $226,000.00 $226,000.00 $226,000.00 and network electronics costs (infrastructure: switches, fiber, cabling) Telecommunication Services Local Service - $182,000.00 $182,000.00 $182,000.00 Long Distance - $9,600.00 $9,600.00 $9,600.00 Cellular - $15,000.00 $15,000.00 $15,000.00 Pagers - $7,000.00 $7,000.00 $7,000.00 Wide Area Network - $460,000.00 $460,000.00 $460,000.00 Internet Service - $100,000.00 $100,000.00 $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 $170,000.00 $170,000.00 $170,000.00 curriculum support (supplies/materials, fees, services) Professional Development $12,000.00 $12,000.00 $12,000.00 Grand Total of all Costs $3,760,394.00 $3,760,394.00 $3,760,394.00


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.

Category: Technology for School Administrative Support

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.




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.



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.



By August 2013, provide a unified in-box for voicemail, e-mail and faxes for all GRPS instructional and administrative staff.



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.




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.



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


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.

Twice a year Professional Development Coordinator and Instructional Technology Specialist and Trainer



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.



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.



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.



By the end of the 2014-2015 school year, Technology professional development will be required of all building and district level leadership to support their work as instructional technology leaders.




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.



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.

Annually Curriculum Heads and Instructional Technology Specialist and Trainer


By January 2014, at least 50% 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.

Annually Curriculum Heads and Instructional Technology Specialist and Trainer



Section 16 – Acceptable Use Policy Rules #6163

CIPA Compliance Grand Rapids Public Schools has an Acceptable Use Policy for the Internet and District-Wide 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 Date Parent/Guardian Name (Printed) 09/02/97


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: 10/06/97 Policy Revised: 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

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+ Exemplary Level of Performance

93 –100 A Outstanding level of performance

90 – 92 A-

87 – 89 B+

High level of performance 83 – 86 B

80 – 82 B-

77 – 79 C+

Acceptable level of performance 73 – 76 C

70 – 72 C-

67 – 69 D+

Minimal level of performance 63 – 66 D

60 – 62 D-

http://www.education.ti.com/

http://www.michigan.gov/mde

http://www.internet4classrooms.com/skills_6th_original.htm

http://nlvm.usu.edu/en/nav/vlibrary.html

http://illuminations.nctm.org/

http://www.quia.com/shared/math/

http://teacherline.pbs.org/teacherline/resources/math.cfm

http://www.mathforum.org/mathtools

http://www.cimt.plymouth.ac.uk/

http://www.misd.net/Mathematics/default.htm

http://www.allkindsofminds.org/


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.

Essential Questions: π How are addition and subtraction related? π How are multiplication and division related? π What does the solution of an equation represent? π What types of real world problems involve equations?

Main Topics

π Order of Operations π Add and subtract rationals π Properties π Variable Expressions π Expressions with word problems π Evaluate Expressions

π Simplifying Expressions π Solving Equations – one step π Solving Equations – two step π Solving Equations – multi-step π Solving Equations – literal

Learning Outcomes: ASW L1.1.1 H1.3, H2.3

Know the different properties that hold in different number systems and 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

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.

A1.2.1 H1.2

Write equations and inequalities with one or two variables to represent mathematical or applied situations, and solve.

L1.1.2 H3.1-3.5

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.

A1.2.8 H3.6

Solve an equation involving several variables (with numerical or letter coefficients) for a designated variable. Justify steps in the solution.

Required District Common Assessment • Beginning of Semester Common Summative Assessment – Pre Test

Gradebook


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. K 1 2 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. K 1 2 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.

K 1 2

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. K 1 2 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.

K 1 2 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


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., word-processing, drawing, web browsing).

b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

K 1 2

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.


Michigan Educational Technology Standards (METS) – K – 2nd Checklist O = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class

4. Technology communications tools a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

K 1 2

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. K 1 2 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.

K 1 2

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. K 1 2 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.

K 1 2

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.

K 1 2

Students discuss how to use technology resources (e.g., dictionaries, encyclopedias, search engines, websites) to solve age-appropriate problems.

b. Students employ technology in the development of strategies for solving problems in the real world. K 1 2 Students identify ways that technology has been used to address real-world problems (personal or community).


Michigan Educational Technology Standards (METS) - 3rd to 5th Checklist O = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class

Grades Three through Five – Technology Standards and Expectations – (by the end of Grade 5) 1. Basic Operations and Concepts. a. Students demonstrate a sound understanding of the nature and operation of technology systems.

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.

b. Students are proficient in the use of technology. 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.

2. Social, ethical, and human issues. a. Students understand the ethical, cultural, and societal issues related to technology.

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. b. Students practice responsible use of technology systems, information, and software. 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.


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.


Michigan Educational Technology Standards (METS) – 3rd to 5th Checklist O = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class

Grades Three through Five – Technology Standards and Expectations – (by the end of Grade 5) 2c. Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

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. Technology productivity tools. a. Students use technology tools to enhance learning, increase productivity, and promote creativity.

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. b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

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.

b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 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).


b. Students use technology tools to process data and report results. 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.


Michigan Educational Technology Standards (METS) – 3rd to 5th ChecklistO = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class

Grades Three through Five – Technology Standards and Expectations – (by the end of Grade 5)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. 6. Technology problem-solving and decision-making toolsa. Students use technology resources for solving problems and making informed decisions.

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). b. Students employ technology in the development of strategies for solving problems in the real world. 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).


Michigan Educational Technology Standards (METS) - 6th to 8th Checklist O = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class

Grades Six through Eight – Technology Standards and Expectations – (by the end of Grade 8) 1. Basic Operations and Concepts. a. Students demonstrate a sound understanding of the nature and operation of technology systems. 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.

b. Students are proficient in the use of technology. 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.

2. Social, ethical, and human issues. a. Students understand the ethical, cultural, and societal issues related to technology.

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.


Students discuss the societal impact of technology in the future. b. Students practice responsible use of technology systems, information, and software. 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 pursuits, and productivity.

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. 3. Technology productivity tools. a. Students use technology tools to enhance learning, increase productivity, and promote creativity.

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. b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

6 7 8 Students use collaborative tools to design, develop, and enhance materials, publications, or presentations. 4. Technology communications tools a. Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

6 7 8 Students use a variety of telecommunication tools (e.g., e-mail, discussion groups, IM, chat rooms, blogs, video-conferences, web conferences) or other online resources to collaborate interactively with peers, experts, and other audiences.

b. Students use a variety of media and formats to communicate information and ideas effectively to multiple 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


comprehensiveness. Students can identify types of internet sites based on their domain names (e.g., edu, com, org, gov, au). b. Students use technology tools to process data and report results. 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. c. Students evaluate and select new information resources and technological innovations based on the appropriateness to 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.


Michigan Educational Technology Standards (METS) – 6th to 8th Checklist O = Teacher Observation P = Portfolio Evidence A = Formal Assessment C = Technology Literacy Class

6. Technology problem-solving and decision-making toolsa. Students use technology resources for solving problems and making informed decisions.

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. b. Students employ technology in the development of strategies for solving problems in the real world. 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.



Grades Nine through Twelve – Technology Standards and Expectations – (by the end of Grade 12) 1. Basic Operations and Concepts a. Students demonstrate a sound understanding of the nature and operation of technology systems.

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.

b. Students are proficient in the use of technology. 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 a. Students understand the ethical, cultural, and societal issues related to technology.

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


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 b. Students practice responsible use of technology systems, information, and software.

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 pursuits, and productivity.

9 10 11 12

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 a. Students use technology tools to enhance learning, increase productivity, and promote creativity.

9 10 11 12

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.


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 technology-related careers.

b. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

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.




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, instant-messaging) 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).

b. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 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

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.

b. Students use technology tools to process data and report results. 9 10 11 12 Students formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for information located on the internet to present research findings.

c. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.

9 10 11 12

Students develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys).

6. Technology problem-solving and decision-making tools a. Students use technology resources for solving problems and making informed decisions.

9 10 11 12

Students use a variety of technology resources (e.g., educational software, simulations, models) for problem solving and independent learning.


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.

b. Students employ technology in the development of strategies for solving problems in the real world. 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.


Appendix: C – Screen Shot of Moodle Biology Course