Technology Plan
2012 - 2015
Wyoming Public Schools
District ID 41026
3575 Gladiola SW
Wyoming, MI 49519
(616) 530-7550
James Nora
(616) 249-7614
[email protected]
Start Date: 07/2012
Review Date: 01/2012
Kent ISD
http://www.wyoming.k12.mi.us/admin/PDFiles/TechPlan%20.pdf
PAGE 1 OF 43
Executive Summary
To give a clear vision and sense of direction to future integration efforts, the district has selected for its technology
plan the following goals:
1. Provide a clear vision for technology use and describe required district capacities.
2. Provide professional development that will assist staff with integrating technology into the
curriculum and enable staff to use technology to improve student achievement.
3. Make technology widely available and easy to use resulting in a focus on learning / task
completion for students and staff.
4. Assist staff members to become more efficient and effective while doing their jobs.
5. Assist students as they learn content subjects supported with technology.
6. Provide students and staff opportunities to learn about technology and its applications.
7. Provide a method of evaluation for the district's technology plan, to include levels of
accountability for technology implementation and integration for all Wyoming Public Schools
employees.
8. Provide safety and appropriate use training for all District staff and students.
The evaluation of these goals will help provide data to measure the district’s successful use of technology. Three
methods of evaluation will be used:
1. Goal evaluation rubrics
2. Teacher self-evaluation rubrics for key plan elements
3. CEO Forum STaR Chart
This plan includes a description of professional development strategies and other types of support for technology
use and integration, as well as various requirements and standards of the Michigan Department of Education.
PAGE 2 OF 43
Table of Contents
State and Federal Compliance........................................................................... 4
Introduction and Purpose.................................................................................... 5
District Demographics - Technology Team Members ...................................... 6
Objectives Accomplished and Current Technology .....................................7-10
Types of Technology Represented .................................................................. 10
Research Conclusions and Beliefs .................................................................. 11
Technology Plan Goals..................................................................................... 11
Technology Plan Evaluation ............................................................................. 12
Technology Plan Timetable .............................................................................. 13
Interoperability ............................................................................................. 12-14
Technology Approval Process & Software Approval Process.................. 14-15
Technology Support and Total Cost of Ownership ......................................... 16
Technology Integration ..................................................................................... 16
Professional Development & Timeline ....................................................... 16-17
Timeline, Cost & Source of Funding for Implementation of Plan.............. 18-22
Collabrative ProgramsTimeline ………………………………………………. 21
Collaborative Programs .................................................................................... 21
Supporting Resources ...................................................................................... 22
Policy Support, Filters and Firewalls ................................................................ 22
Internet Safety curriculum and training………………………………………..23
Bibliography ....................................................................................................... 24
Appendix I - Software Evaluation ……………………………………………...25
Appendix II - Plan Evaluation Rubrics........................................................ 26-31
Appendix III - CEO Forum STaR Chart Questions ......................................... 31
Appendix IV - K-8 Technology Curriculum ................................................ 32-37
Appendix V - 9-12 Technology Curriculum……………………….………..39-41
Appendix VI- Acceptable Use Policy (AUP)……………………………..…42-43
PAGE 3 OF 43
Wyoming Public Schools – Technology Plan – State & Federal Compliance
The Wyoming Public Schools Technology Plan for 2012 - 2015, submitted to meet the requirements of the State of Michigan and the Universal
Service Fund Application, contains responses to the following areas:
Required Elements
Source Page(s)
Mission: The introductory section includes the district/school mission statement.
Introduction: The introductory section district/school background and demographics
Vision: A broad vision is articulated for the district/school technology program.
Goals: Broad, general district goals are established
Specific goals are aligned with state or national technology standards
Strategies describe how technology will be used to improve the academic achievement
A description is provided on how the district will identify and promote Technology Integration strategies
A description on how technology software and electronically delivered learning materials will be integrated
A timeline for the technology integration into curricula and instruction is included.
Internet, interactive video, on-line courses for distance learning are identified
A description is included on how the educational technology plan will be disseminated to the community.
How technology will be used effectively in communicating with parents and promote parent involvement
Some parents and other community members are represented with involvement in the technology planning
A description of how the technology program will be developed in collaboration with adult literacy services
Professional development strategies are in place for ALL staff to improve student learning with technology
Provided indication that the professional development offerings should set the groundwork for integration
A timeline for the implementation of various types of professional development training is included.
Awareness is indicated of state / national standards addressing technology competencies for all educators.
The plan describes a variety of resources that are utilized to support the entire technology program.
Current hardware, software, network infrastructure, telecommunications, etc. in the district is provided.
Description of the hardware, software, network infrastructure, telecommunications, and other services needed
Basic strategies for ensuring the interoperability of equipment are provided
The plan includes a description of the technical support that is available within the district.
The plan addresses the steps that will be taken to ensure all students and teachers have access to technology
Budgets are detailed annually (2003-04, 2004-05, 2005-06) for each year covered by the plan.
A financial plan for long-term investment and sustainability
A general description of the process by which the evaluation will be conducted is included.
The evaluation section indicates what measures will be used and how success will be determined.
An Acceptable Use of Technology Policy (AUP) for the district is included.
The Acceptable Use Policy recognizes existing federal requirements for privacy and Internet safety
5
5,6
5
11
32-41
32-41
15
32-43
13,17-21
13,14,33-42
8
8
11-15
21
16-17
16-17
17
16
6,11,13,16,23-24,38,43
7-10
17-22
13-15
6
7-11,18-20
17-22
17-22
2, 27-31
26-31
42-43
42-43
The Wyoming Public Schools (hereafter District) certify the following:
1.
2.
3.
4.
5.
6.
7.
8.
The District is an eligible entity, a school district, as defined by the federal statute. Under
Sections 254 (h)(4) and 254 (h)(5)
The telecommunications services requested by the District will be used solely for educational purposes.
The telecommunications services obtained by the District under this program will not be sold, resold, or transferred in consideration for
money or any other thing of value.
If the telecommunications services are acquired as part of an aggregated purchase with other entities, the request will identify all copurchasers, plus the services or portions of services being purchased by the applicant.
The District has committed funds from the general funds, grants and sinking funds to pay for the “non-discounted" portion of the
requested telecommunications services, as well as any necessary hardware, software and training required to use the services
effectively.
The District has complied with and will continue to comply with all applicable state and local procurement processes.
This plan is eligible for approval by the Michigan Department of Education.
The Free & Reduced lunch percentage of 71% (District average), which translates to a USF discount of 71% is accurate based on the
certified 2001 Michigan Report. The report indicates the percentage of students eligible for the National School Lunch Program.
07/01/12
______________________________________
Dr. Thomas Reeder – Superintendent
Date
PAGE 4 OF 43
Introduction and Purpose
"To thrive in today’s world and tomorrow’s work place, America’s students must learn how to learn, learn how to
think and have a solid understanding of how technology works and what it can do. American schools must,
therefore, provide students with the opportunity to combine the best of traditional learning with the unprecedented
opportunities technology offers."
- School Technology and Readiness Report - The CEO Forum on Education and Technology
District Mission Statement
“Wyoming Public Schools Community empowering lifelong learning.”
District Technology Vision
Wyoming Public Schools believes that technology is a tool to achieve quality in learning, teaching and managing.
Its goals are that learners in the Wyoming community will become literate in technology; use appropriate
technology to solve problems or accomplish tasks; use technology as tools for communication, managing
information and learning; and use technology according to ethical standards.
st
If our students are to live and work successfully in the 21 century they are going to need skills their parents did not
receive in their K-12 education. Both the workplace and the home are more technologically oriented than anyone
anticipated a decade ago. This means that as our children go through life, higher demands will be made on their
learning skills. Our students will need to understand complex terminology, communicate clearly, make sense out of
massive amounts of information and know how to use new problem solving techniques.
In the area of technology, Wyoming Public Schools is in the process of moving from responding to its own
technology needs and issues toward connecting and aligning with other movements in the technology field at the
state and federal levels.
The purposes of this technology plan are to provide:
1. A clear vision for the use of technology by students and staff
2. A guide to teachers for integrating technology into their curriculum
3. Measurable goals that support accountability to our district voters
PAGE 5 OF 43
District Demographics
Wyoming Public School District is located in western Michigan in the City of Wyoming, Michigan, the largest suburb
th
of metropolitan Grand Rapids and the 20 largest city in Michigan. It is a city of well-kept neighborhoods and parks.
Recreational and cultural opportunities abound and the community atmosphere emphasizes family values. We are
the largest of several districts serving the 65,000 residents of the city of Wyoming. We are part of the Kent
Intermediate School District.
Our school system addresses the needs of nearly 5,000 children and young adults in K-12, preschool and adult
education programs combined.
The 2011 student count indicated the Wyoming Public Schools (WPS) serves 4,874 K-12 students. There are
approx. 272 teachers and 120 support staff to assist student learning.
WPS is considered an urban district in Kent County MI. The fall 2011 Free and Reduced Lunch percentage totaled
71% for the entire WPS K-12 district.
WPS includes one ECC, four K-4 elementary, one 5-6 building, one 7-9 building, and one 10-12 high school
building. With support services, community education, and administration, the district encompasses 12 buildings.
District Technology Committee Members
Name
Role
Reeder, Thomas
Nora, Jim
Goron, Chris
Carrasco, Romer
Hoekstra, Johanna
Sellers, Deb
Elliott, Matthew
Schneider, Melissa
Potter, Karen
Blackburn, Jon
Debski, Jennifer
Superintendent
Technology Director
Network Administrator
Computer Support Specialist / Web Master
Office Administrator / Communication Specialist
Data Training Specialist
Computer Support Specialist / Data Management
Tech. Liaison / Teacher, Media Center Specialist
Tech. Liaison / Teacher, Media Center Specialist
Secondary Principal
Elementary Principal
PAGE 6 OF 43
Objectives Accomplished
As of the spring of 2010 the district has fulfilled the following objectives defined in the previous Technology Plan for
incorporating technology and technology training into the K-12 curriculum:
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Students will be technologically proficient; they will develop competencies in word processing, multimedia,
databases, spreadsheets, accessing the Internet, network, keyboarding and information retrieval and
management. These competencies will be demonstrated across the curriculum and in the workplace.
Every learner will have access to software during the school day to interact at any time with video, audio, and
textual materials to prepare their own presentations, research, and products.
Classrooms and learning areas are wired for data and video. Classrooms, learning areas and offices are wired
for voice and data transmission for telephone, voice mail, teleconferencing, and computer use.
Every building has access to academic, media, and administrative application servers; every building has
scanning equipment and digital media devices.
Every building has a web site integrated within the District’s web site.
Every building has a TV/recording equipment, automated circulation system, on-line card catalog, and
electronic security system.
Every elementary media center has a TV/recording equipment and automated circulation system.
Each high school has an on-line learning tech lab for delivery of on-line course offerings.
Every employee has access to a workstation for e-mail, calendar, word processing, spreadsheets, Internet
access, and databases.
Students have:
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Daily access to technology-rich learning environments within and outside their classrooms and in their media
centers.
Access to computer labs equipped with multi-media computers and Internet access providing increased
curricular resources in their classrooms.
Access to the worldwide Web for media-based education, linking them to online information sources/data,
instructional video, and other media around the world.
Access to mobile laptop labs for increased accessibility to the Internet in traditionally non-lab classrooms.
Access to wireless Internet connections using district supplied laptop computers.
Opportunity for collaborative studies with students in other communities, states, and countries.
Availability of on-line advanced placement classes.
Opportunities to develop information-processing skills through lessons integrated into their core curriculum
subjects.
Teachers have:
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Access to a workstation with printing capability for attendance, progress reporting, curriculum management,
lesson planning, administering core curriculum assessments, Internet, e-mailing homes, and on-line services.
Access to WWW resources for teaching, research, and learning in each of their own classrooms.
The ability to communicate with families and colleagues via e-mail and ParentVue portal.
The ability to post classroom updates and projects, grades, attendance, and discipline on the WWW for parents
and others to view.
Access to "immediate" news resources from around the globe.
Access to multi-media resources and software applications to better meet the needs of students with differing
learning styles and intelligences.
Use of motivational impact of technology in almost any subject.
PAGE 7 OF 43
Administration and School Board have:
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Improved communications capabilities to keep in touch with teachers, committees, parents, the educational
community at large, colleagues in other districts, state and national departments of education, etc.
Improved productivity by mandatory use of computers and on-line resources.
Access to Internet resources for researching, pricing, and purchasing materials needed by the district.
Ability to communicate with government agencies that operate on a "paperless" format.
Ability to promote schools, programs, calendars, and activities through the WWW.
Ability to publicize district issues and events and invite public participation and on-line discussion.
Parents and Community Members have:
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Improved opportunity to be better informed about what is happening in their child's school and classroom.
Improved communication with teachers, administrators, and board members via email and district website.
On-line information about and discussion of issues surrounding WPS education and schools.
On-line student progress reports and attendance records updated daily (ParentVue).
On-line access to the current technology plan via the district website.
Open board meeting access where the approved tech plan is announced annually.
Automated call system to inform of attendance, activities, emergency, and other district information.
PAGE 8 OF 43
Current Technology
Hardware: Add all mobile technology
All buildings have mobile computer labs consisting of a minimum of 32 computers located in rolling carts.
Each teacher has their own computer and access to printing, the Internet, email, district calendar, and the upgraded
Student Information Server, which will facilitate record keeping such as student attendance and grade reports.
(4) K-4 Elementary Schools: Each building has a stationary computer lab of 32 computers located in the media
center. Each classroom has at least two or more computers for student use.
(1) 5-6 School: This building has three computer labs of at least 30 computers for use by all students and
classrooms.
(1) 7-9 School: This building has five computer labs of at least 30 computers for use by all students and
classrooms.
(1) High School: This building has six computer labs of at least 30 computers for use by all students and
classrooms.
(1) On-line high school: Two computer labs consisting of 64 computers for use by students enrolled in the program.
The district has 28 portable computers for home and office checkout.
Mobile Technology:
Wyoming Public Schools in an effort to support mobile technologies endorses the following mobile technology
devices:
Apple iPad, Apple iPod Touch, MAC books, Apple iPhone, Android devices (ie;smartphone), Microsoft Windows
Netbooks, Google Chrome books, Kindle and Nook E-readers
Any device purchased and owned by the district is fully supported for functionality and connectivity. Any device that
is purchased or owned by a private individual or group is supported for connectivity only. WPS holds no
responsibility for the functionality of any privately owned device or equipment.
Connectivity:
Infrastructure and Network Electronics:
WPS has deployed a data network based on Ethernet topology throughout the district. Each school is connected
via a single mode aerial fiber backbone, which provides for transmission of data, voice and video to each building.
Data transmission between buildings is at 1GB, and within each school is minimally 100mb. Fiber backbones
connect wiring closets within the buildings. Category 5 UTP plenum cable is used to connect from the network
electronics to the computers, networked printers etc. Connectivity to the desktop is 100 MB via 3COM and Cisco
Ethernet switches and hubs. The network supports a standard TCP/IP protocol so that many devices can easily be
connected. WPS has connected PCs, servers and printers on to this network. This network will allow for any other
devices supporting TCP/IP to be connected. All buildings are also connected to the data network via Cisco
wireless access points.
Servers, Network Operating Systems, Applications and Services:
Student Information, employee, and finance systems provide teaching, administrative, business, and counseling
personnel access to student, financial, and employee data and management.
Windows Server Platform is used to manage and monitor network resources, provide file, print services and access
to networked applications. We use Gmail as our e-mail, calendaring, and document sharing. The district utilizes an
Internet Firewall for security from the outside of network. Content filtering services are provided through St. Bernard
filtering applications and the enterprise version of Office Trend is used to protect against Computer viruses.
PAGE 9 OF 43
Content / Software:
All computers are equipped with Windows Platform, Mac OS X, Android, or iOS Operating Systems.
Software will be appropriate to the user’s function, and may include in the case of an administrator, Microsoft Office
suite, Gmail, Internet Browsers, Publishing software, etc.
Elementary, middle, and high schools will have comprehensive instructional software for all content areas.
Elementary student selections include versions, Amy’s Fun House, Bailey’s Book House, Compass Learning,
st
th
Earobics 1 & 2, Kidspiration, Inspiration, Jump Start 1 and 4 grade, Millie’s Math House, Number Munchers,
Oregon Trail, Sammy Science, School House Rock, Sea School, Thinkin’ Things, Trudy’s Time & Place House,
Words Mine, Ultra-Key, Internet Applications, Follett Destiny Library Manager, etc.
Secondary school students will select from Internet Browser, Office Professional suite, Data Files, MGI Photosuite,
Movie Maker, Adobe CS3 Web Premium Suite, Century 21 Accounting, Real Player, Windows Media Player, Follett
Destiny Library Manager, and Discovery Education Video.
WPS has a license for Premier Accessibility Suite programs that provide assistive technology support for students
and staff members with special needs.
Types of Technology Represented
Item Description
Total computer workstations
Number of Units
3000 +
Media Center workstations
128
Laptops
352
Printers
52
Computer Labs (32 workstations per lab)
24
Video production lab
2
Servers
40
Mobile Technology (take home)
400
Infrastructure - hubs, routers, switches, etc.; 1000 + data drops
District-wide
IP Telephone system
District-wide
PAGE 10 OF 43
Research Conclusions and Beliefs
The Wyoming Public School District believes that the utilization of diverse technologies to enhance the
curriculum and the learning process will better prepare our students in becoming skilled, knowledgeable,
independent and self-directed learners. Our belief is based on the following:
Staff
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Continuous training and staff development is essential to support effective use of technology.
Technology staff supports the infrastructure, the Wide and Local Area Networks, the operating systems, the
servers, the equipment, the application software etc.
Teaching and Learning
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Technology should be used to complement the instructional process, but should not be the focus of the
curriculum.
Technology must be an integral part of the entire curriculum.
Teacher leaders who can enhance the effective application/implementation of technology.
Technology integrated into the teaching of the common core
Technology is a catalyst that may cause some fundamental changes in teaching and learning.
The acquisition of basic skills is enhanced through the use of technology.
Application
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Technology should be used to gather, understand, evaluate and manipulate information; assist in problem
solving; and create.
Technology should be used to improve communication.
Students must become technologically literate to help them become productive and employable.
Access and Design
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Technology should be widely distributed for instructional and management uses, with equal access assured for
all students and staff.
Staff and students must develop skills and confidence in acquiring electronic information and the critical
thinking skills needed to handle information.
The media center should be the hub of information access.
Technology is a tool to enhance learning, but students and teachers are the central focus.
Technology Plan Goals
The initial technology plans for Wyoming Public Schools focused primarily on the acquisition of hardware and
software. As technology has become more available district-wide, there has been steady movement toward the
integration of technology across the curriculum and the importance of utilizing technology as a tool to assist student
learning and to help staff accomplish job-related tasks.
Since that movement has become more apparent, a new set of goals to help focus technology efforts has become
necessary. This new plan has been developed with the following goals:
1.
2.
3.
4.
5.
6.
Provide a clear vision for technology use and describe required district capacities.
Provide technology curriculum that aligns with the State and Federal technology standards
Assist students as they learn content subjects supported with technology.
Provide students and staff opportunities to learn about technology and its applications.
Assist staff members to become more efficient and effective while doing their jobs.
Make technology widely available and easy to use resulting in a focus on learning / task
completion for students and staff.
7. Provide a method of evaluation for the district's technology plan.
PAGE 11 OF 43
Technology Plan Evaluation
Three types of evaluation support this plan. They include:
1. Goal evaluation rubrics
2. Teacher self-evaluation rubrics for key plan elements
3. CEO Forum STaR Chart
Discussions among the Technology Committee and district administrators led to the development of rubrics as the method
of goal assessment. Rubrics were developed and/or adapted from several sources for each goal.
After review within the district’s Curriculum Committee, an additional single page rubric was developed for teachers to use
for self-evaluation of elements important to supporting technology integration. These rubrics were based on state and
national standards for teacher competency. Both of these sets of rubrics can be found in Appendix II (pages 23-27).
The CEO Forum on Education and Technology has produced as assessment called the STaR Chart. This series of
questions develops a profile of technology use and capacity within a district. In previous grant cycles, the Michigan
Department of Education (MDE) has used the STaR Chart as a basis for sorting grant candidates. Its use in this
plan will allow the district to maintain an up-to-date assessment of its progress on indicators important to external
groups such as MDE.
From their website, the following description of the Forum is found:
“The CEO Forum on Education and Technology was founded in the fall of 1996 to help ensure that America's
st
schools effectively prepare all students to be contributing citizens and productive workers in the 21 Century. To
meet this objective, the Forum will issue an annual assessment of the nation's progress toward integrating
technology into American classrooms.”
The district will continue to use the questions to provide an ongoing assessment of its progress in building technology
capacity and integrating technology.
The Technology Committee will review these rubrics annually to ensure they are being met and that they remain aligned
with the district’s technology goals. The committee will implement new goals when applicable and take the following
action when goals are not being met:
1. Each department/group/team that is not meeting the technology goals and rubrics will be required to meet with
the technology committee to review each specific area that is not being met.
2. An improvement plan will be developed by each member not meeting the goals in collaboration with the
technology committee
3. The building level technology liaison will be given the improvement plan and will be available for individual training
and instruction relating to the areas needing improvement.
4. Once every nine weeks the building level technology liaison will provide improvement documentation to the
technology committee.
5. Once the building level technology liaison determines that improvement is satisfactory and meets the specific
rubric goals the members will then be taken off of the improvement plan and reviewed on the same schedule as
the other district staff members.
PAGE 12 OF 43
Timetable
The technology plans from 1990 through 2009 have focused on equipment and software investigation, and then on
equipment and software acquisition and deployment. The previous and current plans focus on technology integration,
mobile technology solutions, and replacement acquisition. Future plans will include replacement and integration. The
table below demonstrates the timeline for these steps.
Years
Plan Focus
Responsible Group(s)
1990-1996
Feasibility and design
1996-2001
Equipment acquisition District Technology Committee
2001-2003
Technology integration District staff
2003-2006
Technology integration District staff
2006-2009
Institutionalization and District staff and District
replacement
Technology Review Committee
2009-2012
Technology integration District staff
And replacement
Technology Review committee
acquisition
Technology integration, District staff
mobile technology
Technology Review committee
solutions, and
replacement
acquisition
2012-2015
2015- 2018
Student, teacher, and
staff collaboration.
Planning for best
practices in
technology.
District Technology Committee
Student, staff, technology
review committee.
Interoperability
Wyoming Public Schools assured interoperability through two strategies with several strands. Those strategies are
standardization and the technology approval process.
Standardization is monitored by a Technology Review Process and occurs in four areas:
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Hardware - Equipment
Connectivity - Network Infrastructure: fiber backbone, cabling, network electronics
Content / Software
Professional Development and Training.
Hardware - Equipment standards were set for desktop, laptop, servers, network electronics, peripherals and other
devices. This also helped assure interoperability.
PAGE 13 OF 43
WPS has deployed a data network based on Ethernet topology delivered over a wired and wireless network
throughout the district. The industry standard TCP/IP protocol has been adopted because so many devices can
easily be connected. Already WPS has connected PCs, servers, printers and phones on to this network. This
network will allow for any other devices supporting TCP/IP to be connected. Network Infrastructure standard for
the fiber backbone, cabling, network electronics have been defined and adopted by the district.
Microsoft products were selected as the office software standard. This allows an enterprise-wide standardization of
software applications, with attendant reduction in support costs. Similarly, Microsoft 2003/2008 servers have been
deployed providing file and print services, web page/site hosting, DHCP & Proxy services, Google collaborative
services, enterprise based AntiVirus and the hosting of various other services & applications. All workstations run
Microsoft Windows operating system. In addition, various software images have been standardized for particular
levels, e.g., Elementary computer labs, all media reference machines, etc.
Standardized training in MS Office 2007 Professional Suite, help desk responses, has helped create a larger base
of knowledgeable employees.
By following these standards, interoperability of technology is promoted and technology applications will be
successfully used within the Wyoming Public School District.
WPS will provide infrastructure, application access, and required licensing to support the continued use of on-line
learning programs. These will include, but are not limited to, Michigan Virtual High School, Compass Learning,
Scholastic Reading, and E2020.
Technology Approval Process
A committee made up of administration, faculty, and community members will review and have oversight of the
Wyoming Public School System technology infrastructure and application deployment. This group will comprise the
Technology Review Team.
The primary task of this group is to oversee the development; updating and implementation of district technology
standards to assure reduced operating costs, interoperability, and ease of use.
There are several positive reasons for the development of standards within the school system. The most important
reason is to assure a positive educational and administrative experience when interacting with the school’s
computer systems. For example, without standards students and staff will not be able to easily exchange word
processing documentation or transfer files from one device to another. This issue is generally described as
interoperability, or the ability for computer hardware and software to interact in a positive manner for the end
customer.
Another important reason for the development of standards is economics. Agreed upon standards allow for the
lowest cost of ownership. Gartner group, an Information Technology consulting firm, has demonstrated that
uncoordinated software and hardware deployments can raise the ownership cost of PC and computer networks by
75%. Given the school system need to hold down the operating expense of technology deployment an enforced
standard is critical. Finally, a well-constructed standard will typically maximize the overall customer satisfaction
level.
This group will specifically recommend for board approval the following standards:
a. Technology tools Selection - This standard will attempt to minimize the overhead associated with diverse
technology hardware models, manufactures, operating systems and equipment age.
this hardware will be periodically reviewed and updated by the Committee.
The major standard for
b. Software Application Installation – This covers the overall design and installation of software on any hardware.
The software installation is a critical concept in controlling the cost of ownership typically associated with large
PC networks. The approved image will outline training efforts, customer support, and the interaction between
student, faculty, administration and the community
PAGE 14 OF 43
c. Printer/Copier Selection - This standard will attempt to minimize the overhead associated with diverse printer
models, manufacturers, drivers and equipment age. The major standard for printer hardware will be periodically
reviewed and updated by the Committee.
d. Misc. Equipment Selection - This standard will attempt to minimize the overhead associated with diverse misc.
equipment models, manufactures, drivers and equipment age. The major standard for misc. hardware (mobile
devices, digital devices, projectors etc.) will be periodically reviewed and updated by the Committee.
e. Server Software - Server software refers to the underlying operating systems that operate applications
software, systems utilities, and file storage.
f. Networking - Less well know than most discussions, but very critical in successful deployment are a class of
standards know as the network infrastructure. These standards are unlikely to be modified or changed as often
as others, currently these standards are:
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Category 5 Unshielded Twisted Pair cable with Category 5 termination.
10/100/1000 based Ethernet.
TCP/IP is the primary protocol
Wireless access (Wi-Fi)
The Wyoming School district’s Board of Education supports these technology standards. These recommendations
are designed from a macro economic perspective. Many donations will appear to have value, but in reality they will
impact the operational expenditures of the school, resulting in a long-term cost that will be unacceptable.
Modification to these standards should be presented to the School Board no more than twice a year. No modifications to
these standards should be allowed prior to board approval. This policy authorizes support personnel and administration to
restore equipment, software and workstation images to their original approved state when problems occur. In addition, it
authorizes administration to refuse implementation of non-compliant equipment and services.
Software Selection & Approval Process
All software will be selected for purchase based on established review procedures, which have been developed to
ensure that software addresses the following WPS goals for technology-integrated education.
All future software purchases must be capable of:
 Network applications
 Aligning with Federal Common Core Curriculum
 Aligning with Michigan Educational Assessment Program curriculum
 Assessing individual student’s work
 Individualizing instruction
 Yielding understandable parent/teacher reports
 Enhancing learning in the intended subject area(s)
 Providing assistance for students with special physical, learning, and/or language needs
 Network and platform compatibility
Selected software vendors must:
 Provide ongoing support for their product(s)
 Offer low-cost training and professional development opportunities
 Have experience with educational environments and documented success in software development that
addresses the needs of individual learners
 See Appendix 4 for Software Approval Form
PAGE 15 OF 43
Technology Support and Total Cost of Ownership
Support for technology comes from operational funds dedicated for that purpose by the Board of Education. Areas
of support include:






Contracted technical support services
Instructional and Technical Support Staff, Tech. Liaisons
Funds for supplies and materials
Funds for replacement of obsolete equipment
USF funds
Professional development funds
Technology Curriculum and Integration
The following technology standards and benchmarks are adapted from the Michigan Department of Education model
curriculum for technology. They form the basis for the Wyoming district’s technology curriculum. A grade level example
from the K-8 curriculum is found in Appendix IV (pages 30 - 34) and 9-12 curriculums Appendix V (pages 35-38).
Content Standard 1: All students will use technology as they learn subject matter and life-long learning skills (e.g.,
self-directed learner, collaborative worker, effective communicator, quality producer and complex reasoner).
Content Standard 2: All students will use technologies to retrieve, organize, manipulate, evaluate and
communicate information.
Content Standard 3: All students will use critical thinking, creative expression and decision-making skills to apply
appropriate technologies to product development.
Content Standard 4: All students will apply ethical and legal standards in planning, using, and evaluating technology.
Content Standard 5: All students will evaluate the impact of technology on their world, predict other uses of technology
and possible effects on society, and make informed decisions.
Technology integration will occur in several ways. One is through including a section in each curriculum document for
technology. This allows teachers of various subjects to have a reference within the curriculum guide for the use of
technology to supplement content instruction. Another method is the inclusion of computer labs in each building. This will
allow whole class instruction in technology or content skill development. Laptop cats, iPad’s, Netbooks, and other various
mobile computing devices. Installation of data projectors and interactive white board technologies, document cameras.
Based on the WPS professional development implementation and timelines (pg. 17-18) all teachers and administrators will
be provided adequate training to ensure seamless integration into all curricular areas.
Professional Development
The district compiled a technology survey in the spring of 2011. The findings of that survey indicated that while
some report that they are computer literate, most believe they would benefit more from learning software functions
and integrating them into their lessons than from learning how the hardware itself operates. WPS has responded by
establishing a "just in time" training plan that will ensure teachers have opportunities to learn new software and
hardware functions as they are installed. Along with this the district has also required that staff research best
practices in technology delivery and fill out a tech request form identifying the delivery enhancements prior to
technology hardware purchases.
PAGE 16 OF 43
As a part of their employment contracts, all teachers have a required 30 hours per school year for professional
development.
All teachers are required to learn basic computer operations and software functions. Each will learn to operate
Student Management, Employee Information, Microsoft Office, Google Apps, and to access and navigate the
Internet/intranet and electronic mail/calendar.
The Kent Intermediate School District will provide training to assist teaching staff in basic functions and in
integrating technology into the curriculum. ISD Workshops for 2012 include designing web pages, Internet for
beginners, and introductory courses on Windows Operating System, Excel, PowerPoint, and Word. Softwarespecific training will be provided by the software vendor and will be mandatory for all elementary teachers.
Teachers are expected to develop written plans for incorporating technology into their content-area instructional
strategies.
The Wyoming Public Schools technology department has designed a summer trainings that are available for any
staff member who wished to improve their technology skills. These classes are designed to give instruction on
hardware and software that is used throughout the district.
The Wyoming Public Schools will provide training and professional development that identifies the national and
district core standards that address technology competencies for teachers, administrators, and other educators.
This will be incorporated in the previously listed professional development strategies and summer tech camp
offerings.
Summer Tech Camp Class Offerings:
Student, employee and Financial management systems
Classroom management
Grade Book
Mobile learning Strategies
Google Application Strategies
Interactive board technologies
Professional Development Timeline
Description
Timeline
Provider
Training of new teachers
Synergy, MS Office, Google Apps,
Inter/intranet Use, alio, AESOP.
July 2012 (annually)
District Technology Staff
“Just in time” Training of teachers
2012 – 2015
District Technology Staff
Ongoing training of Teachers and Staff to
include employee evaluation software
2012 – 2015
District Technology Staff
Ongoing staff training for mobile computing
devices and one-to-one student access
2012 – 2015
District Technology Staff and
teaching staff
Teachers participation in technology
professional development
2012 – 2015
Various Locations
Training for Application Software used in
Classrooms / Labs / Media Centers /
Admin.
2012 – 2015
In house Staff, K.I.S.D and
software vendors as required
Training of newly purchased student,
Employee, and finance software.
2012 (annually as needed)
District Technology Staff
PAGE 17 OF 43
Timeline, Cost & Source of Funding for Implementation of Technology Plan
Years: 2012 – 2013
Cost
Source
Hardware: (deployment is based on availability of funding)
Student PC’s –
Middle School x 10
High School x 20
Elementary x 40
$8,000
$16,000
$32,000
General Fund/Activity Fund
General Fund
General Fund
Smart rooms –
All District x 20
$28,000
General Fund
Mobile Devices –
Staff x 260
$200,000 Title 1 Grant
Projectors –
Ceiling Mount x 10
$6,000
General Fund
Servers –
File/Print Server
$50,000
General Fund
Licensing upgrade /Support-maintenance –
Server Licenses for Entire District
$40,000
Total Hardware =
$348,000
Annual Budget/State Grants
Alio, Synergy training
$64,000
General Fund
Professional Development:
$64,000
General Fund
Tech Liaisons
$6,000
General Fund
Professional Development Total:
$70,000
Professional Development:
Other Technology support expenses::
1yr. Cost for Contracted Services - includes Equipment
maintenance and service.
$167,000
PAGE 18 OF 43
Annual Budget
Cost
Years: 2013 - 2014
Source
Hardware: (deployment is based on availability of funding)
Student PC’s –
Middle School x 10
High School x 20
Elementary x 40
$8,000
$16,000
$32,000
General Fund/Activity Fund
General Fund
General Fund
Smart rooms –
All District x 20
(All District X150)
$28,000
$210,000
General Fund
(band approval dependent)
Mobile Devices –
Students x 260
(students X 1600)
$200,000 Title 1 Grant
$1,200,000 (Bond approval dependant)
Servers –
File/Print Server
(File/Print Servers)
$25,000
$150,000
Licensing upgrade /Support-maintenance –
Server Licenses for Entire District
$40,000
Total Hardware = $348,000
General Fund
(Bond approval dependant)
Annual Budget/State Grants
Professional Development:
Tech Liaisons
$6,000
Professional Development Total:
$6,000
General Fund
Other Technology support expenses::
1yr. Cost for Contracted Services - includes Equipment
maintenance and service.
$167,000
PAGE 19 OF 43
Annual Budget
Years: 2014 – 2015
Cost
Source
Hardware: (deployment is based on availability of funding)
Student PC’s –
Middle School x 10
High School x 20
Elementary x 40
$8,000
$16,000
$32,000
General Fund/Activity Fund
General Fund
General Fund
Smart rooms –
All District x 20
$28,000
General Fund
Mobile Devices –
Students x 260
$200,000
Title 1 Grant
Servers –
File/Print Server
$25,000
General Fund
Licensing upgrade /Support-maintenance –
Server Licenses for Entire District
$40,000
Total Hardware = $348,000
Annual Budget/State Grants
Professional Development:
Tech Liaisons
$6,000
Professional Development Total:
$6,000
General Fund
Other Technology support expenses::
1yr. Cost for Contracted Services - includes Equipment
maintenance and service.
$167,000
PAGE 20 OF 43
Annual Budget
Collaborative Programs Timeline
st
21 Century Technology Acquit ion and Implementation
2012 – 2015
Annually
WPS & City of
Wyoming
KISD Shared Programs (Skill Center, Voc. Education, Career Prep)
2012 - 2015
Annually
In house Staff, KISD
Vocational (Job Shadowing, Career Tech Ed Advisory Committee)
2012 - 2015
Annually
CTE Staff & Community
Adult Education (High School Completion, GED, & ESL)
2012 - 2015
Annually
In house Staff
Community Programs (Internet safety and awareness)
2012 - 2015
Annually
In house Staff & Board
of Education
Collaborative Programs
The district collaborates on professional development opportunities with Region III of Kent Intermediate School
District. This includes alternative high school options and vocational classes.
The high school has elective credit classes that train students on multiple areas of technology that users are faced
with everyday. It details the proper setup of computers/peripherals and the best practices for using these tools in
everyday life. Students gain a working knowledge of web page design, Internet searches and source validation,
virus and Spyware issues, email, publishing, and detailed use of mobile computing. The class teaches students the
skills necessary to produce successful outcomes utilizing technology hardware and software strategies.
WPS and the Wyoming City Parks and Recreation Department have collaborated at three elementary sites, one
intermediate site, and one middle school to provide outside of school opportunities to students and families
throughout the year. The three areas the grant focuses its efforts are the academic, physical, and social
development of the child. Staff from both the school and recreation department use their strengths of personnel
and resources to provide this program. One of the main goals of this program is to increase technology access and
skill development. The grant funding has given WPS and the Wyoming Community the ability to acquire multiple
technology items including: mobile laptop carts, video projectors, digital video cameras, desktop computers,
wireless networks, and printers. Although a majority of the program occurs at the school site and with specifically
targeted students of need, many additional opportunities are provided for additional families of the school and city
of Wyoming.
KISD shared program: Skill Center, Vocational Classes, and Career Prep Classes
Vocational (Job Shadowing, Career Tech Ed Advisory Committee) Work Permits
Adult Education:
 High School Completion – Basic Computers, Internet, E2020,
 English as a Second Language - Rosetta Stone
 GED – Read 180 (probable for 2012)
The goal is to demonstrate to those who provided the resources, the voters, that their investment has been
worthwhile and of benefit to them and their children. This information will be communicated in the district newsletter (Insight), district web site, and other forms of communication on an annual basis.
PAGE 21 OF 43
Supporting Resources and Their Coordination
The district coordinates various resources through the tech department and department of Grants.
Wyoming receives Title I, Title II, Title III, At Risk, WIA and occasional grant resources that are applied to
instructional programming needs. The district Administrative Council and District School Improvement team are
venues where input is gathered and used to shape programs.
We currently maintain a district web site containing district wide information as well as building specific information.
We have implemented a web based “Parent Vue” connection tool which provides parent access to their child’s
academic information (grades, attendance, discipline, graduation requirements, etc.)
Policy Support, Filters and Firewalls
In addition to the hardware and software standards mentioned in the technology approval section, Acceptable Use
Policies (AUP) have been developed and adopted. The AUP is found in Appendix VI (pages 39-40). This policy
clearly states what the students and staff will and will not be allowed to do. Significantly, email and voice mail are
clearly marked as public, not private, files.
The district utilizes a Watchguard Technologies firewall for security from the outside world. Content filtering
services are provided by St. Bernard in compliance with the CIPA (Children’s Internet Protection Act) policy and the
enterprise version of Office Trend is used to eliminate and protect against computer viruses. All student data is
confidential and protected from the general public in accordance with CIPA.
PAGE 22 OF 43
Internet Safety Curriculum
On October 10, 2008 the “Broadband Data Improvement Act” / “Protecting Children in the 21st Century Act” was
signed into law. Wyoming Public Schools K-12 certify that our Internet safety policy includes Internet safety
education. Specifically, the mandatory K-12 Internet safety education will include lessons on cyber bullying
awareness and response, as well as teaching appropriate online behaviors for students on social networking sites
and in chat rooms. The outline below shows an overview of the program and content that will be included in the
implementation. Wyoming Public Schools will be combining the Michigan Cyber Safety Initiative Program,
NetSmartz Workshop, and the i-SAFE America Curriculum and reporting tools.
1. Internet safety curriculum
o
i-SAFE Cyber Bullying Prevention Package, Social Networking Package and Personal Safety
Package cover topics mandated by the new law. The interactive lessons, entertaining and
informative videos and multi-media school assemblies are standards-based and age-appropriate
for K-12 students.
2. Documentation
o
Independent third party records from i-SAFE will indicate which teachers at each district school are
teaching the mandatory Internet safety lessons. Each school is encouraged to enroll into the
program to receive an E-Rate Internet Safety Education Certificate for their files.
3. End of year audit report
o
A comprehensive verifiable report backing up the E-Rate Certificate with the E-Rate Certification
Implementation Plan, which details school, teacher, Internet safety topic, date, and number of
students taught.
4. Assessments
o
Reliable assessment metrics about your students’ online attitudes, behaviors and verifiable results
from the Internet safety training.
5. Group Presentations
o
Annual Seminar Overview will include all grade levels and buildings within the Wyoming Public
School District.
K – 4th grade. Using the NetSmartz Workshop materials on the Internet video and a customized
curriculum, elementary students learn to keep their personal information safe, stay away from
Internet strangers, and to tell trusted adults about anything that makes them uncomfortable.
th
5 grade. Through video and interactive curriculum, students understand why it is critical to
protect their personal information; why they should never arrange to meet in person someone they
first encountered online; how to recognize common techniques predators use to deceive students;
and how to avoid and, if necessary, respond to cyber harassment.
6th - 8th grade. In addition to the topics covered in the 5th grade seminar, students are cautioned
about revealing personal information on social networking sites and watch compelling videos
featuring peer Internet predator and cyber bullying victims.
Community Seminar: Provides practical tools including how to: 1) access the Michigan Sex
Offender Registry; 2) search and access social networking sites (i.e., MySpace and Facebook); 3)
view Internet history logs to determine a child's online activity; 4) turn on safe surfing filters; and 5)
obtain reliable information on parental-control software.
PAGE 23 OF 43
Bibliography
National Study of School Evaluation. Indicators of Quality Information Technology Systems in K-12 Schools. NSSE
Schaumburg, Il 1996
Nickerson, R., Zodhiates, P. (Eds.) Technology in Education: Looking Toward 2020, Hillsdale, NJ: Lawrence
Erlbaum Associates
McNabb, M., Valdez, G., Nowakowski, J., Hawkes, M. (1999). Technology Connections for School Improvement:
Planners' Handbook. Oakbrook IL: North Central Regional Educational Laboratory
United States Department of Education, Office of Educational Research and Improvement. An Educator's Guide to
Evaluating the Use of Technology in Schools and Classrooms. USDOE, OERI, Washington, DC 1998
United States Department of Education, Office of Educational Research and Improvement. Using Technology to
Support Education Reform. . USDOE, OERI, Washington, DC 1993
Valdez, G., McNabb, M., Foertsch, M., Anderson, M., Hawkes, M., and Raack, L. (1999). Computer-Based
Technology and Learning: Evolving Uses and Expectations. Oakbrook IL: North Central Regional Educational
Laboratory
Warger, C. (Ed.) (1990) Technology in Today’s Schools of Alexandria, VA.: Association for Supervision and
Curriculum Development
PAGE 24 OF 43
APPENDIX I – Technology – Software Application
WYOMING PUBLIC SCHOOLS
SOFTWARE EVALUATION
Submitted by: _______________________________________________________________
Requesting Participant: _______________________________________________________
Name of Software
Grade Level
Company/Web Site
Cost
Which of our standards are addressed through this program? Please be specific on grade level and content
standards.
General Software Quality Evaluation:
(5 = Excellent
4= Good
3 = Okay
2 = Week
Ease of initial use
Usefulness of manual
Sound Quality
Graphics Quality
Is the program highly interactive?
Does this program support individual student records?
Is it easy to set the difficulty level?
Overall Rating
1 = Unacceptable)
5
5
5
5
5
5
5
5
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
Is this program appropriate to use with a variety of student needs and abilities?
(Remedial, accelerated, or gifted) Please comment:
What research exists to support this purchase?
How does this software support student learning?
What are the weaknesses of this program?
What training will be provided? Who will provide the training, take the training and when will it occur?
PAGE 25 OF 43
1
1
1
1
1
1
1
1
APPENDIX II – Plan Evaluation Rubrics
1. Vision and capacity.
Variable
Level 1
Level 2
Level 3
1.1
Vision
The vision is focused on
acquiring technology. Little
attention is given to changing
learning strategies for
students, teaching strategies,
or task accomplishment
strategies by staff.
The vision is shifting toward
increasing opportunities and
strategies for students and
staff, but management of
technology resources
remains a primary concern of
staff.
The vision is focused on increasing learning
opportunities and solving problems by using data
to determine priorities and the strategic use of
technology resources by students and staff.
1.2
Technology
Plan
The technology plan is made
of loosely connected pieces
not well-known by
stakeholders
A comprehensive technology
plan exists and efforts are
underway to communicate
the plan to stakeholders.
Stakeholders help inform and implement plan
components and support the vision for
technology.
1.3
Human
Resources
No district personnel are
available to support the
technology. Parents and/or
volunteers provide support.
District personnel support the
technology but assignments
do not go beyond building
level support.
Technology support is timely and provided by
school-level and district- level staff, supported by
a district level technology committee.
Technology funding is
sporadic and mostly from
isolated resources or on the
basis of isolated decisions.
Funding is year to year or
based on single events e.g.,
bond projects or grant
awards; funding includes
partial district support.
Categorical budgets exist at the building and
district levels. Ongoing funding partnerships exist.
1.5
Collaboration
Individuals do not work
collaboratively,
There is staff collaboration
within the building but not
beyond it.
1.6
Networking
No wiring for connectivity
exists.
Some wiring for connectivity
exists, but is limited to
buildings.
High-speed connections tie together all district
facilities.
1.7
Connectivity
Limited to electronic print.
Information is transferred via
exchanges of portable
diskettes.
Electronic print with some
limited multimedia and
networking capacity.
Information transfer largely
limited to connectivity tied to a
hard drive in a building.
Multimedia and global telecommunications
network infrastructure enables unlimited
information transfer and online collaboration.
1.8
Hardware and
Software
Standards
There are no standards for
software or hardware.
Some standards for hardware
and/or software have been
adopted.
Standards for hardware and software exist and
are used and reviewed regularly.
1.9
Policy
No policies exist to support
the district's technology.
Some policies exist but are
not intentionally connected to
the district's technology plan.
Policies exist, are connected to the state and
district technology plan, and include training, AUP,
software and hardware acquisition and
replacement, budget and technical support.
1.4
Financial
Resources
PAGE 26 OF 43
The staff works collaboratively across the district.
2. To assist students as they learn content subjects supported with technology.
Variable
Level 1
Level 2
Students use technology that
automates print-based
practices with some increase
in active hands-on learning.
Student use technology to
organize and produce reports,
often using multi-media
formats.
Students use technology to explore diverse
information resources inside and outside school
and produce information for real-world tasks.
Teachers have limits on
structuring the learning due to
the closed-end design of the
software. The quality of
learning depends on the
intended learning outcomes
set by the software
developers.
Teachers use technology to
access information, model
problem solving, and develop
simulations that provide
greater understanding of how
technology is used in the
work world.
Teachers continue to use technology to guide and
engage students in self-directed learning
activities. They model problem solving that
reflects real work but focuses on areas that are
otherwise difficult to teach.
2.2
Engaged
Learning –
Instruction Grouping
The amount and quality of
collaboration is highly
dependent on the design of
the software.
The learning approach is
individual, but the outcome is
sharing a product with
classmates.
The learning approach is a developmental
process that is enhanced by working with others
inside and outside the classroom.
2.3
Standardsbased
Instruction
The learning content is
usually focused on skills and
inert knowledge with little
attention to standards or
research.
The learning content reflects
research and best practices
but is usually not linked to
national standards.
Technology use focuses on
finding and presenting
information.
The learning content reflects national standards,
research, and best practices. Technology use is
aligned with standards to enhance the application
of content learning to real-life situations.
2.4
Lesson Design
Technology is not a factor in
lesson design.
Lesson design sometimes
reflects the use of technology.
Lesson design includes appropriate and
sophisticated uses of technology.
2.5
Curriculum
Integration
One or more of the following
is in evidence:

Technology is used as a
reward for finished work.

Students use technology
to practice things they
already know.

Technology use is rare.
Two or more of the following
is in evidence:

Teachers often consider
some technology tools
when planning lessons.

Student technology use
includes information
gathering, organizing,
and publishing in a
variety of media.

Technology is used
weekly.
All of the following are in evidence:

Teachers consider a variety of technology
tools when planning.

Students use technology for information
gathering, organizing, and multi-media
publishing.

Technology use is part of daily classroom
routines.
2.6
Learning
Outcomes
Outcomes from technology
uses are unidentified
Some indication of
technology-enhanced
learning outcomes is reported
in teacher records
A clear correlation between learning outcomes
and technology usage is well documented
throughout the school or district.
2.1
Engaged
Learning –
Instruction Student Role
Engaged
Learning –
Instruction Teacher Role
PAGE 27 OF 43
Level 3
3. To provide students and staff opportunities to learn about technology and its applications.
Variable
Level 1
Level 2
Level 3
3.1
Student
Options
One or more of the following
is in evidence:

Students use technology
as a reward after they
have finished their work.

Students use technology
to practice things they
already know.

Technology use by
students is rare.
Two or more of the following
is in evidence:

Students learn about
some technology tools
while implementing their
lessons.

Student technology use
includes information
gathering, organizing,
and publishing in a
variety of media.

Technology is used
weekly.
All of the following are in evidence:

Students learn about a variety of technology
tools while implementing their lessons.

Students use technology for information
gathering, organizing, and multi-media
publishing.

Technology use is part of students’ daily
classroom routines.
3.2
Technology training rarely
occurs.
Technology training is
provided. Needs are
determined informally, and
professional development is
based on assessment
findings.
Technology training occurs on an ongoing basis
and follow-up support exists. All staff members
are routinely asked to determine areas of training
need.
Sites provide technologyfocused workshops
emphasizing basic hands-on
skills. Typically workshops
are “sit-and-get”. Staff
members have little time to
practice skills and have little
access to ongoing support.
Professional development is
beginning to focus on
instruction and learning as
the driver to designing
technology-based units.
Efforts are still limited by poor
access to technology and a
poor vision of learning.
Professional development is aligned with
research and best practices where staff
participant in just-in-time study groups, online
seminars, action research, and collaboration with
colleagues.
Staff Options
3.3
Training
Design
4. To help staff members become more efficient and effective while doing their jobs.
Variable
4.1
Staff
Performance
Level 1
Technology systems to
support job performance are
available for administrators
and some staff. Staff have
not integrated them into
regular practice.
Level 2
Technology systems to
support job performance are
available for administrators
and all staff. Some paperless
systems are in place.
Level 3
The daily use of administrative systems is
required for all staff. Many paper reports are
available electronically through a wide area
network.
5. To make technology widely available and easy to use resulting in a focus on learning / task completion
for students and staff.
Variable
5.1
Access
Level 1
Technology resources are
scarce and are not available
to all staff and students.
Level 2
Technology resources are
varied and comprehensive
with access available to most
staff and students.
PAGE 28 OF 43
Level 3
Technology resources are comprehensive
providing all staff and students with depth,
diversity, and regular access.
6. To provide a method of evaluation for the district's technology plan.
Variable
Level 1
Level 2
Level 3
6.1
Measurement
Tools and Use
Rubrics for evaluating
technology do not exist
separately or in a technology
plan.
Rubrics exist but apply only
to parts of the technology
plan and implementation
processes.
6.2
Evaluation
Status
Many data-gathering efforts
exist, but they are not tied to
objectives. The results are
not structured for technology
use that would allow easy and
customized analysis.
Objective data is available,
but technology programs
provide only district and
classroom data with little
desegregation of data for
formative evaluation.
Technology data tools are used in classrooms that
provide both formative and program information to
all stakeholders as appropriate for their individual
and collective needs
6.3
System
Development
Initiation Phase – the
technology is just arriving into
the district. Few tools and
training exist to assist with
integration. Budget support is
aimed at hardware
acquisition.
Implementation Phase Stakeholders are aware of
plan goals beyond hardware
deployment and training
needs. Management is seen
as a key issue.
Institutionalization Phase – Stakeholders know
plan components. The district has moved into
routine use of plan components. Stakeholders are
examining how to improve the use of technology
for learning and job performance.
Rubrics exist for all plan components and are
used annually by stakeholders to assess plan
progress.
7. Teacher Self-Assessment of Key Technology Plan Elements
Variable
7.1
Standardsbased
Instruction
7.2
Level 1
Level 2
Level 3
The learning content is usually
focused on skills and inert
knowledge with little attention to
standards or research.
The learning content reflects
research and best practices
but is usually not linked to
national standards.
Technology use focuses on
finding and presenting
information.
The learning content reflects national standards,
research, and best practices. Technology use is
aligned with standards to enhance the application
of content learning to real-life situations.
Technology is not a factor in
lesson design.
Lesson design sometimes
reflects the use of technology.
Lesson design includes appropriate and
sophisticated uses of technology.
One or more of the following is
in evidence:

Technology is used as a
reward for finished work.

Students use technology to
practice things they
already know.

Technology use is rare.
Two or more of the following
are in evidence:

Teachers often consider
some technology tools
when planning lessons.

Student technology use
includes information
gathering, organizing,
and publishing in a
variety of media.

Technology is used
weekly.
All of the following are in evidence:

Teachers consider a variety of technology
tools when planning.

Students use technology for information
gathering, organizing, and multi-media
publishing.

Technology use is part of daily classroom
routines.
Lesson
Design
7.3
Curriculum
Integration
PAGE 29 OF 43
7.4
Engaged
Learning –
Student Role
Students use technology that
automates print-based practices
with some increase in active
hands-on learning.
Student use technology to
organize and produce reports,
often using multi-media
formats.
Students use technology to explore diverse
resources and produce information for real-world
tasks.
7.5
Teacher
Technology
Skills
The teacher has knowledge of
one of the following:

Operating systems and
files.

Hardware operation.

Any software packages

External devices or addons
The teacher has knowledge
of two of the following:

Operating systems and
files.

Hardware operation.

1-2 software packages

External devices or addons
The teacher has knowledge of all of the
following:

Operating systems and files.

Hardware operation.

All of MS Office Suite

External devices or add-ons.
7.6
Teacher
Technology
Plan Skills
One of the following is in place:

Knowledge of student
technology curriculum.

Knowledge of software
acquisition process

Knowledge of AUP
requirements and rationale
1-2 of the following are in
place:

Knowledge of student
technology curriculum.

Knowledge of software
acquisition process

Knowledge of AUP
requirements and
rationale
All of the following are in place:

Knowledge of student technology curriculum.

Knowledge of software acquisition process

Knowledge of AUP requirements and
rationale
7.6
Learning
Data
Outcomes from technology uses
are unidentified
Some indication of
technology-enhanced
learning outcomes is reported
in teacher records
A clear correlation between learning outcomes
and technology usage is well documented
throughout the school or district.
PAGE 30 OF 43
APPENDIX III – CEO Forum StaR Chart Questions and Timelines
1. How many students per instructional computer?
2. How many students per instructional computer connected to the Internet?
3. How long does it take to receive technical support?
4. What percent of instructional rooms and administrative offices are connected to the Internet?
5. What is the quality of your school’s connection to the Internet?
6. What is the use and availability of other forms of hardware technology?
7. What are the capabilities of teachers?
8. What are the capabilities of administrators?
9. What forms do delivery and format of professional development take?
10. What percent of the technology budget is allocated to professional development?
11. What is the understanding and use of digital content by educators?
12. What are the educational objectives?
13. What is the content budget allocation to purchase digital content?
14. What are the criteria of software selection?
15. How do teachers integrate digital content to enhance instruction?
16. What is the role of the teacher?
17. What is the frequency of instruction using digital content?
18. Do the students employ digital content to enhance learning?
19. What percent of students are using digital content?
20. Gauge the parental and community involvement?
21. Use of measurement and assessment?
Evaluations will be conducted by a technology committee that consists of tech staff, teaching staff, administrators,
and media specialists. District technology proficiency will be evaluated using the CEO STAR FORUM twice
annually. All documentation will be provided to district staff, students, and community annually via district web site.
PAGE 31 OF 43
APPENDIX IV – K-8 Technology Curriculum
TECHNOLOGY STANDARDS 2006-2007
Wyoming Public Schools Technology Standards
Kindergarten
CB K:1
MM K:1
MM K:2
Computer Basics
Demonstrate acceptable usage and recognize unacceptable behaviors and their consequences when
using technology.
Multimedia
Recognize, name, label and identify function of technology components using accurate terminology.
Use painting and drawing tools to create basic forms in order to convey ideas or share information.
First Grade
CB 1:1
CB 1:2
CB 1:3
MM 1:1
MM 1:2
EX 1:1
Computer Basics
Demonstrate acceptable use and basic care when using technology as a tool to accomplish a variety
of tasks.
Use the double click and drag features of a computer mouse.
Recognize and use letters, numbers, and special keys (shift, enter) on a keyboard.
Multimedia
Identify and understand a variety of every day technology tools and their uses, as well as where to
access them in the community.
Use painting and drawing tools for communicating and illustrating with the ability to add names and
letters to a drawing.
Publishing Explorations
Demonstrate basic word processing skills to type simple words and phrases.
Second Grade
CB 2:1
CB 2:2
CB 2:3
CB 2:4
MM 2:1
MM 2:2
EX 2:1
EX 2:2
TL 2:1
Computer Basics
Understand basic care of computers, other media types and identify advantages and disadvantages
of using technology.
Recognize the functions of basic file menu commands.
Identify and use tab, backspace, caps, lock, delete, and shift keys on the keyboard.
Successfully access network using student personal account with an understanding of how
passwords maintain security
Multimedia
Use presentation software to collaboratively create a product to communicate an idea to an
audience.
Determine the best productivity software application for a specific task and provide rationale for the
decision.
Publishing Explorations
Demonstrate basic word processing skills to type and edit simple words and phrases.
Create and print a word processed document that demonstrates the basic typing and editing skills of
font selection, as well as cut, copy and paste using the right-click function.
Telecommunications
Use a variety of electronic resources including the World Wide Web to locate, collect, and interpret
information while solving age-appropriate problems.
PAGE 32 OF 43
Third Grade
CB 3:1
CB 3:2
CB 3:3
CB 3:4
EX 3:1
EX 3:2
Computer Basics
Discuss ways that technology has changed life in the community as well as addressed the needs of
individuals with disabilities.
Demonstrate an understanding of standard keyboard techniques and correct finger placement.
Identify and use title bar to maximize and minimize windows.
Understand the basics of network drives and network file sharing.
Publishing Explorations
Create a document, including graphics, using basic formatting techniques that demonstrate the ability
to type, edit and print.
Apply style options of justification, line spacing, bold, italics and underlining to documents.
Fourth Grade
CB 4:1
CB 4:2
MM 4:1
EX 4:1
EX 4:2
TL 4:1
Computer Basics
Discuss ways technology has changed business and government. (e.g., auto industry, military,)
Demonstrate proficiency and accuracy in keyboarding skills (15 words per minute, 90% accuracy).
Multimedia
Create a multimedia presentation using formatting techniques that demonstrate the ability to import a
graphic, edit, and print.
Publishing Explorations
Create and use indents and tabs in a word processed document.
Design and produce a document using desktop publishing techniques that exhibit attention to
graphics and design.
Telecommunications
Perform a search to retrieve online information concerning everyday matters. (e.g., movie listings,
product reviews, map or directions)
Fifth Grade
CB 5:1
CB 5:2
MM 5:1
EX 5:1
EX 5:2
TL 5:1
TL 5:2
TL 5:3
Computer Basics
Model appropriate and effective care and use of technology tools.
Demonstrate proficiency and accuracy in keyboarding skills (20 words per minute, 90% accuracy).
Multimedia
Create and present a multi-page multimedia presentation using text, graphics, and sound to
effectively communicate a concept.
Publishing Explorations
Move and copy text and graphics between two documents and programs.
Using a spreadsheet, create a table and design a chart to represent information.
Telecommunications
Design and use effective search strategies to acquire online information.
Evaluate the usefulness, appropriateness, currency and reliability of acquired online information.
Use basic telecommunication tools to collaborate with other students.
PAGE 33 OF 43
Elementary SUGGESTED Activities and Resources
Suggested by Teachers Helping Teachers Participants
Keyboarding:
Word Processing and Desktop Publishing
Students write stories and essays.
Students write arguments for an issue you are studying
Have students research and write skits.
Students research a famous person and write a news article.
Have students write fictional autobiographies.
Students create vocabulary word games.
Students keep a daily log of their nutrition, exercise, daily weather, or other data.
Have students keep a journal of math concepts they understand and have learned.
Have students write reports about musicians and their work.
Publish newspapers and posters.
Students create a newspaper from the time period you are studying.
Students draw a map of an area or place.
Students make invitations.
Students write articles and feature stories to make a newspaper.
Students draw and label germs, parts of animals, plants, or other scientific objects.
Create a school or class newspaper or literary publication.
Use paint, draw, or graphics programs to draw, paint, or enhance photographs.
Use a digital camera to take a picture of the object and allow the students to draw from the 2D picture or the 3D
object. Discuss the differences in each approach.
Use paint, draw, or graphics programs to draw musical symbols.
Draw strategy plans for games such as football or basketball and then try them on the field or court.
Multimedia
Students create a collection of literature.
Create presentations on various report topics.
Make a travel brochure.
Create a stack explaining actions and reactions or causes and effects.
Create a multimedia portfolio
Research the application of a specific math skill in real life.
Explain a math concept and provide a little quiz/review at the end.
Create presentations, which music students have written. They should choose graphics, pictures and poetry or
literature that fits them to their music.
Publish student art on the Web.
Telecommunications
Participate in online projects.
PAGE 34 OF 43
6-8 Computech/BASIC COMPUTER APPLICATIONS
Keyboarding
1.
The student will use soft touch on the keyboard.
Basic Computers
1. Student will log on and off the network with student name account.
2.
The student will demonstrate effective search methods using multiple Internet search engines.
3.
Use appropriate technology terminology
4.
Understand that new technology tools can be developed to do what could not be done without the use of
technology
5.
Describe strategies for identifying and preventing routine hardware and software problems that may occur
during every day technology use.
6.
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)
7.
Discuss common hardware and software difficulties and identify strategies for trouble-shooting and
problem solving
8.
Identify characteristics that suggest that the computer system hardware or software might need to be
upgraded.
9.
Identify technology resources that assist with various consumer-related activities (e.g. budgets,
purchases, banking transactions, product descriptions)
File Management
1. The student will learn the difference between drives/files/folders.
2.
Identify a variety of information storage devices (e.g. floppies, CDs, DVD’s, flash drives, tapes) and
provide a rationale for using a certain device for a specific purpose
3. The student will learn how to create folders – sub folders.
4. The student will learn how to check the disk capacity.
5. The student will learn how to rename files/folders/documents.
6. The student will learn how to recognize the presence of sub folders using the windows explorer view.
7. The student will learn how to delete and retrieve (recycle bin options).
8. Identify appropriate file formats for a variety of applications
9. Use basic utility programs or built-in application functions to convert file formats
Microsoft Word
1.
The student will demonstrate the use of multiple font selections.
2.
The student will demonstrate his use of borders and shading
3.
The student will demonstrate the use of auto text, columns, sorting, and alignments
4.
The student will learn to insert and delete page breaks
5.
The student will demonstrate various components of the help menu and office assistant
6.
The student will be introduced to customizing and manipulating the menu bar.
7.
The student will demonstrate task shortcuts including; new, open, close, save, and print.
8.
The student will demonstrate various methods of cut, paste, copy, undo, and redo.
9.
The student will work with show/hide markers
10. The student will use spelling, grammar, and the thesaurus functions.
11. The student will use different methods of selecting text.
12. The student will learn how to format a business letter.
13. Student will insert dates and time
14. The student will utilize print preview
15. The student will be introduced to use of the tool Bar
16. The student will apply the use of style options (justification, line spacing, bold letters, italics, text).
17. The student will be introduced to overtype and insert mode.
18. The student will be introduced to symbols.
19. The student will be introduced to bulleted and numbered lists.
20. The student will be introduced to text and paragraph indents
21. The student will be introduced to setting margins, headers, and footers
PAGE 35 OF 43
SOCIAL, ETHICAL, AND HUMAN ISSUES
1. Understand the potential risks and dangers associated with on-line communications
2. Identify security issues related to e-commerce
3. Discuss issues related to acceptable and responsible use of technology (e.g. privacy, security, copyright,
plagiarism, Spam, viruses, file-sharing)
4. Describe possible consequences and costs related to unethical use of information and communication
technologies
5. Discuss the societal impact of technology in the future
6. Provide accurate citations when referencing information from outside sources in electronic reports
7. Use technology to identify and explore various occupations or careers
8. Discuss possible uses of technology (present and future) to support personal pursuits and lifelong learning
9. Identify uses of technology to support communication with peers, family, or school personnel
TECHNOLOGY RESEARCH AND COMMUNICATIONS
1. Use a variety of telecommunication tools (e.g. e-mail, discussion groups, IM, chat rooms, Blogs, videoconferences, web conferences) or other online resources to collaborate interactively with peers, experts,
and other audiences
2. 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
3. Use a variety of Web search engines to locate information
4. Evaluate information from various online resources for accuracy, bias, appropriateness, and
comprehensiveness
5. Identify types of Internet sites based on their domain names (e.g. edu, com, org, gov, au)
6. Know how to create and populate a database
7. Perform queries on existing databases
8. Know how to create and modify a simple database report
9. Evaluate new technology tools and resources and determine the most appropriate tool to use for
accomplishing a specific task
PowerPoint
1.
The student will be introduced to design characteristics.
2.
The student will practice combining text, pictures, and audio using multiple resources i.e. WWW.
3.
The student will use various font selections and formatting.
4.
The student will show a working knowledge of the menu bar.
5.
The student will use the file menu (new, open, close, save, and print).
6.
The student will use the edit menu (cut, paste, copy, undo).
7.
The student will be introduced to transferring files between programs.
8.
The student will create a presentation that incorporates graphics, transitions, sounds, timings, and text.
9.
The student will demonstrate control option over the visual effects on individual slides.
10. The student will demonstrate multiple view options.
11. The student will demonstrate master slide techniques.
12. The student will demonstrate different view options to include handouts.
Excel
1.
The student will be introduced to font selection to include highlight and colors.
2.
The student will be introduced to the menu bar.
3.
The student will be introduced to the file menu (new, open, close, save, and print.
4.
The student will be introduced to the edit menu (cut, paste, copy, undo).
5.
The student will be introduced to Print Preview.
6.
The student will be introduced to use of the tool bar.
7.
The student will be introduced to use of style options (justification, line spacing, bold letters, italics)
8.
The student will learn how to create simple formulas.
9.
The student will learn how to format numeric values (i.e. currency and percent).
10. The student will learn how to copy & paste formulas.
11. The student will learn how to use the following functions: SUM, MIN, MAX, AVERAGE, & COUNT.
12. The student will learn how to use a series.
13. The student will learn various print options.
14. The student will learn to insert and delete page breaks.
15. The student will learn to insert & delete columns & rows.
16. The student will learn to transfer files between programs.
17. The student will organize information in chart format and create simple graphs from this information.
18. The student will demonstrate and explain the differences between sorting and filtering.
PAGE 36 OF 43
Publisher
1.
2.
3.
4.
5.
6.
7.
8.
The student will demonstrate the use of multiple font selections.
The student will demonstrate various components of the help menu and office assistant.
The student will be introduced to customizing and manipulating the menu bar.
The student will demonstrate task shortcuts including; new, open, close, save, and print.
The student will demonstrate various methods of cut, paste, copy, undo, and redo.
The student will be introduced to use of the tool Bar.
The student will learn to use templates to create and manipulate various projects.
The student will demonstrate and explain various applications for publisher.
Resources
Computers
Overhead Screen and Projectors
Internet
SkillCheck Assessment Software
MicroType Pro
On-line communications and learning applications:
Moodle (Modular Object-Oriented Dynamic Learning Environment)
A software package for producing internet-based courses and web sites. Moodle is an ongoing development project
designed to support a social constructionist framework of education. Moodle allows teachers a variety of flexibility
how they approach online learning. A teacher could use Moodle for the simplest of organizational functions,
such as housing all of their handouts online so they are easily accessible to students or linking to online resources.
At the other end of the spectrum, Moodle can literally serve as an entire online course setting, complete with
discussion forums, handouts and drop boxes for completed assignments, grading feedback, built-in class chat,
surveys and quizzes. In many cases, the Moodle online environment serves as a valuable enrichment to
supplement what a teacher does in the traditional classroom setting.
Compass Learning Odyssey
A collection of interactive lessons, activities and assessments that are specifically aligned to the Michigan Grade
Level Content Expectations (GLCE) and the Wyoming Public Schools curriculum standards and benchmarks. All
activities within the Compass Learning Odyssey are located in an online setting that the students can access not
only at school, but anywhere they have access to the Internet. The Compass implementation model for WPS
expects teachers (currently K-8) to utilize this tool to enhance, reinforce, and enrich concepts being taught in the
classroom.
Scholastic Read 180 –
READ 180 is a comprehensive system of curriculum, instruction, assessment, and professional development
proven to raise reading achievement for struggling readers in grades 4–12+. Designed for any student reading two
or more years below grade-level, READ 180 leverages adaptive technology to individualize instruction for students
and provide powerful data for differentiation to teachers.
PAGE 37 OF 43
Appendix V - 9-12 Technology Curriculum
BASIC COMPUTER APPLICATIONS (One semester – ½ credit)
Prerequisite: None
Software: MicroType Pro, Microsoft Office Professional 2000, and Windows 2000
Hardware: IBM compatible computers in networked labs.
This is an introductory course designed for students who have limited computer skills and knowledge. Students
learn and/or improve computer-keyboarding skills. Students create and edit documents using word processing,
spreadsheets, presentation and graphic software. Students learn to integrate these applications to produce
documents and presentations. Students complete Internet basics and learn to use the computer as a basic tool
for all classes.
COMPUTER APPLICATIONS SPECIALIST (Two semesters – 1 credit)
Students may receive credit from GRCC or Davenport for this class.
Prerequisites: Successful performance on the Tech Competency test, or successful completion of Basic
Computer Applications, and/or Teacher/Counselor approval, and good keyboarding skills.
Software: Microsoft Office Professional 2000 (Word, Excel, Access, PowerPoint), and Windows 2000
This course is a continuation of the basic computer class, but with added focus on practical application in the
business world. Students will work on project-based activities typically found in areas such as Marketing, Human
Resources, Business Management, Administration, etc. The skills taught in Word, Excel, Access and PowerPoint
prepare students to obtain MOUS certification. *
*MOUS Certification is available after successful completion of the course through
tests that measure proficiency and productivity. Certification in Microsoft application
software helps individuals get better jobs through verifying their productivity with the
various software. MOUS certification is recognized worldwide as proof of
competency. Certification is available, at student expense, in all Microsoft Application
programs or in individual programs.
WEB PAGE DESIGN AND DEVELOPMENT (One Year - 1 credit)
Prerequisites: Successful performance on the Tech Competency test, or successful completion of Basic
Computer Applications, and/or Teacher/Counselor approval, and good keyboarding skills.
Students will use software to design and create their own web pages. Students will learn and apply HTML code to
create professional looking websites. The creation of a user-friendly and accessible website will be emphasized
and other scripting techniques may be applied. Students will also explore Flash MX and Fireworks MX software to
enhance web pages by designing, optimizing and integrating original web graphics and animation into their web
pages. Students will also learn techniques to create applications within their web pages.
PROGRAMMING I (One semester – ½ credit)
Students may receive credit from GRCC for this class.
Prerequisites: Successful performance on the Tech Competency test, or successful completion of Basic
Computer Applications, and/or Teacher/Counselor approval, and good keyboarding skills.
Fundamentals of BASIC language programming with an emphasis on problem-solving techniques. Each
assignment will have a graphical user interface design with appropriate controls. Events for controls will be coded
in BASIC. Assignments will be based on scientific, mathematical, and business themes. BASIC is the most widely
used language on personal computers.
PAGE 38 OF 43
PROGRAMMING II (One semester – ½ credit)
Prerequisite: Programming I, or Instructor Approval
Fundamentals of C/C++ programming, including IDE commands, arithmetic expressions, variable types,
input/output statements, logical operators, looping, functions and an introduction to object oriented
programming concepts. This language is portable and particularly suited for applications programming.
EXPLORATIONS IN TECHNOLOGY (One semester – ½ credit)
Prerequisite: Basic Computer Applications or successful completion of BCA exit test
Explorations in Technology will encompass multiple areas of technology that users are faced with every day. It will
detail the proper setup of computers/peripherals and the best practices for using these tools in everyday life.
Students will gain a working knowledge of Web Page design, Internet searches and source validation, virus and
Spyware issues, email, publishing, and detailed use of personal digital assistants (PDA). This class will teach the
students the skills necessary to produce successful outcomes utilizing technology hardware and software
strategies. The expectation of this class is that it will not only teach students to use technology effectively but will
also direct their interest into specific areas of technology that can be explored in further detail through other class
offerings.
VIDEO PRODUCTION I (One semester – ½ credit)
Prerequisite: BCA or tested out
Students will get an introduction to the history, careers, and job tasks involved in the video industry. These
careers are found primarily in the Arts and Communications pathway and can be directly related to the video
industry as a video editor, photographer, writer, marketing specialist, and on-air personality. The main topics to
be explored are: research, writing, presentation, videotaping, video editing, and on camera interviewing and
reporting.
VIDEO PRODUCTION II (One year – 1 credit)
Prerequisite: Video Production I
Students will get working knowledge of jobs and tasks involved in video production. The students will begin
working with audio mixing boards, studio cameras, studio lights, video mixers, microphones and computers. The
students will be responsible for filming, editing and compilation of school sporting events, performances and
news broadcasts. The main focus of this course will give the students a hands-on training to the art of video
production and filming techniques.
CAD/ENGINEERING DESIGN (Two semesters - 1 credit)
Students may receive credit from GRCC for this class.
Prerequisites: Basic Computer Applications, Tech Competency Test, Advanced Mechanical Drawing or
Teacher/Counselor approval.
IED is an introductory course, which develops student problems solving skills with emphasis placed upon the
concept of developing a 3-D model or solid rendering of an object. Students focus on the application of
visualization process and tools provided by modern, state-of-the-art computer hardware and software (AutoCAD
with Mechanical Desktop). This computer-based process replaces the traditional hand-drawing method. This
course will emphasize the design development process and how a model of that product is produced, analyzed
and evaluated using a Computer Aided Design System. Various design application will be explored with discussion
of possible career opportunities. *Meets graduation requirements for computers.
PAGE 39 OF 43
On-line communications and learning applications:
Frontiers High School Program


Sophomore, Junior, and select Senior students may submit an application to participate in the Frontiers
program. Returning Frontiers students need not apply. Upon acceptance into the program, these students
will take all of their core courses in an online environment in order to meet all of the Michigan graduation
requirements outlined by the Michigan Merit Curriculum (MMC). Successful graduates of the program earn
a traditional Wyoming Public Schools diploma. In comparison to the traditional high school format, the two
significant differences in the Frontiers program’s structure are:
Attendance Requirements - The State Department of Education has waived the 1,098 hours that
traditional high school students must be in attendance on campus. Students still have attendance
requirements, but they are reduced and varied based on individual student proficiency and progress.
Elective Course Graduation Requirements - Frontiers participants are eligible for graduation after
earning 18.5 total credits. The required courses are outlined below.
All Frontiers Students
Study Skills* ..................................................................................................................................................................... 0.5
(Students will take this course during their first year enrolled in the Frontiers program.)
Electives.............................................................................................................................................................................. 2.0
Computer Education/Online Learning Experience ...……………………………………………........................................0.5**
Students must choose one of the following options:
1.
One school year of successful participation in a Work Study internship program (1.0) and successful
completion of the Employability Skills course (.5) and Personal Finance (.5). Employability Skills course must be taken
prior to or concurrently with the Work Study Internship Program.
OR
2.
Students choosing the Post-Secondary Educational Pathway (PEP) will complete the Post-Secondary
Options course (.5) and Personal Finance (.5) as well as a second year of a Foreign Language (1.0).
* Prerequisite to SWEP or PEP course
** Computer Education (online learning experience) .5 granted with online course experiences for 2010 graduates.
*** A student is required to fully participate (with a “good-faith” effort) in the Michigan Merit Exam (MME).
Frontiers 2010 Graduates
English Language Arts (Literacy Skills) ......................................................................................................................... 4.0
a. All students will be enrolled in English 9, English 10, English 11, and English 12.
b. Some English Electives (noted as Language Arts credit) may be utilized to fulfill unsatisfactory
completion of one semester of English 9, 10, 11, and 12 course requirements.
Social Studies (must include the following): ...................................................................................................................... 3.0
a. one credit in Government/Economics
b. one credit in U.S. History
c. one credit of World History
Mathematics ...................................................................................................................................................................... 3.0
a. one credit for Algebra
b. one credit for Geometry
c. one credit of a Math elective
Science 3.0
a. one credit in Physical Science
b. one credit in Life Science
c. one credit of Science elective
Physical Education/Health................................................................................................................................................ 1.5
a. One credit in a Physical Education activity class
b. .5 credit in Health
Visual/Performing/Fine Arts ............................................................................................................................................ 1.0
Currently includes Art, Vocal, Drama and Instrumental Music courses.
(An additional core or World Language class may be taken for this credit.)
TOTAL CREDITS required for graduation ................................................................................................................... 18.5***
PAGE 40 OF 43
Frontiers 2011 Graduates
English Language Arts (Literacy Skills) ......................................................................................................................... 4.0
a. All students will be enrolled in English 9, English 10, English 11, and English 12.
b. Some English Electives (noted as Language Arts credit) may be utilized to fulfill unsatisfactory
completion of one semester of English 9, 10, 11, and 12 course requirement.
Social Studies (must include the following): ..................................................................................................................... 3.0
a. one credit in World History/Geography
b. one credit in U.S. History/Geography
c. one credit of Civics(Government)/Economics
Mathematics ...................................................................................................................................................................... 4.0
(Students with high school Pre-Algebra or Algebra credit from the M.S. will enroll in higher level Math courses.)
a. one credit for Algebra
b. one credit for Geometry
c. one credit in Algebra II
d. one credit of a Math elective
Science ................................................................................................................................................................................ 3.0
(Students with high school science explorative credit from the M.S. will enroll in Biology in their Freshman year.)
a. one credit in Biology
b. one credit in Chemistry and/or Physics
c. one credit of Science elective
Physical Education/Health................................................................................................................................................ 1.0
a. .5 credit in a Physical Education activity class.
(An additional core or World Language class may be taken for this credit.)
b. .5 credit in Health
Visual/Performing/Fine Arts ............................................................................................................................................ 1.0
Currently includes Art, Vocal, Drama and Instrumental Music courses.
(An additional core or World Language class may be taken for this credit.)
TOTAL CREDITS required for graduation ................................................................................................................... 18.5***
Course Descriptions
(These Courses Specific to Frontiers)
Study Skills (One semester - .5 credit)
(VSK)
Students are introduced to skills necessary to be successful in an online learning environment including basic
computer skills. Traditional strategies of academic success are also explored as well as opportunities for students to
identify their individual learning styles. All students will take this course during their first semester enrolled in the
program.
Employability Skills (One semester - .5 credit)
(VES)
This course is a thorough exploration of the traits and practices that make up a desirable employee. Students will
learn what employers look for when screening potential employees, resume and interview help, as well as timemanagement and effective communication skills that will make them more successful once they get a job. This
course is required for any student following the School-to-Work Educational Pathway (SWEP).
Post-Secondary Options (One semester - .5 credit)
(VPSO)
This course starts with a career exploration module, followed by college visits and specific program exploration. If
planning for college or trade school, this course will help students to not only explore all options and possibilities, it
will also help the student reach those goals by following through all aspects of the application procedure. This
course is required for any student following the Post-Secondary Educational Pathway (PEP).
Moodle (Modular Object-Oriented Dynamic Learning Environment)
A software package for producing internet-based courses and web sites. Moodle is an ongoing development project
designed to support a social constructionist framework of education. Moodle allows teachers a variety of flexibility
how they approach online learning. A teacher could use Moodle for the simplest of organizational functions,
such as housing all of their handouts online so they are easily accessible to students or linking to online resources.
At the other end of the spectrum, Moodle can literally serve as an entire online course setting, complete with
discussion forums, handouts and drop boxes for completed assignments, grading feedback, built-in class chat,
surveys and quizzes. In many cases, the Moodle online environment serves as a valuable enrichment to
supplement what a teacher does in the traditional classroom setting.
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APPENDIX VI – Technology - Acceptable Use Policy
Wyoming Public Schools
Wyoming, MI
We are very pleased to bring Internet access to WPS and believe that the Internet offers vast resources to both
students and staff. Our goal in providing this service to teachers and students is to promote educational excellence
in schools by facilitating resource sharing, innovation and communication.
Filtering and Confidentiality
The district utilizes a firewall for security from the outside world. Industry approved filtering applications provide
content filtering services in compliance with the CIPA (Children’s Internet Protection Act) policy and the enterprise
anti-virus is used to eliminate and protect against computer viruses. WPS ensures all student data remains
confidential and protected from the general public in accordance with CIPA.
INTERNET
The Internet is an electronic highway connecting thousands of systems all over the world and millions of individual
subscribers. Users are advised that some of these outside sources may publish inaccurate, profane, sexually
oriented, threatening, racially offensive or illegal material. The district and the system administrators do not
condone the use of such materials and do not permit usage of such materials in the school environment. Parents
of minors having access on the system should be aware of the existence of such materials and assist us by asking
their students about the Internet sites they visit.
PROCEDURES
Smooth and safe operation of the WPS network relies upon the proper conduct of ALL users who must
adhere to strict guidelines. These guidelines are provided here so the user knows the responsibilities
he/she is about to acquire. In general, this requires efficient, ethical and legal utilization of the network
resources. The signatures on the agreement form are legally binding and indicate the parties who signed
have read the terms and conditions carefully and understand their significance and agree to abide by them.
TERMS AND CONDITIONS
Students are responsible for:
 Utilizing information technology for educational purposes, specifically the attainment of the learning specified in
the WPS curriculum;
 Using hardware and software in a manner that enables its ongoing usage; vandalism in any form will not be
tolerated;
 Avoiding intentional installation of computer viruses or enabling the spread of such viruses on school
equipment;
 Keeping hardware and software from being relocated, removed from school premises, or modified without
permission of an administrator;
 Maintaining the privacy of passwords. Any activity conducted on the user’s account is the owner’s
responsibility;
 All material received from any source, including the Internet and e-mail under their user accounts. Students
accept responsibility for keeping pornographic material, inappropriate text files, or files dangerous to the
integrity of the school’s network, equipment, or software from entering the school;
 Obeying the law and the district policy pertaining to copyright and privacy rights in the use of hardware and
software and in the transmission of copying of text or files;
 Avoiding the use of technology for commercial business.
 Avoiding the malicious use of technology to disrupt the use of technology by others, to harass or discriminate
against others, or to infiltrate unauthorized computer systems; and obeying these rules, as well as those posted
in classrooms or computer labs or otherwise specified by school employees, for the use of hardware, software,
labs, and networks in the school.
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Non-District Technology Devices – Bring Your Own Device (BYOD)
Wyoming Public Schools is committed to moving students and staff forward in a 21st century learning environment.
As part of this commitment, WPS will allow students, in grade levels 5-12, and staff to access the WPS wireless
network using their own technology devices (i.e. laptops, Smart Phones, iPads, netbooks, etc.) during the learning
day. Only with classroom teacher approval, students may use their own devices in the classroom to access and
save information from the Internet, communicate with other learners, and use the productivity tools loaded on their
devices. At no time is a student allowed to use any third party data network (i.e. Verizon, Sprint, AT&T data
access) to access the Internet, networks, or web-based application within the school building.
WPS is providing wireless connectivity as a user authenticated service and offers the same content
filtering, protection, and regulations as any district owned and deployed device. WPS is not responsible
for any loss, damage, or theft of a personally owned technology device. WPS is not responsible for any
loss of information that may arise from the use of the wireless connection or any loss, injury, or damages
resulting from the use of the wireless connection. All users of the WPS network are bound by the district’s
Acceptable Use Policy for Technology. By signing the WPS AUP you are agreeing to all of the above
cautions and policies as they pertain to both district and non‐district devices.
DISCIPLINARY ACTION

Any disciplinary action that is necessary due to non-compliance with this acceptable use policy will align with
the applicable procedures and policies of the Wyoming Public Schools. Additionally there may be further action
taken by the district if there are repeat offenses of non-compliance and/or the purposeful damage to technology
equipment and network functionality. The disciplinary actions may include but are not limited to:
 Criminal or civil charges may be filed, if applicable.
 Suspension of all Internet and email access and/or the use of all technology equipment
 Users will be required to make full financial restitution for any damages caused as a result of
their unauthorized use.
____________________________________________________________
I understand and will abide by the above Technology Use Agreement. I further understand that any violation of the
regulations above is unethical and may be illegal. Should I commit any violation, my access privileges may be
revoked; school disciplinary action may be taken. I also understand that my account may be monitored at any time.
USER NAME (PRINT)____________________________________GRADE_______ DATE_________
USER SIGNATURE _________________________________________________________________
PARENT/GUARDIAN NAME (PRINT) _____________________________________DATE_________
PARENT OR GUARDIAN SIGNATURE _________________________________________________
We appreciate your cooperation in this matter. Working together we can provide our students an excellent
resource to enhance their learning.
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