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Transcript of STURGIS PUBLIC S TECHNOLOGY PLANsturgisps.org/UserFiles/Servers/Server_396969/File/For...
STURGIS PUBLIC SCHOOLS
TECHNOLOGY PLAN
2012-2015
District:
Sturgis Public Schools
Address: 107 W. West
Sturgis, MI 49091
Contact:
Janene Kosman
Phone:
(269) 659-1500
Fax:
(269) 659-1525
Email:
Superintendant :
Dr. Thomas Langdon
Intermediate School District :
St. Joseph Intermediate School District
Technology Plan dates: July 1,2012 to June 30, 2015
Technology Plan URL :
http://www.sturgisps.org/technology
School Buildings
Sturgis High School-216 Vinewood Ave., Sturgis MI 49091
Sturgis Middle School-1400 E. Lafayette., Sturgis MI 49091
Eastwood Elementary School-909 Franks Ave., Sturgis MI49091
Congress Elementary School-421 E. Congress St., Sturgis MI
49091
Wall Elementary School-702 E. Lafayette St., Sturgis MI 49091
Wenzel Elementary School-403 E. Park St., Sturgis MI 49091
Jerolene School-303 E. Jerolene St., Sturgis, Mi 49091
Sturgis Central Commons-107 W. West St., Sturgis, MI 49091
TABLE OF CONTENTS: Page
Description of District .......................................................................................... 1
Technology Planning Team .............................................................................. 3
Introduction ................................................................................................................ 4
Curriculum ................................................................................................................... 8
Professional Development .............................................................................. 20
Infrastructure/Tech Support/Hardware/Software ............................ 26
Funding and Budget .......................................................................................... 35
Monitoring and Evaluation ............................................................................. 39
Acceptable Use Policy ...................................................................................... 42
Communication/Public Relations ............................................................... 45
Supporting Resources ....................................................................................... 48
3
TECHNOLOGY PLANNING TEAM
Members of Sturgis Public Schools’ District Technology Planning Team:
Julie Evans Assistant Superintendent
Vicki Watson Business Manager
Bruce Ellis Grant Writer
Janene Kosman Technology Director
Steve Erts High School Art Teacher
Craig Evans High School Math Department Chair
Julie Ellis High School Counselor
Lynn Brand High School English Department Chair
Lance Goodlock High School Science Department Chair
Ken Schau Middle School Technology Go To Person
Deb Balk Eastwood Teacher
Kim Annis Eastwood Teacher
Pam Keeslar Eastwood Teacher
Chris Pagels Eastwood Technology Go To Person
Bobbi Mettler Congress Teacher
Stacey Yunker Congress Teacher
Tracy Clark Wall teacher
Lisa Tisdel Wenzel Teacher
Patty Rutenbar Wenzel Teacher
Robert Matkin Building Administrator
Eric Anderson Building Administrator
Teresa Belote Director of Special Education
Dave Watson Director of Adult Education
Jane Tallmadge District Media Specialist
Karen Stimpson Parent Representative
Scott Grace Technology Director, Three Rivers Schools
Paul Kosman Non-public Schools Administrator
Ben Daughtery St. Joseph County Technology Manager
Kerri Millett Sturgis Public Schools Board of Education
4
TECHNOLOGY PLAN INTRODUCTION
DISTRICT PROFILE
Located midway between Detroit and Chicago, Sturgis is blessed with a prime southwest Michigan location in
St. Joseph County. The Sturgis Public School District provides a high-quality education to more than 3,280
students who come from an 80-square-mile area, including not only the City of Sturgis, but also all of Sturgis
and Fawn River townships and parts of Burr Oak and Sherman townships. Over 200 highly qualified teachers
and administrators and 150 support staff continuously strive to improve academic skills, test scores and
learning among students. The 3250 K-12 students are served in 6 buildings. In addition, pre-school and adult
education programs are provided by the district. A complete District Profile is available in the District P.A. 25
School Improvement Plan. In addition, each K-12 building has completed a profile.
Recent renovations and building projects exemplify the community’s commitment to educating children. Sturgis
High School, which houses over 950 students in grades nine through twelve, has state-of-the-art technology,
music and athletic facilities, along with classrooms that are conducive to learning in the 21st century. The newly
built Sturgis Middle School opened in fall 2004 for over 720 students in grades six through eight. It is a
source of pride for the school district as it, too, has excellent learning spaces for all students academically,
athletically and in the arts. There are four elementary schools: Eastwood School serves over 690 students in
grades three through five; Wall School, 410 students, Congress School, 260 students and Wenzel School, 150
students, house grades kindergarten through second. The newly renovated Sturgis Central Commons building
houses our early childhood program , our alternative high school, Adult and Community Education programs, the
district offices and the technology department. All of the buildings have air conditioning, infrastructure to
support current technology, and updated equipment and materials.
All of the schools in the district are recognized as nationally accredited by the North Central Association of
Schools and Colleges (NCA). NCA accreditation guarantees a standard of excellence and offers a proven
process for increasing student performance. There is a district curriculum review cycle during which teachers
analyze student achievement data, modify current curriculum and select supporting materials to teach the
curriculum.
The district offers several unique opportunities for students, including an outdoor education program for fifth
graders, swimming and rescue instruction at the Community Pool, clustering and accelerated classes for
academic advancement in grades three through 12 and a countywide consortium of vocational education
programs for high school students.
Sturgis youth have earned countless honors in many activities, including band and orchestra, sports, drama,
student government, and several academic clubs. Sturgis students continue to score above average on state
achievement tests and national tests like the ACT and the SAT.
Parental involvement is strong in Sturgis schools. The Parent Advisory Council and booster programs offer a
chance for parents to become more involved in their child’s education.
Another unique learning program in Sturgis pairs businesses and students for the benefit of all and promotes
the teaching of “employability” skills. The Sturgis Area Business/Education Alliance (SAB/EA) hosts a biannual
career fair and sponsors other programs, including a business partner program and job shadowing, to bring
students and local businesses together. The program is designed to create and sustain partnerships between
the school system and local employers to promote the school system to business, to promote the community to
students, and to give students the tools they need to best choose the career path that fits them. SAB/EA
began in 1994 and has been highly successful.
5
Vision:
Clearly, Sturgis Public Schools’ technology mission is aligned with the District’s
overall mission of ensuring that students find success at each stage in their
life. The technology plan supports this mission by using a four-pronged
approach. First, it focuses on using technology as a tool to support student
achievement in all curricular areas. Secondly, recognizing that students must
possess technology literacy skills to function successfully in society today, it
seeks to provide these skills at the level needed by each individual student’s
plan. Thirdly, the plan recognizes that trained teachers are necessary for the
first two prongs to be met and to more efficiently create individualized student
programs and communicate with students and parents. Finally, the plan
recognizes that it is essential for the District to perform its business functions
successfully in order to support students and staff. With these four prongs as
its foundation, the following technology goals have been established (Note, the
National Educational Technology Goal (NETG) with which each Sturgis
technology goal aligns is noted in parens, as are the Michigan
Recommendations (MR) and the Sturgis Public Schools’ School Improvement
Goal (SPS SIP).):
Sturgis Public Schools Technology Mission Statement
Sturgis Public Schools is committed to empowering students to use technology which will engage them
in creative thinking, problem solving, and working collaboratively in a global community.
- Adopted 2010
Sturgis Public Schools Mission Statement
The Mission of the Sturgis Public Schools, in partnership with parents and community, is to ensure each student has the knowledge, skills and
behaviors necessary for a successful transition to the next educational stage, ultimately leading to a productive and satisfying life.
6
Goals:
1. All students and staff will have equitable access to reliable, user-friendly,
secure information technology. (NETG 1)
2. All teachers will effectively use technology to help students achieve high
academic standards. (NETG 2)
3. All staff will have access to professional development resources. New staff
will meet a minimum standard of technological proficiency.
4. All students will have technology and information literacy skills. (NETG 3)
5. All staff will have access via technology to curriculum, research,
evaluation, and instructional management tools. (NETG 1, 2, 4)
6. Staff will use technology to more efficiently perform school business, to
support school improvement initiatives, and to comply with State and
Federal reporting mandates. (NETG 5)
7. All students will have equitable access to coursework and material
necessary for successful completion of his/her plan of study. (NETG 1,
2, 3, 4, 5)
8. Staff, students, parents, and community will have improved
communication. (NETG 1, 2, 5)
Goals for district teachers and students:
1. All students will have the academic knowledge necessary to lead a
productive and satisfying life.
1.1. Objectives:
1.1.1. All students will perform successfully on the reading MEAP tests, or
the IEP determined alternative assessment, at each tested level.
1.1.2. All students will perform successfully on the writing MEAP test, or
the IEP determined alternative assessment, at each tested level.
1.1.3. All students will perform successfully on the math MEAP test, or the
IEP determined alternative assessment, at each tested level.
1.1.4. All students will perform successfully on the science MEAP test, or
the IEP determined alternative assessment, at each tested level.
1.1.5. All students will perform successfully on the social studies MEAP
test, or the IEP determined alternative assessment, at each tested
level.
1.1.6. All students will demonstrate grade level competency in academic
areas beyond the core curriculum including fine arts, technology,
physical education, human development, life skills/life management,
industrial technology, foreign language, and health.
1.1.7. Students will be ready for school before entering kindergarten.
7
1.1.8. At each exiting grade level, students will be credentialed according
to the Sturgis Public Schools’ NCA Transitions plans.
1.1.9. Extreme special needs students, i.e. special education or severely
academically gifted, will be challenged at appropriate levels as
determined by the IEP committee.
2. By graduation, all students will possess the employability skills necessary to
be successful in the workforce.
3. By graduation, all students will have identified his or her own skills, talents,
and interests, and those career pathways that will most effectively utilize
those attributes.
8
CURRICULUM INTEGRATION
Sturgis Public Schools’ Technology Plan addresses three curricular components. The
first component targets the use of technological devices to better deliver instruction in
all curricular areas. The second component recognizes that students must all possess
a set of technology skills and therefore provides for these skills to sometimes be
embedded in other curricular areas and sometimes to be taught as technology
courses. Thirdly, being committed to each individual student’s success, the plan
provides for technology to meet instructional needs which are unique to a child.
9
Student Technology Standards and Goals
Kindergarten through Second Grade PK-2.CI. Creativity and Innovation—By the end of grade 2 each student will:
PK-2.CC.1. work together when using digital tools (e.g., word processor, drawing, presentation software) to
convey
ideas or illustrate simple concepts relating to a specified project
PK-2.CC.2. use a variety of developmentally appropriate digital tools (e.g., word processors, paint programs)
to communicate
ideas to classmates, families, and others
PK-2.CC. Communication and Collaboration—By the end of grade 2 each student will:
PK-2.RI.1. interact with Internet based resources
PK-2.RI.2. use digital resources (e.g., dictionaries, encyclopedias, graphs, graphical organizers) to locate and
interpret
information relating to a specific curricular topic, with assistance from teachers, school library media
specialists, parents,
or student partners
PK-2.RI. Research and Information Literacy—By the end of grade 2 each student will:
PK-2.CT.1. explain ways that technology can be used to solve problems (e.g., cell phones, traffic lights, GPS
units)
PK-2.CT.2. use digital resources (e.g., dictionaries, encyclopedias, search engines, web sites) to solve
developmentally
appropriate problems, with assistance from teachers, parents, school media specialists, or student partners
PK-2.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 2 each student will:
PK-2.DC.1. describe appropriate and inappropriate uses of technology (e.g., computers, Internet, e-mail, cell
phones)
and describe consequences of inappropriate uses
PK-2.DC.2. know the Michigan Cyber Safety Initiative’s three rules (Keep Safe, Keep Away, Keep Telling)
PK-2.DC.3. identify personal information that should not be shared on the Internet (e.g. name, address,
phone)
PK-2.DC.4. know to inform a trusted adult if he/she receives or views an online communication which
makes him/her
feel uncomfortable, or if someone whom he/she doesn’t know is trying to communicate with him/her or
asking for
personal information
PK-2.DC. Digital Citizenship—By the end of grade 2 each student will:
PK-2.TC.1. discuss advantages and disadvantages of using technology
PK-2.TC.2. be able to use basic menu commands to perform common operations (e.g., open, close, save,
print)
PK-2.TC.3. recognize and name the major hardware components in a computer system (e.g., computer,
monitor, keyboard,
mouse, printer)
PK-2.TC.4. discuss the basic care for computer hardware and various media types (e.g., CDs, DVDs)
PK-2.TC.5. use developmentally appropriate and accurate terminology when talking about technology
PK-2.TC.6. understand that technology is a tool to help him/her complete a task, and is a source of
information, learning,
and entertainment
PK-2.TC.7. demonstrate the ability to navigate in virtual environments (e.g., electronic books, games,
simulation software,
web sites)
10
Third through Fifth Grade 3-5.CI. Creativity and Innovation—By the end of grade 5 each student will:
3-5.CI.1. produce a media-rich digital project aligned to state curriculum standards (e.g., fable, folk tale,
mystery, tall
tale, historical fiction)
3-5.CI.2. use a variety of technology tools and applications to demonstrate his/her creativity by creating or
modifying
works of art, music, movies, or presentations
3-5.CI.3. participate in discussions about technologies (past, present, and future) to understand these
technologies are
the result of human creativity
3-5.CC. Communication and Collaboration—By the end of grade 5 each student will:
3-5.RI.1. identify search strategies for locating information with support from teachers or library media
specialists
3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate information
3-5.RI.3. understand and discuss that web sites and digital resources may contain inaccurate or biased
information
3-5.RI.4. understand that using information from a single Internet source might result in the reporting of
erroneous
facts and that multiple sources should always be researched
3-5.RI. Research and Information Literacy—By the end of grade 5 each student will:
3-5.CT.1. use digital resources to access information that can assist in making informed decisions about
everyday matters
(e.g., which movie to see, which product to purchase)
3-5.CT.2. use information and communication technology tools (e.g., calculators, probes, videos, DVDs,
educational
software) to collect, organize, and evaluate information to assist with solving problems
3-5.CT.3. use digital resources to identify and investigate a state, national, or global issue (e.g., global
warming, economy,
environment)
3-5.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 5 each student will:
3-5.DC.1. discuss scenarios involving acceptable and unacceptable uses of technology (e.g., file-sharing,
social networking,
text messaging, cyber bullying, plagiarism)
3-5.DC.2. recognize issues involving ethical use of information (e.g., copyright adherence, source citation)
3-5.DC.3. describe precautions surrounding personal safety that should be taken when online
3-5.DC.4. identify the types of personal information that should not be given out on the Internet (name,
address,
phone number, picture, school name)
3-5.DC. Digital Citizenship—By the end of grade 5 each student will:
3-5.TC.1. use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders,
projectors)
3-5.TC.2. describe ways technology has changed life at school and at home
3-5.TC.3. understand and discuss how assistive technologies can benefit all individuals
3-5.TC.4. demonstrate proper care in the use of computer hardware, software, peripherals, and storage
media
3-5.TC.5. know how to exchange files with other students using technology (e.g., network file sharing, flash
drives)
3-5.TC. Technology Operations and Concepts—By the end of grade 5 each student will:
3-5.CI.1. produce a media-rich digital project aligned to state curriculum standards (e.g., fable, folk tale,
mystery, tall
tale, historical fiction)
3-5.CI.2. use a variety of technology tools and applications to demonstrate his/her creativity by creating or
modifying
11
works of art, music, movies, or presentations
3-5.CI.3. participate in discussions about technologies (past, present, and future) to understand these
technologies are
the result of human creativity
Sixth through Eighth Grade
6-8.CC. Communication and Collaboration—By the end of grade 8 each student will:
6-8.RI.1. use a variety of digital resources to locate information
6-8.RI.2. evaluate information from online information resources for accuracy and bias
6-8.RI.3. understand that using information from a single Internet source might result in the reporting of
erroneous
facts and that multiple sources should always be researched
6-8.RI.4. identify types of web sites based on their domain names (e.g., edu, com, org, gov, net)
6-8.RI.5. employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic
mapping systems) to
gather, view, and analyze the results for a content-related problem 6-8.RI. Research and Information Literacy—By the end of grade 8 each student will:
6-8.CT.1. use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to
assist with
solving a problem
6-8.CT.2. evaluate available digital resources and select the most appropriate application to accomplish a
specific task
(e, g., word processor, table, outline, spreadsheet, presentation program)
6-8.CT.3. gather data, examine patterns, and apply information for decision making using available digital
resources
6-8.CT.4. describe strategies for solving routine hardware and software problems
6-8.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 8 each student will:
6-8.DC.1. provide accurate citations when referencing information sources
6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security,
copyright,
plagiarism, viruses, file-sharing)
6-8.DC.3. discuss the consequences related to unethical use of information and communication
technologies
6-8.DC.4. discuss possible societal impact of technology in the future and reflect on the importance of
technology in
the past
6-8.DC.5. create media-rich presentations on the appropriate and ethical use of digital tools and resources
6-8.DC.6. discuss the long term ramifications (digital footprint) of participating in questionable online
activities (e.g.,
posting photos of risqué poses or underage drinking, making threats to others)
6-8.DC.7. describe the potential risks and dangers associated with online communications
6-8.DC. Digital Citizenship—By the end of grade 8 each student will:
6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds)
to enhance
communication with an audience and to support creativity
6-8.CI.2. create an original project (e.g., presentation, web page, newsletter, information brochure) using a
variety of
media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an
audience
6-8.CI.3. illustrate a content-related concept using a model, simulation, or concept-mapping software
12
6-8.CI. Creativity and Innovation—By the end of grade 8 each student will:
6-8.TC.1. identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3)
6-8.TC.2. use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to
maximize the
accuracy of technology-produced materials
6-8.TC.3. perform queries on existing databases
6-8.TC.4. know how to create and use various functions available in a database (e.g., filtering, sorting,
charts)
6-8.TC.5. identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and
provide rationales
for using a certain device for a specific purpose
6-8.TC.6. use accurate technology terminology
6-8.TC.7. use technology to identify and explore various occupations or careers, especially those related to
science,
technology, engineering, and mathematics
6-8.TC.8. discuss possible uses of technology to support personal pursuits and lifelong learning
6-8.TC.9. understand and discuss how assistive technologies can benefit all individuals
6-8.TC.10. discuss security issues related to e-commerce
High School
9-12.TC. Technology Operations and Concepts—By the end of grade 12 each student will:
9-12.CC.1. identify various collaboration technologies and describe their use (e.g., desktop
conferencing, webinar, listserv,
blog, wiki)
9-12.CC.2. use available technologies (e.g., desktop conferencing, e-mail, videoconferencing,
instant messaging) to communicate
with others on a class assignment or project
9-12.CC.3. collaborate in content-related projects that integrate a variety of media (e.g., print,
audio, video, graphic, simulations,
and models)
9-12.CC.4. plan and implement a collaborative project using telecommunications tools (e.g., ePals,
discussion boards,
online groups, interactive web sites, videoconferencing)
9-12.CC.5. describe the potential risks and dangers associated with online communications
9-12.CC.6. use technology tools for managing and communicating personal information (e.g.,
finances, contact information,
schedules, purchases, correspondence)
9-12.CC. Communication and Collaboration—By the end of grade 12 each student will:
9-12.RI.1. develop a plan to gather information using various research strategies (e.g., interviews,
questionnaires, experiments,
online surveys)
9-12.RI.2. identify, evaluate, and select appropriate online sources to answer content related
questions
9-12.RI.3. demonstrate the ability to use library and online databases for accessing information
(e.g., MEL, Proquest, Infosource,
United Streaming)
9-12.RI.4. distinguish between fact, opinion, point of view, and inference
9-12.RI.5 evaluate information found in selected online sources on the basis of accuracy and
validity
9-12.RI.6. evaluate resources for stereotyping, prejudice, and misrepresentation
13
9-12.RI.7. understand that using information from a single internet source might result in the
reporting of erroneous facts
and that multiple sources must always be researched
9-12.RI.8. research examples of inappropriate use of technologies and participate in related
classroom activities (e.g., debates,
reports, mock trials, presentations)
9-12.RI. Research and Information Literacy—By the end of grade 12 each student will:
9-12.CI.1. apply advanced software features (e.g. built-in thesaurus, templates, styles) to redesign
the appearance of word
processing documents, spreadsheets, and presentations
9-12.CI.2. create a web page (e.g., Dreamweaver, iGoogle, Kompozer)
9-12.CI.3. use a variety of media and formats to design, develop, publish, and present projects
(e.g., newsletters, web
sites, presentations, photo galleries)
9-12.CI. Creativity and Innovation—By the end of grade 12 each student will:
9-12.CT.1. use digital resources (e.g., educational software, simulations, models) for problem
solving and independent
learning
9-12.CT.2. analyze the capabilities and limitations of digital resources and evaluate their potential
to address personal,
social, lifelong learning, and career needs
9-12.CT.3. devise a research question or hypothesis using information and communication
technology resources, analyze
the findings to make a decision based on the findings, and report the results
9-12.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 12 each student
will:
9-12.DC.1. identify legal and ethical issues related to the use of information and communication
technologies (e.g., properly selecting
and citing resources)
9-12.DC.2. discuss possible long-range effects of unethical uses of technology (e.g., virus
spreading, file pirating, hacking)
on cultures and society
9-12.DC.3. discuss and demonstrate proper netiquette in online communications
9-12.DC.4. identify ways that individuals can protect their technology systems from unethical or
unscrupulous users
9-12.DC.5. create appropriate citations for resources when presenting research findings
9-12.DC.6. discuss and adhere to fair use policies and copyright guidelines
9-12.DC. Digital Citizenship—By the end of grade 12 each student will:
9-12.TC.1. complete at least one online credit, or non-credit, course or online learning experience
9-12.TC.2. use an online tutorial and discuss the benefits and disadvantages of this method of
learning
9-12.TC.3. explore career opportunities, especially those related to science, technology,
engineering, and mathematics
and identify their related technology skill requirements
9-12.TC.4. describe uses of various existing or emerging technology resources (e.g., podcasting,
webcasting, videoconferencing,
, online file sharing, global positioning software)
9-12.TC.5. identify an example of an assistive technology and describe its potential purpose and
use
9-12.TC.6. participate in a virtual environment as a strategy to build 21st century learning skills
14
9-12.TC.7. assess and solve hardware and software problems by using online help or other user
documentation
9-12.TC.8. explain the differences between freeware, shareware, open source, and commercial
software
9-12.TC.9. participate in experiences associated with technology-related careers
9-12.TC.10. identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg,
wav, wmv, mp3, avi, pdf)
9-12.TC.11. understand and discuss how assistive technologies can benefit all individuals
9-12.TC.12. demonstrate how to import/export text, graphics, or audio files
9-12.TC.13. proofread and edit a document using an application’s spelling and grammar checking
functions
15
Curriculum Integration Strategies
In 2000, the Sturgis Board of Education first reviewed and adopted the
Sturgis Technology Curriculum. This curriculum was developed by Sturgis
staff and is fully aligned with the Michigan State Technology Standards and
Benchmarks. The six-year curriculum review cycle called for the review of
the technology curriculum again in 2004-2005 which is posted on our
website. The district has also used the Michigan Technology Standards for 8th
grade to evaluate our student’s technology literacy and our technology
curriculum.
In addition to stand-alone components of the Technology Curriculum, the
District continually integrates technology into all other curricular areas. Our
timeline to review the technology integration for each curricular area is
designated through the curriculum review cycle. Staff with expertise in each
curricular area and staff with technology expertise work together to define
grade level benchmarks, activities, and assessments.
In those years when formal curriculum review is not occurring for a specific
curricular area, various strategies will be employed to increase the repertoire
of instructional activities available to teachers, to integrate newly released
technology tools, and to expand learning opportunities for students.
Sturgis Public Schools has successfully completed eight years in the NCA
Transitions Accreditation model in which technology was a component of the
credentialing of students.
Recognizing that there are groups of students in Sturgis Public Schools with
special needs, (i.e., special education students, gifted and talented students,
ESL students, etc.), the District Technology Committee will work with task
forces representing each of these groups of students to identify technology-
based strategies to be employed to enable students who might not otherwise
achieve the curriculum to have success or to appropriately challenge
students at their instructional levels.
Information technology resources are employed to expand, strengthen, and
report on assessment of student learning. However, on-going identification of
assessment tools will be an initiative of the District Technology Committee.
16
Student Achievement
Technology is an essential part of every classroom and office. It is a tool that
allows staff and students to do things they could not otherwise do, to do
current tasks better, and to increase productivity. Our staff uses database
management systems for finance, student information, inventory control, and
aspects of human resource management. District data is tracked mainly through
DataDirector. We use LevelData to connect our student demographics in
PowerSchool to DataDirector to ensure our student data is continually updated.
Curriculum is mapped through the aid of Atlas Curriculum Mapping software
which allows all teachers to map their own classroom and align it district wide.
Technology Delivery
Every computer in Sturgis Public Schools is networked and connected to the
Internet. Every teacher has a teacher computer as well as an iPad to allow
them the mobility needed to promote the 21st Century model of student
learning. Each classroom has a mounted data projector with a document
camera. Cable access is available in every classroom which is viewable through
the data projectors. DVD/VCR's are also in every classroom. Every K-12 student
is assigned a network login and email account through Google Apps. Each
building level has it's own specific permissions in the student email to allow for
a scaffolding approach to digital communication responsibility.
Each elementary classroom has ten student computers that allow teachers to
work with smaller groups of students while up to 10 students work on specific
tasks and skills assigned through software that allows the teacher to track
progress. Their media centers have at least ten computers and 10 mobile
computers to deliver NWEA MAP tests to students three times a year. Our third
through fifth grade building, Eastwood also has a mobile cart for student use.
Our Middle School has one computer lab and at least one mobile cart per
grade level. In our Math Mentoring classrooms we have two student computers
and several mobile computers for student use.
Our High School assigns one iPad to every student to use and take home
during their high school years. In addition to the classroom technology stated
above, each room has an AppleTV connected to the data projector for teachers
to display content from their iPad. We maintain a CAD computer lab, two
business computer labs and one open computer lab and a Collaborative lab
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with ten computers with ample work space for group work in the Media Center.
Eastwood, the Middle School and the High School each have a mobile digital
broadcast cart which can be broadcast anywhere on our network.
We subscribe to United Streaming and Worldbook Encyclopedia; utilize classes
from Michigan Virtual High School and Oddeseyware for credit and credit
recovery. We look to utilize Cloud-based services whenever possible and
subscribe to the following programs to allow anytime anywhere access to
curriculum.
Accelerated Reader
Education-City
Raz-Kids
Reading Eggs
Eggspress
Study Island
TypingPal
We use OpenClass as our main Online Learning Management System but allow
teachers to link their online content from other systems such as Moodle,
Edmodo and ClassConnect in OpenClass to give our students a single source
to all their online content.
Our network is configured to allow a secure outside connection that enables
our students and staff to gain access to their network drives and software
applications from any internet capable computer. Homework can be assigned,
completed and turned in via this resource. This extends the walls of the school
and enables better communication and accountability for all.
Our board policy allows student to bring their own technology into the
classroom for educational use so we have built up our wireless infrastructure to
manage the increased load and have tripled our internet bandwidth.
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Parent Communications and Community Relations
This technology plan will be available on our website. We will continue to
update our Parent Resources page to help educate the parents and community
on Internet safety, Homework Help, College Resources, Gifted and Talented
programs and other parenting websites.
We will continue to use PowerSchool to help communicate student related
information as well as the Daily Bulletin that is posted on our website and is
available without a log in. School calendars are also posted and updated
frequently on each school’s webpage.
We have a Social Media Coordinator that promotes and monitors Sturgis Public
Schools on Facebook, Twitter and Google+ as well as our website.
To assist those families that don't have access to the Internet or wireless at
home, we extend our school hours to allow students or parents to utilize our
wireless and open a computer lab in our centrally located district offices
Monday through Thursday from 6-9 PM.
Collaboration
One of the many trends in education today is the increasing reliance on
technology as a teaching and management tool. Computers and improved
telecommunications have created new and unique opportunities for teaching
and learning. We know that technology will help assure equity of access for
learners as it becomes easier to match tools to the unique learning needs of
students.
As important, technology can enhance the operation of schools and offer more
choices to students. Technology has turned out to be a major focus for
educational service agencies across the state and nation. Collaboration with
other service providers, business and industry are important in order to enrich
technology resources in our schools and enhance learning for all.
Sturgis Public Schools’ Collaborations:
In 2010, a county-wide technology consortium was formed that brought all
technology positions together. Our goal is to bring all networks together for
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ease of management and to allow for redundancy and uniformity in our
hardware, software and personnel. The group vision and management comes
from the Technology Directors form Three Rivers Community Schools and
Sturgis Public Schools, the Technology Manager and the Instructional
Technology Specialist from the ISD.
Sturgis Public Schools has benefited from collaborations created by the
Michigan Department of Education such as Michigan Virtual University. Sturgis
Area Business and Education Alliance (SABEA) provide avenues for the schools
to benefit from local business expertise. Sturgis Public Schools is a member of
KRESA WAN which connects most schools in St. Joseph and Kalamazoo
counties via fiber. This group of districts meets on a monthly basis to find ways
to utilize this network. Finally, Sturgis Public Schools supports the Sturgis
Community Education program with technology infrastructures and support.
Recognizing the value of collaboration, the project plan calls for increasing
collaborative partnerships. It is hoped that by working with Glen Oaks
Community College, Michigan Virtual High School, Universal Service Funds, and
other entities more opportunities for students and staff will be available at
more affordable rates. In addition, Sturgis Public Schools embraces the stance
of the 21st Century Community Learning Center Program, which calls for the use
of school facilities and resources to be employed for the advancement of the
community at large and to provide extended programming for students. We will
seek to make our resources available to others, including the non-public
schools in our district wishing to utilize them.
Adult Literacy Service Providers:
Community Education
Sturgis Public Schools supports an active Community Education program. As
part of that program, we offer coursework in a wide variety of technology skills.
Through this program the District makes its facilities available to people who
would like to offer their technology talents to teach adults.
Adult Education
Sturgis Public Schools has a dynamic Adult Education Program which regularly
uses technology to help students attain their General Education Diplomas. The
program uses Oddysseyware software through the Internet to make available
class offerings that would otherwise not be possible. Our teachers use
OpenClass to create a space where classroom material and discussions can be
accessed from any Internet capable computer.
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PROFESSIONAL DEVELOPMENT
Sturgis Public Schools has a demonstrated commitment to train staff in the effective use of
technology to promote student success and to provide the business support for school
operation. This plan provides for continuing professional development in order to reach both
technology and school improvement plan goals.
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PROFESSIONAL DEVELOPMENT
Recognizing that properly trained teachers are key to the successful
implementation of this plan, Sturgis Public Schools has developed a
comprehensive professional development plan to ensure that all District staff
are skilled users of technology and are familiar with the curriculum. To this
end, the following professional development goals have been established:
improve student achievement
improve staff and student competence with technology
implement technology tools into new and existing curriculum and instruction
improve technology planning within schools
create pilots and model projects for utilization of technology in learning
create a learning community with respect to technology and education
enable students to become quality users of technology
Our professional development plan:
involve participants in planning professional development
assess needs and assure a sound planning process
garner commitment and support from staff and district leadership
plan for adequate time and resources
provide continuity of programs over time
provide clear expectations for program participants
provide a conducive environment for learning
use adult learning principles
provide flexible scheduling and options for participants
provide effective trainers/presenters
use effective follow-up strategies
use sound evaluation procedures
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Staff development is necessary to assist the teaching staff in making the
paradigm shifts required to enable technology to best support instruction.
Teachers often will use technology in a fashion which is consistent with prior
teaching practices. Many times, this produces a misapplication of technology to
teaching and learning in the classroom.
Quality Indicators for Professional Development
The objectives of the professional development programs in information
technology that are made available to administrators, teachers and staff
members are consistent with the district’s vision and are designed to
help them advance goals for student learning in technology.
Information technology resources are effectively employed to support
the design and delivery of professional development programs and
follow-up assistance for teachers and staff.
The district’s planning process for professional development in
technology provides adequate support for the initiation, implementation
and the institutionalization phases of effective staff development
programs.
NSSE
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Sturgis Public Schools’ professional development plan calls for:
Involvement of participants in planning professional development
opportunities. A district committee, composed of representatives
from each subgroup, work collaboratively with the Technology
Steering Committee to establish professional development
opportunities. The committees use staff surveys to obtain input
from the entire staff to assist in the planning of professional
development and adjust the plan accordingly.
Assessing staff needs and the development of the plan to meet those
needs. We use the state's Technology Self Evaluation tool to
monitor and then provide specific professional development
opportunities for our staff. We have outlined basic skills
necessary for any staff member at Sturgis Public Schools to
help them identify their strengths and weaknesses. In addition,
anecdotal records and staff feedback from professional
development activities (in the form of survey) will be used
annually to identify staff needs.
Ongoing support from district leadership and staff. This support takes
the form of funding, time, resources, and policies, as well as the
collaboration of district administration and the teachers’ union
to accomplish goals. Sturgis leadership has a proven history of
commitment in the provision of hardware, infrastructure,
software, human resources, and professional development.
Providing continuity of programs over time: Curriculum drives
technology and, thus provides the structure for coordinated
professional development efforts. In addition, we utilize “train
the trainer” models and “support when needed” models, which
provide follow up professional development to the more
traditional workshop professional development activities provided.
Technology is a focused topic of discussion in our PLC's that
meet every week as a solution to issues in the classroom.
Providing clear expectations from program participants: Each structured
in-district professional development activity will involve a written
description of the learning objectives for the staff participants.
Whenever possible, written materials to support the training will
include specific skills to be acquired and step-by-step
instructions for performing the tasks. These instructions will also
be available from our Technology Integration website after the
class has been taught. Furthermore, every district teacher
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regularly benefits from the teacher evaluation process, which
results in a personal growth plan. These plans incorporate
technology goals as a substantial part of their evaluation
process.
Providing a conducive environment for learning: People learn best when
they have a need to know, therefore much of the professional
development that occurs will occur in the teacher’s classroom
as he or she contacts the building trainer, or “go to” person,
for assistance. In addition to meeting the teacher’s needs at
the optimal time for learning, professional development will
involve using the teacher’s machine, applications and data, i.e.
working with them in their own environments using the same
tools that they will use in the future. Structured professional
development activities will be provided in district labs with each
participant having access to a workstation and the materials
necessary for effectiveness.
Flexibility in scheduling and training options. Within each school's PLC
time technology solutions to current challenges are discussed
and reviewed by the group. We are changing our model of train
the trainers to a collaborative environment within the PLC but
still use that method at times when new technologies are
introduced on a school or district-wide scale. When
appropriate, contracted trainers will be brought in to provide
professional development. At other times, staff will be sent to
trainings, workshops, or conferences to obtain trainings
consistent with this plan. To flexibly meet the needs of all staff,
these trainings will occur as needed, after school, on
professional development days, etc. Staff may receive additional
compensation at levels identified in the Master Agreement for
their participation in professional development activities
Centralizing training resources: After a training event, documentation is
posted on the Technology Integration Website which all teachers
have the ability to add or change data at anytime, making it a
living resource. The district’s website posts new links specific to
specific resources and websites chosen for our students.
Students assisting teachers in technology: We recognize that our
students can be professional development resources. Many
times, students are more comfortable with technology, are more
apt to be aware of cutting-edge technology, and invest the time
to master applications that intrigue them, than staff might be.
We will continue to seek to utilize students in our efforts. Also,
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research will continue to be done on the use of students
assisting teachers to create lesson plans using the students’
technological skills with the teacher’s knowledge of the subject
matter.
Effective follow-up strategies: Immediately following structured staff
development training, staff will be surveyed for training
effectiveness and staff need. Staff development offerings will be
adjusted appropriately. In addition, as mentioned earlier, we will
provide hard copies of training materials, on-line support,
manuals/how to sheets, and other supports.
A record of classes that each teacher has taken will be kept on file. It
is important that all teachers possess the same basic
technology skills to be effective in today’s classroom. Minimum
technology requirements have been identified and articulated to
staff. New teachers will need to show competency in these
areas or take classes to improve their skill set.
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INFRASTRUCTURE
AN INFRASTRUCTURE WHICH SUPPORTS THE
DISTRICT MISSION, GOALS AND STRATEGIES
Schools serve diverse uses and functions. They need flexible designs to
accommodate these different activities and they must be durable enough to
stand up to continuous use. Historically, American school buildings are used
for 50-60 years. The facilities we are building today should be viable,
functioning institutions in the year 2055.
School districts need to consider the infrastructure carefully during the
technology planning stage. Relentless technological change is now a basic fact
of school technology planning. We can plan strategically, and build for the
continued evolution of technology through innovative architectural design based
on flexibility, diversity and expansion.
This section includes a description of the type of technologies to be acquired,
including specific provisions for interoperability among components of such
technologies and, to the extent practicable, with existing technologies.
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Description of Existing Technology and Needs Assessments
Existing Technology: A complete inventory of existing District technology
equipment is maintained by the District’s Technology Department and filed with
the district’s insurance company.
The district continually re-evaluates the usage of these key resources:
shared academic and administrative resources
enhanced curricular choices for students (via ITV, Internet/Web,
satellite)
compatible standards among all schools within the district
high speed data and communication exchange for administration and
instruction
access to the Internet/World Wide Web
access to higher education offerings
electronic delivery of video, and software resources
electronic links to business, industry and governmental agencies
video conferencing for meetings and staff development
Internet account management
local online forum for student projects and teacher
collaboration
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Quality Principles for Infrastructure Design
The acquisition of the following types of equipment and other technology
resources is based on the school’s vision for technology and the goals and
expectations for student learning:
-computers of sufficient power and sophistication to support student
achievement of the goals for their learning.
-computer-based equipment, such as CD-ROMs, printers & LANS.
-video resources such as television, cable, satellite and video disc players.
-telecommunications network and other technologies for two-way
communication of voice, data and graphics.
Sufficient power and wiring are available in the school to support the
school’s vision for technology, new or additional wiring and phone lines
are provided as needed.
Equipment is distributed to the most accessible sites in the school for
student and teacher use.
The information technology facilities (in classrooms and/or lab settings)
foster safe and easy use.
The school’s facilities provide the following conditions:
-adequate number of electrical outlets
-surge protection and grounding
-lighting protection
-back-up systems
-telephone outlets
-static reduction
-temperature and humidity control
-acoustical treatment (soundproofing for multimedia applications)
-lighting and light control
-security devices
The school’s facilities are easily accessible to persons with disabilities.
NSSE
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Descriptions of Technologies to be utilized:
Education
Integrate technology to track student academic progress.
Integrate technology for student standardized testing.
Integrate technology to track district standards and benchmarks.
Integrate software that allows the collection and disaggregation of student
information.
Develop training for the preceding uses of technology.
Each teach has their own web presence
High School teachers will maintain their digital curriculum through in a
Learning Management System. Currently we use OpenClass
PowerSchool
Maintain Home/School Connection
Track parental e-mail list.
Establish public kiosks throughout the district for parents to access
PowerSchool.
Web Site Improvements
Provide links to parent and student resources.
Maintain online job postings and applications.
Improve real-time information.
Add links to classroom websites
Provide online classroom management tool for staff and students
The District maintains a Facebook, Twitter and Google+ profile
Professional Development
Grade-level/Departmental meeting schedule
Utilize delayed start days during PLC's to share ideas on how technology
can meet the current challenges faced in the classroom.
Partnerships with local colleges to teach specific skills for college credit
District led sessions that meet needs for SBCEU's.
Technology as an Information/Data Management Tool Goals
Technology shall be a tool that allows staff and students to do things
they could not otherwise do, to do current tasks better, and to increase
productivity.
Use database management systems for finance, student information,
inventory control, and aspects of human resource management.
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District data will be tracked through use of interoperable database
management systems
Phone system
Increase VoIP connectivity with other districts
Research Managed VoIP systems as a possible solution
Utilize Soft Phone software
Connectivity
Maintain remote access to school resources for increased connectivity for
students and staff.
Re-evaluate necessary bandwidth each year.
Continue to build capacity in our wireless infrastructure.
Hardware
Student Computers
o Replace student computers every 5 years as warranties expire with
mobile devices
o Maintain labs where necessary
o Utilize nComputing devices for elementary buildings
Teacher Computers
o Replace teacher computers every 5 years as warranties expire
o Equip all teachers with an iPad
Office Computers
o Replace every 3 years and move to student use.
Presentation equipment
o Maintain classrooms with mounted data projectors and document
cameras
o Add AppleTV's where needed.
Printers/Copiers
o Research County-Wide solution to printer/copier management and
maintenance.
o Perform yearly maintenance
o Replace as needed
Servers
o Utilize Virtual servers
o Maintain Off-site back ups
o Maintain Network storage for staff and students
o
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Network Security
Continue improvements to District web filter.
Improve E-mail management.
Improve Spam filtering.
Improve virus filtering.
Improve data backup.
Improve power supplies.
Improve monitoring of Internet resources.
Operational Goals
Implement a full functioning well-equipped staff training center.
Centralization of technology management continues to grow as a means
developing dependable and affordable technology today and in the future.
Improve Technology Service
Continue to utilize centralized helpdesk management software
Implement rating system for closed help desk tickets to better monitor
how we're doing.
Security System
Maintain IP based camera security system
Add cameras as needed
Evaluation:
The District Technology Committee will be responsible for evaluating both
the process and the results of this plan’s implementation. The Committee
will use inventories, rosters, surveys, rubrics, assessments, and/or any
other tools necessary to accomplish this. In addition, the Technology
Department will convene at least weekly to report on hardware and
software initiatives. School Improvement Teams will further evaluate
results of this plan’s implementation, i.e. progress toward goals, by
analyzing student achievement data and other information related to each
building’s school improvement plan. In addition, the District has adopted a
document, which identifies a clearly articulated vision for district
technology and rubrics with which to measure progress toward the
attainment of that vision. The Sturgis Public Schools’ District Technology
Vision is found in the “Evaluation” section of this document. Progress
toward plan goals will be reported to the School Board and Community
annually as part of the P.A. 25 Annual Report activities.
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TECHNICAL ASSISTANCE
Sturgis Public Schools provide technical assistance to staff, students, and
parents through a comprehensive support network.
TECHNICAL SUPPORT
We have utilized “Michigan Technology Staff Guidelines,” and our own
experiences to develop the technical support component of our plan.
This is Sturgis Public Schools’ plan for addressing technical issues:
Technology department staff:
o District Technology Director who reports to the Superintendent for
Technology infrastructure, the Assistant Superintendent for
curriculum, and the Business Manager for finance
o Through the County Consortium we have a full time Support Analyst
and a full time Support Specialist and access to three network
administrators.
o We will add networking support staff through hiring or through
contracted services.
Annual assessment of existing equipment Outdated equipment will be
retired and the remaining equipment will receive necessary
maintenance and upgrading.
Rollover of workstations, laptops, printers, etc. every four years. Rollover
of peripherals and video equipment as needed.
Minor emergency repairs to be made by qualified and trained district
personnel in a timely manner keeping with the weekly building
schedule. Every effort will be made to handle each request as
quickly as possible. Major emergency repairs will be made by
contracted service within 10 school days of the occurrence.
District technology repairs are requested electronically through the
HelpDesk System and are maintained in a database accessible to
all users. This database also allows for data synthesis, supporting
the monitoring of this plan’s implementation.
System documentation, including an EDGAR inventory, is maintained and
upgraded when changes occur.
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System security aspires to provide high-level security for those systems
containing confidential student information. The primary concern
for security of other systems shall be to support student
instruction with security levels that do not prevent student and
staff access to applications and the Internet. The classroom
teacher shall be an active participant in ensuring appropriate use
of technology by students through articulation of expectations and
procedures to students and appropriately monitoring student use
of technology. The District complies with all Internet access
mandates including Internet filtering.
The existing electronic inventory will be immediately upgraded to reflect
recent acquisition of hardware. Every effort will be made to
purchase hardware and software in accordance with this plan
during the summer purchasing phase.
This inventory will be annually updated with the district insurance
company.
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Quality Indicators for Technical Support
The school’s information technology resources are continuously updated:
- Technology resources and materials are reviewed annually for currency and
for value to the curriculum in supporting student learning. Those resources
or materials that no longer support the goals of the instructional program
are withdrawn.
- Hardware is reviewed for possible replacement within at least five (5) years
of purchase and annually thereafter.
Equipment receives regular inspection and routine maintenance on at least an
annual basis.
- Properly trained technical personnel are hired or contracted to perform
maintenance and repair.
- Emergency repairs are made promptly.
- Records adequately document repair and maintenance of equipment.
A comprehensive security system is in place to safeguard the school’s
information technology resources.
The school maintains an up-to-date inventory of its information technology
resources.
- The school’s inventory includes software, hardware, printed information
and resource materials.
- All materials and equipment are classified, cataloged and processed at the
time of their acquisition.
- All materials and equipment are marked and documented.
- An electronic database serves as the management system of the inventory of
the school’s information technology resources.
The roles and responsibilities for the management and coordination of the use
of information technology resources throughout the school are clearly defined.
The school’s insurance policy provides adequate coverage for materials and
liability.
NSSE
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PROJECTED COST
TECHNOLOGY BUDGET There are also many thousands of dollars budgeted throughout other
departments and categories district wide. The following are those areas directly
under the control or oversight of the District Technology Director. This page
summarizes the plan budget and funding sources for each fiscal year of the
plan.
Item 2012-2013 2013-2014 2014-2015
Salaries 86,000 88,000 90,000
Benefits 42,000 42,000 42,000
Consortium 189,000 192,000 195,000
Conference 1,000 1,000 1,000
Supplies 6,000 6,000 6,000
Contracted Services 15,000 15,000 15,000
Maintenance 3,000 3,000 3,000
License Fees 108,000 135,000 145,000
Internet 60,000 60,000 60,000
Equipment 45,000 45,000 45,000
Telephone 1,200 1,200 1,200
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COORDINATION OF RESOURCES
Sturgis Public Schools endeavors to utilize a variety of funding sources to accomplish
the goals of this plan, including donations, bond moneys, grant funds, Universal
Service Funds, and general fund dollars.
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FUNDING PLAN
Sturgis Public Schools solicits funds from two general types of funding sources to accomplish plan goals: Public funds - federal, state and local money Private funds - grants and donations from corporations, foundations, and individuals
The District Grant Writer and Business Manager are key players in ensuring that this plan is successfully implemented. Both of these staff members regularly attend Technology Committee meetings, administrative team meetings, and district level school improvement committee meetings. This enables the two to have input into the development of this plan and reasonableness of goals, from a financial perspective. In addition, it provides the Grant Writer with information and insights necessary to apply for and receive technology grants. The District budgeting process involves representatives from all district buildings and departments. This annual planning process involves the identification of technology funding priorities within the entire district budget. This ensures that all initiatives align with the District’s mission and school improvement plan, as well as budget goals.
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Sturgis Public Schools’ Technology Funding Process
The budget planning process is driven by the District’s vision for technology and the
goals and expectations for student learning. A consensus building model is employed
by representative staff to develop a school district budget, including a technology
component, to present to the School Board for approval
The budget planning process takes into account the following factors:
- Initial costs for equipment, software and other necessary infrastructure costs.
When possible REMC prices or bid procedures are used to identify these initial costs.
- Funding for ongoing costs (for upgrades and maintenance of hardware). The
District has used MSBO and MDE resources to estimate on-going costs, in addition
to actual costs of maintenance plans and software support.
- Equipment and software become obsolete and need to be replaced or upgraded
on an on-going basis. This plan calls for a 4-year replacement cycle. In the event
funds are insufficient to accomplish this, the cycle will be extended to 5 years. As
equipment is replaced, it may be redeployed in an area where the technology is
sufficient, it may be upgraded, or it may be removed from service according to
EDGAR policies.
- Substantial allocations for professional development to support
on-going training and staff development programs. The committee recognizes that
funding recommendations for technology include 30% of the total technology budget
being used for professional development. This plan calls for substantial amounts of
professional development, but does not hit 30% because we have been blessed with
building fund bond dollars, which enable us to accelerate acquisition of hardware.
The committee feels that the professional development called for in this plan is
sufficient, however, to ensure that hardware is used to effectively implement the
curriculum and the plan.
- a permanent line item in the district’s budget exists to support allocations for the
purchase, maintenance and updating of the district’s technology resources. In
addition, additional funds are provided to each building in supply and new equipment
accounts to enable schools to further maintain and/or customize technology to
support individual building school improvement plans.
The district takes full advantage of opportunities to stretch available financial
resources to further advance the vision for technology. We work closely with the city,
area businesses, Glen Oaks Community College, and others to share resources. In
addition, the District seeks funding through USF funds and other grants to support
initiatives.
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EVALUATION OF PROGRESS
Sturgis Public Schools has established a comprehensive evaluation plan, which will
measure both the process and progress of this technology plan. This evaluation process
allows for thoughtful modification of the plan as new information or research becomes
available.
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EVALUATION PLAN
A plan is only valuable if it is implemented. To ensure the success of this plan, the
following steps have been or will be taken:
The technology committee and other stakeholders have reviewed the project
plan, which details the steps that must be taken. In this process timelines have been
reviewed, resources considered, and the plan has been modified to assure that it is
reasonable and achievable.
The plan has been developed in layers. The first layer recognizes that there
are essential technologies that must be in place for the school to perform school business.
Steps to support these activities receive first funding and resource priority. The second
layer involves those components that are essential to deliver either the technology
curriculum or district curriculum to students. These activities receive the second priority of
funding and resources. Finally, those steps that will enhance our curriculum delivery, but
are not minimally essential receive the third funding priority. Thus, in identifying resources
to support this plan, we guarantee plan implementation of those essential components
through the use of guaranteed funding sources. We seek additional funds to provide the
plan enhancements. Note that enhancements also are intended to result in increased
student achievement and are designed to accelerate student learning and success.
The District Technology Committee, a subcommittee of the District School
Improvement Committee, works in conjunction with the District Grant Administrator and
Business Manager to monitor the plan implementation at least quarterly and report to
stakeholders. The Assistant Superintendent/Director of Curriculum is responsible for
ensuring that an annual report of progress is provide formally to the Board and community.
This plan calls for a number of assessments to be used on an on-going basis.
These assessments measure effectiveness of strategies, allowing for adjustments to be
made as needed. Thus, this is a living plan that will be modified as needed to promote
the highest degree of success.
Annually and at the conclusion of this plan, a review of the progress toward
goal accomplishment will identify those steps taken that have been successful, those that
demonstrated some success but should be modified in the future, and those that had
limited or no success. This will assist the District in not only adjusting the plan, but
developing a new plan based on best practice research and experience.
The District welcomes the opportunity to share successes and lessons learned
with others.
The following chart will be used to collect information about this plan’s implementation
and progress.
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EVALUATION PLAN - YEAR 2013
Required
Components
Accomplishments Progress
Toward Goals
Focus Areas
for
Improvement
Notes
Infrastructure
Curriculum
Integration
Collaboration
Professional
Development
Technical
Support
Supporting
Resources
Timetable
Cost/Funding
Coordination of
Funding
Resources
Acceptable Use
Policy
Communications
(Optional)
Impact on
Student
Achievement
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ACCEPTABLE USE POLICY
STURGIS PUBLIC SCHOOLS ACCEPTABLE USE POLICY
MISSION STATEMENT:
THE STURGIS PUBLIC SCHOOLS AND COMMUNITY WILL ENSURE THAT EVERY CHILD HAS ACCESS TO TECHNOLOGY THAT BEST
MEETS HIS/HER NEEDS WITHIN EACH CURRICULAR AREA SO THAT EACH CHILD WILL BE
BEST PREPARED FOR HIS/HER NEXT LIFE TRANSITION. ADOPTED 1998
THE DISTRICT IS COMMITTED TO PROVIDE AND MAINTAIN INFORMATION TECHNOLOGY RESOURCES FOR BOTH STAFF AND STUDENTS.
IT WILL ALSO STRIVE TO PROVIDE AN ATMOSPHERE THAT ENCOURAGES ACCESS TO KNOWLEDGE AND SHARING OF INFORMATION.
THE DISTRICT WILL MAKE EVERY EFFORT TO ENSURE THE INTEGRITY OF THE INFORMATION SYSTEMS, AS WELL AS THE PRIVACY OF
USER ACCOUNTS. IT IS ALSO THE DISTRICT’S POLICY TO PROVIDE TRAINING AND SUPPORT TO ALL USERS IN EFFECTIVE UTILIZATION
OF INSTRUCTIONAL TECHNOLOGIES. THE DISTRICT DOES NOT TAKE RESPONSIBILITY FOR THE ACCURACY OR QUALITY OF
INFORMATION RECEIVED BY THIRD-PARTY PROVIDERS, NOR WILL IT BE HELD ACCOUNTABLE FOR THE SECURITY OF ANY USER’S LOGIN
NAME OR PASSWORD. THE DISTRICT RESERVES THE RIGHT TO REVIEW AND EDIT ANY INFORMATION OBTAINED USING DISTRICT
INFORMATION SYSTEMS. ALL USERS OF DISTRICT INFORMATION TECHNOLOGY SHALL READ AND SIGN THIS ACCEPTABLE USE
AGREEMENT.
Any person using Sturgis Public Schools Information Systems who, without authorization, accesses, uses,
destroys, alters, dismantles or disfigures the District’s Information Systems, properties or facilities, as well as
those owned by third-parties shall be subject to disciplinary action. Such action may include, but is not
limited to: Warning Revoked Privileges, Financial Restitution, Suspension/Termination, and/or Legal Action.
SPS Network Acceptable Uses
The computer network at Sturgis Public Schools has been set up to allow Internet Access for educational
purposes. This includes classroom activities, research activities, peer review of assigned work and the
exchange of project related ideas, opinions and questions through email, network drives, message boards
and faculty web page access.
Student’s use of the Internet is contingent upon parent/guardian permission in the form of a signed copy
of the Acceptable Use Policy.
Material created and/or stored on the system is not guaranteed to be private. Network administrators
may review the system from time to time to ensure that the system is being used properly. For this
reason, students should expect that emails, material used on personal web pages, and other work that is
created on the network may be viewed by a third party.
Network users are expected to adhere to the Safety Guidelines found in this document.
SPS Network Unacceptable Uses
The network may not be used to download, install, distribute, copy or store any software applications
without prior permission from the network administrator The network may not be used for commercial
Sturgis Public Schools has developed an Acceptable Use Policy for students and staff.
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purposes. Users may not buy or sell products or services through the system without prior permission
from the network administrator.
The network may not be used for any activity or to transmit any materials that violate federal or local
laws. This includes, but is not limited to, illegal activities such as threatening the safety of another
person or violating copyright laws.
Network users may not use vulgar, derogatory or obscene language. Users may not engage in personal
attacks, harass another person, or post private information about another person.
Network users may not access Web sites, news groups or chat areas that contain material that is
obscene or that promotes illegal activity. If a user does accidentally access this type of information, he
or she should immediately notify a teacher or parent.
Use of a computer for anything other than a teacher directed or approved activity is prohibited.
User accounts shall only be used by the person authorized to use that account and Users assume all
responsibility for actions delivered through their account.
Users may not make alterations to hardware/software systems or settings.
Users may use their own laptop or handheld computer at school, but may not connect to the Sturgis
Public Schools network in any way with out express written permission from the network administrator.
Sturgis Public Schools is not responsible for loss or theft of such equipment.
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WEB PAGE POLICY AND PERMISSION
Identification of Students and Employees on the Sturgis Public Schools Website Student pictures and
projects may be displayed on the web page for educational and informational purposes unless otherwise
specified. Web pages will not contain a student’s address, phone number or full name, except in instances
when such a listing might also appear in public documents such as newspaper articles.
Content of Web Pages The content of school web pages must be consistent with the educational mission,
goals and objectives of the Sturgis Public School District and with the letter and spirit of Sturgis Public
School Board policies. Material placed on web pages is expected to meet academic standards for proper
spelling, grammar and accuracy of information.
District Based Home Pages Students may create Google Sites under their instructor’s supervision, but will
not include pages containing personal details such as address or phone number. Linking to a student’s or
staff member’s personal web page on an external site is not permitted.
EMAIL POLICY AND PERMISSION
Students will be supplied with their own email accounts hosted by Google. It is intended for educational
use in class. All policies outlined by Google and the following apply to students as well. Student email is
filtered for language and graphic images and should not be considered private.
Bulk mailing: Bulk mailing (mailing to a large list of people) should be done for work related mail only. For
example, a memo to the whole school etc. Please do not forward jokes around.
Unsolicited email: Unsolicited bulk email, which is defined as sending advertisements, chain letters or other
such junk mail to users or a large list of users is NOT ALLOWED!
Commercial Email: Using either email system for personal profit, such as running a home business is also
not allowed. If you have a need to use email for a home business please use another service provider.
Personal mail: You can use your account for personal mail as long as it does not conflict with any of the
policies in this document and it does not interfere with school.
Illegal activities: Simply put this is not allowed and the proper authority's will be notified.
Account sharing: If you share your account with someone it WILL BE SUSPENDED!
PERSONAL TECHNOLOGY GUIDELINES
Student owned Electronic Devices may be used for educational purposes under direct teacher
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supervision.
Acceptable Uses during school hours (7:30 am - 2:30 pm) Electronic devices and accessories must be stored appropriately when not in use.
Student devices may only connect to the SPS Public Wi-Fi access points. Devices with their own data plans may use their cell signal for Internet access.
All notifications on every device must be set to silent.
Unacceptable Uses at any time on school grounds
Users are prohibited to create or maintain a wireless hot spot.
Unauthorized video and audio recording on school grounds is prohibited
Unauthorized use of technology is prohibited.
Student owned devices may not use a network cable for Internet or Network access.
I have read and understand all of the information in this document and understand that this
form will be kept on file at school. I have reviewed and discussed this policy with my child. I
give my child permission to access the network as outlined above and use their school email
account. I also understand that my child’s work (writing, drawings, etc.) may occasionally be
published on the Internet and may be accessible on a World Wide Web server unless I have
specified otherwise.
Student Signature
Date:
Parent Name Printed:
Parent Signature:
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COMMUNICATIONS / PUBLIC RELATIONS
Sturgis Public Schools values the support of the community and endeavors
to maintain healthy relationships with students, staff, parents, and
community through regular and effective communications.
COMMUNICATIONS / PUBLIC RELATIONS
Sturgis Public Schools uses a variety of media to communicate technology
goals and progress toward attainment of those goals to stakeholders. Existing
opportunities provide our first level of communication. These include School
Board meetings, building level meetings, parent group meetings, district
newsletters, and the district webpage. These varied media are then
supplemented with press releases, annual progress reports developed in
conjunction with school improvement/NCA plans, fliers and other notices, and
e-mails. This plan calls for additional communication efforts to include
development of list serves, bulletin boards, and targeted surveys to increase
stakeholder input as well as provide information. As mentioned earlier,
technology committees and “go to” people provide both formal and informal
communication about initiatives.
Sturgis Public Schools also values funding sources and legislative initiatives,
which support integration of technology tools into curriculum delivery systems.
Therefore, the District welcomes visits from Michigan Department of Education
staff, other school districts, and key decision-makers. We also maintain a
presence at county and state level meetings to both collect information and
share experiences and needs.
Technology is also recognized to be a valuable tool in communicating with
parents about students’ attendance, performance, and educational plans. This
plan calls for increased opportunities for parents to be actively involved in their
child’s education by accessing attendance and grades on a “real-time” basis.
In addition, increased opportunities to obtain general school information and
contact school staff through e-mail and other tools will be implemented with
this plan.
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COLLABORATIONS
One of the many trends in education today is the increasing reliance on
technology as a teaching and management tool. Computers and improved
telecommunications have created new and unique opportunities for teaching and
learning. We know that technology will help assure equity of access for learners
as it becomes easier to match tools to the unique learning needs of students.
As important, technology can enhance the operation of schools and offer more
choices to students. Technology has turned out to be a major focus for
educational service agencies across the state and nation. Collaboration with other
service providers, business and industry are important in order to enrich
technology resources in our schools and enhance learning for all.
Sturgis Public Schools has benefited from collaborations created by the Michigan
Department of Education, including Michigan Virtual University and Marco Polo
professional development. Sturgis Area Business and Education Alliance (SABEA)
provide avenues for the schools to benefit from local business expertise. A
collaboration with the St. Joseph County technology consortium serves as a forum
for sharing resources and establishing a common standard among the county.
Sturgis Public Schools is also a member of KRESA WAN which connects most
schools in St. Joseph and Kalamazoo counties via fiber. This group of districts
meets on a monthly basis to find ways to utilize this network. Finally, Sturgis
Public Schools supports the Sturgis Community Education program with technology
infrastructures and support.
Recognizing the value of collaboration, this project calls for increasing
collaborative partnerships. It is hoped that by working with Glen Oaks Community
College, Michigan Virtual High School, Universal Service Funds, and other entities
more opportunities for students and staff will be available at more affordable
rates. In addition, Sturgis Public Schools embraces the stance of the 21st Century
Community Learning Center Program, which calls for the use of school facilities
and resources to be employed for the advancement of the community at large
and to provide extended programming for students. We will seek to make our
Recognizing that technology resources are ever-changing, requiring technology personnel to
maintain an intense learning curve, and recognizing that technology is an expensive tool,
Sturgis Public Schools has embraced collaborative processes which promote shared leadership
and decision-making and shared resources.
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resources available to others, including the non-public schools in our district
wishing to utilize them.
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SUPPORTING RESOURCES
This section identifies resources, such as services, software and print
resources, which will be acquired to ensure successful and effective use
of technologies that are acquired.
Sturgis Public Schools is committed to providing the resources to support teaching
and learning with technology. We recognize that these resources include
information, personnel, time and policies.
Quality Principles for Supporting Resources
Information resources- The district’s accessibility, loan and use policies
facilitate the use of the district’s information technology resources by students,
faculty, staff, administrators and the community.
Human resources-The deployment of human resources advances the
human resources advances the school’s vision for technology and student’s
achievement of the goals and expectations for their learning.
Time as a resource-Through the effective use of technology, time
becomes a resource for supporting student learning and enhancing the
productivity of the school, rather than a constraint limiting students’
opportunity to learn.
Policies as a resource- The policies for selecting software, hardware and
related information technology resources are consistent with the district’s vision
for technology and the desired results for student learning.
NSSE
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RESOURCES USED TO DEVELOP TECHNOLOGY PLAN
1. Required elements of a technology plan
http://techplan.org 2. 2010 State of MIchigan Educational Technology Plan
http://www.techplan.org/STP%202010%20Final.pdf 3. National Educational Technology Standards Project
http://cnets.iste.org 4. Michigan Curriculum Framework
http://www.michigan.gov/documents/Teaching_and_Learning_142494_7.pdf 5. Michigan Technology content standards and benchmarks
http://techplan.org/mets.html
Quality Principles for Technology Planning
The technology plan is embedded and supportive of an overall learning
plan focused on high achievement for all students.
The technology plan relates to, supports, and is integrated with other
educational plans at the school, district, state, and federal levels.
The district’s decision-making and planning processes are focused on
improving student learning.
The process of developing the district’s technology plan provides for
shared decision-making and collaboration among all those who
have a stake in the success of the region.
NSSE