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Godfrey‐Lee Public Schools  1324 Burton Street SW  Wyoming, MI  49509  (616) 241‐4722       

Technology Plan   

July 2012 to June 2015 

                         

District:  ISD:  District Code:  Contact:  Phone:  E‐mail:  URL:  Creation Date:  Start Date:  End Date: 

Godfrey‐Lee Public Schools  Kent Intermediate School District  41120  Daniel Townsend  (616) 241‐4722 x5327  dtownsend@godfrey‐lee.org  http://www.tech.godfrey‐lee.org  January 9, 2012  July 1, 2012  June 30, 2015         

Meets local, State, Federal No Child Left Behind (NCLB), and FCC E‐rate requirements 

  


Table of Contents  GODFREY-LEE PUBLIC SCHOOLS........................................................................................... 3  Technology Advisory Group ...................................................................................................... 3  Technology Advisory Group Members ................................................................................................ 3 

District Vision Statement ............................................................................................................ 3  District Mission Statement.......................................................................................................... 3  District Profile............................................................................................................................. 3  Instructional and Non-Instructional Buildings............................................................................ 4  Enrollment by Building for the 2011-2012 School Year ...................................................................... 5  Consortium Acknowledgement............................................................................................................. 5 

INTRODUCTION .......................................................................................................................... 5  Technology Vision ...................................................................................................................... 5  Technology Beliefs ............................................................................................................................... 5  One-to-One Computing ........................................................................................................................ 6  Classroom Considerations .................................................................................................................... 6 

Technology Goals: ...................................................................................................................... 6  CURRICULUM .............................................................................................................................. 7  A.  Curriculum Integration........................................................................................................ 7  B.  Student Achievement .......................................................................................................... 9  C.  Technology Delivery .......................................................................................................... 9  D.  Parental Communications & Community Relations ......................................................... 10  E.  Collaboration..................................................................................................................... 10  PROFESSIONAL DEVELOPMENT ........................................................................................... 11  F.  Professional Development ................................................................................................ 11  G.  Supporting Resources ....................................................................................................... 12  INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT & SOFTWARE .................... 12  H.  Infrastructure Needs/Technical Specification, and Design ............................................... 12  I.  Increase Access ................................................................................................................. 14  FUNDING AND BUDGET .......................................................................................................... 15  J.  Budget and Timetable ....................................................................................................... 15  K.  Coordination of Resources................................................................................................ 16  MONITORING AND EVALUATION ........................................................................................ 16  L.  Evaluation ......................................................................................................................... 16  M.  Acceptable Use Policy ...................................................................................................... 17  APPENDIX ................................................................................................................................... 19   

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GODFREY‐LEE PUBLIC SCHOOLS      Technology Advisory Group    The District incorporates the process of technology acquisition, curriculum integration,  professional development, and student achievement into a Technology Advisory Group.     Technology Advisory Group Members    Name  Position  Daniel Townsend  District Technology Coordinator  David Britten  Superintendent of Schools  Roxanne Claxton  Assistant Superintendent of Finance, Operations and HR  Kelly McGee  District Media Specialist  Sarah Wood  Technology and Media Integration Specialist  Jason Faasse  District Audio Visual Technician  Jesse Burrows  District Network Administrator  Jeff Patin  Teacher, Elementary  Tom Egeler  Teacher, Middle and High School      District Vision Statement    Godfrey‐Lee Public Schools will provide the comprehensive, innovative and creative  instructional programs that prepare each learner to succeed in a global society.    District Mission Statement  Prepare each student for college and career in an Innovative global community.    District Profile    Godfrey‐Lee Public Schools is a small community school district with an experienced and  dedicated staff that offers small class sizes to a culturally diverse student population.  Godfrey‐ Lee Public Schools is located in the northeast corner of the city of Wyoming and also is adjacent  to the southwest border of the city of Grand Rapids within the service area of the Kent  Intermediate School District. Godfrey‐Lee serves two elementary schools, one middle school,  one high school, and one alternative high school.    The Godfrey‐Lee community embraces the concept of educating the whole child by focusing on  academics, fine arts, character development and civic responsibilities.  Enrichment classes are  available for children who are academically advanced and also for those in need of academic  assistance.  In order to meet the individual needs of the student population, and to provide 

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information for teachers and parents, Godfrey‐Lee offers a full range of special education  services. The district also offers an exemplary alternative education high school and an adult  education program.    Godfrey‐Lee Public Schools presently employs 215 staff.  This includes 126 certified teachers, 8  administrative staff and 71 special services employees.  Enrollment for Godfrey‐Lee Public  Schools in the spring of 2011 was 1900.    In 2011 the ethnic diversity of the district’s student population included 1% American Indian,  12% African American, 1% Asian, 72% Hispanic, and 14% Caucasian. Just over 86% of the  Godfrey‐Lee students were eligible for the free or reduced lunch programs.    Instructional and Non‐Instructional Buildings    Lee Secondary School  1335 Lee Street SW  Wyoming, MI  49509  616.452.3296  Godfrey Elementary School  1920 Godfrey Street SW  Wyoming, MI  49509  616.243.0533  Godfrey‐Lee Early Childhood Center  961 Joosten SW  Wyoming, MI  49509  616.452‐8703    East Lee Campus Alternative High School  982 Lee Street SW  Wyoming, MI  49509  616.241.2661  Godfrey‐Lee Administration Building  1324 Burton Street SW  Wyoming, MI  49509  616.241.4722 

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Enrollment by Building for the 2011‐2012 School Year    Building  Grades  Headcount  Godfrey‐Lee Early Childhood Center  PK‐2  588  Godfrey Elementary School  3‐5  394   Lee Middle School  6‐8  368  Lee High School  9‐12  400   East Lee Campus Alt. High School   9‐12  113   Adult Education  20  34    Consortium Acknowledgement    We work with the Kent Intermediate School District (Kent ISD) whose mission is:  …”serve our customers by providing value‐added service through collaboration and leadership  for learning.” The Kent ISD provides many resources to Godfrey‐Lee Public Schools which  include professional development opportunities, technology resources, and administrative  services. 

  INTRODUCTION    Technology Vision     Godfrey‐Lee will provide Technology, Instructional Services and Support to empower our  district to become fluent in technology usage while expanding their overall knowledge and  increasing student achievement. It is our passion and focus to provide a safe and efficient  learning environment that inspires collaboration and holistic growth.      Technology Beliefs    We believe that student achievement is the nucleus of the organization and that  student achievement is the measure of the effectiveness of the district.    We believe that all students and staff will have equal access to technology as an  integral tool in the learning process    We believe that all staff will have equal access to technology and training  essential to support the learning environment    We believe that adequate physical, financial, and human resources must be in  place to maintain and support a safe and successful learning community.     

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One‐to‐One Computing    In 2010, the district implemented a One‐to‐One computing program which, when completed,  will provide every secondary student with a mobile computing device. With preparing our  students for a competitive global society in mind, providing our students with a mobile device  in the classroom will give them access to the internet, information, collaboration suites and  many other creative tools to sharpen their skills, foster creativity and encourage engagement.     Every year the district evaluates the effectiveness of this program and the model of device  being provided to ensure that the focus of the program aligns with state standards and  promotes student achievement.     Realizing that learning should never stop at the end of the school day, we set out to provide our  staff and students with web applications that can be used strictly within a web browser. Doing  this will enable our staff and students to have anytime, anywhere, any device access to learning  content and district resources. Through the use of an intranet web portal system monikered  “RebelNet” powered by Stoneware, the district is able to deliver those resources in a simple,  easy to access, centralized location.     Classroom Considerations    Classroom space is at the heart of any school however, we reject the rows‐of‐desks‐facing‐ forward standard. All classrooms will be designed with a premium on flexibility, liberating  teachers and students from fixed seating configurations, supporting a variety of instruction  methods, and allowing a single room to quickly and easily change from a lecture hall setting to a  circular discussion group format. Flexibility via wireless technologies will provide every student  with immediate and un‐tethered access to the internet enabling students to complete  schoolwork whenever and wherever learning happens. Other considerations include interactive  environments that support a variety of teaching methods and learning styles.    Technology Goals:    Innovative Learning requires a number of considerations as we incorporate technology into the  learning plan:    • The technologies employed in one school will have to be consistent with any technology  standards we establish for all of our schools if we are to realize our vision of testing,  evaluating and replicating new ideas.    • Balance must be attained between a vision for education and technology in the years to  come, as well as current district technology assets. 

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Function should drive form. We will focus on using technology to fuel a continuous,  relevant, and adaptive learning environment and believe that enabling technologies in  their purest form should be nearly invisible. 

We will resist the allure of the shiny and new by being faithful to the idea of technology  as an enabler of teaching and learning. We believe that the best information‐technology  infrastructure is deliberately designed to advance teaching and learning, and will look at  new technologies through the lens of how it solves real problems and furthers the  educational experience. 

The design and deployment of information‐technology infrastructure will occur  collaboratively alongside the design and construction of facilities. During future  replications, remodeling of current structures will be done collaboratively with IT  deployment.    Flexibility is imperative in our plan to develop an IT infrastructure. Hardware systems  and software applications will always evolve and change. Best practices for  implementing technology will continually advance alongside changes in instructional  strategies. Creating a physical space that has the ability to go where technology will go  ensures the center will never be outdated.  Building flexibility into the IT infrastructure  will start from the beginning, not after it’s become outdated. 

 

 

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Scalability will be essential to allow migration to all classrooms and school buildings  within the district. 

Cost is always a factor. We will expect budget constraints to force cost tradeoffs and  embrace them as a way of aligning around the most critical components. 

 

 

CURRICULUM    Goal:   To improve the integration of Instructional Technology within the curricula to enhance  teaching and student learning.     Technology is a tool that supports the curriculum, reinforces prior learning, increases  productivity, and encourages creativity and problem solving.    A. Curriculum Integration    (Goal and strategies, aligned with challenging state and national standards, for using  telecommunications and technology to improve teaching and learning)*   

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Michigan Educational Technology Standards (METS) and benchmarks are to be  integrated into existing content standards and applied to established district  curricular content.  Technology skills need to be demonstrated in curricular areas throughout the K‐12  experience of all students.  Assessment software will be utilized to measure student achievement in order to  make data‐driven decisions.  Teachers and staff will become increasingly aware of the importance of technology  integration, including assistive technology, to promote learning.  Monitor and modify our current district technology standards based on changes to  the State or National standards document.  Review grade level standards and course descriptions to ensure the identified  technology skills are taught.  Identify appropriate technology applications within the core content curriculum.  Prepare students to safely, ethically, and effectively use technology. 

  Building school improvement plans and all instructional technology standards will be aligned  with Michigan Educational Technology Standards (METS). School Improvement Plans that  include instructional technology curriculum will support the use of technology to improve  student academic achievements as measured by review and individual student progress  reports.    Reference Michigan Educational Technology Standards (METS) http://www.techplan.org/   (Appendix)    Reference GLPS K‐2; 3‐5; 6‐8 Educational Technology Standards and Expectations (Appendix)   

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B. Student Achievement    (Strategies that are based on research and that integrate technology into curricula and  instruction for purposes of improving student academic achievement and a timeline for  that integration.)*    ƒ ƒ ƒ ƒ

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Grade level teachers will be provided with the appropriate training and resources to  incorporate technology standards into the curriculum.  Relevant and reliable tools and resources will be provided for staff and students.  The use of on‐line tools and multimedia will engage learners, offering anytime,  anywhere learning through web access and collaborative technologies.  Standardized assessments will be developed and selected for all grades and  departments that measure and support the integration of technology into the core  learning environment.  Subject area Curriculum and Advisory Teams will assess the technology available  when evaluating, reviewing, and proposing updated, modified, or new curriculum.  Increased student achievement will be obtained with the development of problem  solving strategies that incorporate higher order thinking skills. 

  The Godfrey‐Lee Public Schools Technology Curriculum, together with the Educational  Technology Standards & Expectations, includes the timeline used to incorporate technology  standards into the student’s K‐12 educational experience.    The technology instructional cycle focuses on the integration of technology into the curricula  for grades K‐8. The refocus of the School Improvement Teams may also impact the schedule  and timeline presented.  Several indicators will measure student achievement. Indicators may  include MAP, MEAP, MLPP, and standardized norm reference tests administered by the District  in compliance with School Improvement Plans.     Reference GLPS Educational Technology Standards and Expectations (Appendix)    C. Technology Delivery    (Strategies for the delivery of specialized or rigorous courses and curricula through the  use of technology, including distance learning technologies)*    ƒ Increase online methods of communication between students, teachers, and  parents.  ƒ Connect students and teachers with community and specialists.  ƒ Research, design, implement, and evaluate online courseware systems such as  Moodle, Blackboard, and other online course delivery products.  ƒ Continue to provide access to alternative methods of instructional delivery through  distance learning using various technologies, where available:  ¾ Michigan Virtual High School 

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¾ Education 2020  ¾ Virtual Field Trips  ¾ Video Conferencing (Skype)    The Curriculum and Advisory Teams shall annually explore additional distance learning course  options for grades 9‐12, Alternative Education and Adult Education. Courses will be available to  all secondary students including the East Lee Campus Alternative High School. A listing of the  adopted courses is included in the Appendix.       D. Parental Communications & Community Relations    (Strategies to promote parental involvement and increase communications with parents  and community and how parents and community will be informed,)*    ƒ Communicate student grades, attendance, homework, and other relative data  through email, internet, and student information system web portal.  ƒ Continue to offer parents and community members classes on basic computer setup  and internet safety.  ƒ Include important information about technology in the district’s newsletter that is  mailed to all residents of the Godfrey‐Lee district.  ƒ Maintain the district website, including individual school and teacher‐made web  pages, to share information with students, parents, the community, and the world.  ƒ Disseminate Technology Plan to Community and Parents by posting a link to the  district technology plan on the Technology website.  ƒ Continue to maintain an e‐mail system for teachers, administrators, and other  instructional and non‐instructional staff in order to provide effective communication  between staff, parents, and community members.  ƒ Report progress annually to the school board on the meeting of goals and  objectives.    E. Collaboration (Strategies for developing the program with adult literacy providers)* Godfrey-Lee Community Education presently provides adult education and ESL services for the district. Classes in English as a Second Language and GED preparation are provided and the Internet is an available resource to program participants. The Adult Education program shall continue to have access to comparable district equipment, technology, and instructional resources to be able to improve student achievement and test scores. The Kent Intermediate School District offers a number of services to students, teachers, and administrators. Many of these services are technology related and collaborative in nature. In association with the local REMC, consortium-based activities are researched and considered for shared use.

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PROFESSIONAL DEVELOPMENT    F. Professional Development    Goal:  To provide ongoing training and support necessary to prepare staff in the use of  technology as a tool for learning and the integration of instructional standards into the  curricula.     (Strategies for providing ongoing, sustained professional development for teachers,  principals, administrators, and school library media personnel to ensure that staff know  how to use the new technologies to improve education or library services.)*    Professional Development will be offered to increase staff understanding and their use of  technology, application tools and resources by providing workshops on applications,  instructional software, and administrative applications on a regular schedule. Training may  include, but it not limited to the following:        2012‐2015:    ƒ The Technology Department will publish a periodic electronic newsletter and blog  providing helpful news and information relating to the use of technology in the  classroom.  ƒ All staff will be surveyed annually to identify areas of training and proficiency levels.  ƒ The Technology Department will continue to provide its annual Educational  Technology conference for all staff known as “RebelU”  ƒ Teachers and instructional staff members will continue to attend conferences and  workshops sponsored by organizations such as, but not limited to, MACUL and  MAEDS.  ƒ The Technology Department will provide on‐line technical support documents  available via the district’s web site, email system, and shared folders.  ƒ The district will continue to provide direct training and support related to the district  managed collaboration suite known as “Google Apps”.  ƒ The District will continue to provide a “Help Desk” intranet solution for staff  members to request technical assistance and support as well as access to frequently  asked questions.   ƒ Adequate training for all staff members will be conducted in the use of Infinite  Campus as Godfrey‐Lee’s Student Information and Grading System. Trainings will  include necessary processes used in accomplishing the tasks assigned to each  person. 

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The district will continue training for the use of Godfrey‐Lee’s Universal Web Access  portal or “RebelNet”.  ƒ The District will focus on identifying and training mentors who can provide training  in a more informal environment at convenient times for all staff members.  ƒ Staff will be trained on techniques for the integration of educational technology  standards into the curriculum.   ƒ Staff will be trained on instructional techniques that reinforce early elementary  technology comprehension and literacy.    G. Supporting Resources    (Strategies and supporting resources such as services, software, other electronically‐ delivered learning materials, and print resources that will be acquired to ensure  successful and effective uses of technology.)* 

  Available Resources in Print or Online Format:  Acceptable Use Policy  Process for Building‐Level Technology Acquisition  Training Manuals Developed by the Technology Department  Michigan Educational Technology Standards & Expectations  Reference materials from training classes  E‐mail and phone listing Directory  Frequently asked Questions and Answers  Posting of Technology Information  Newsletters  Media Center Web Sites  Michigan Virtual University  Kent Intermediate School District Web Site   

INFRASTRUCTURE, HARDWARE, TECHNICAL SUPPORT & SOFTWARE    H. Infrastructure Needs/Technical Specification, and Design    Goal:   To ensure equity of support facilities, hardware and human resources for the effective  delivery of instructional and administrative services to all users.    (Strategies to identify the need for telecommunication services, hardware, software,  and other services to improve education or library services, and strategies to determine  interoperability among the components of the technologies to be acquired.)*    The district supports an Ethernet based Local Area fiber network between all buildings. All  classrooms and selected offices have category 5 cabling drops available as well as Cisco  Wireless Access Points throughout the buildings. In 2011, the district’s Internet service was  upgraded to a 50MB direct‐Ethernet service via a fiber WAN service provided by AT&T in 

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consortium with other county districts. All Internet content is filtered through a WatchGuard  firewall appliance in accordance with separate district policies for staff and students.    In 2012, the district plans to revamp its wired and wireless infrastructure including a refresh of  network switches, access points, and core infrastructure to support the growing number of  mobile devices on the network. This upgrade will allow the district to maintain an efficient and  reliable wired and wireless network for future mobile device initiatives.     The district is currently utilizing a completely virtualized server infrastructure powered by  VMware.  This currently consists of redundant VMware ESX hosts along with an EqualLogic SAN  that provides shared network storage.  This platform supports three virtual Novell servers that  provide the district’s directory, file and print services.  Also supported are one virtual Windows  2003 server, 10 Windows 2008 servers and a virtual Linux server.  Data backup and archiving  are performed daily by a Unitrends Data Protection Unit.  The majority of the districts  workstations are Windows XP desktop computers with 2.8GHz or faster processors and at least  1GB of RAM.  The district also supports a large amount of mobile devices which make up the  majority of supported devices within the district.     The district supports a centralized telephone and voicemail system that allows for district wide  communication for parents and staff.  With a telephone located in every classroom, each user  has access to voicemail internally and externally.  Several buildings have already been upgraded  to an IP‐based telephone system which offers enhanced performance and other additional  features.    The District supports a cellular phone system for administrators provided by a third party  vendor. Providing administrators with these mobile phones gives anytime, anywhere access to  the administrators for communication and emergency purposes.       For a student management and records database, the district uses a web‐based Student  Information System powered by Infinite Campus.  This system is connected to a Food Service  POS system that manages the district food service registers and provides accurate information  and reporting features.    Upgrades and continuous planning for maintaining and improving the district infrastructure and  networks occur during regularly held Technology and Media Department meetings. A three‐ year forecast to support and advance instructional technology is also maintained to provide  guidance and compatibility. Building and Classroom technology acquisitions are included in the  Curriculum proposal process which is approved by the building administrator.     Technical support is provided by qualified staff members who can assist staff in the use of  technologies to improve student learning. The following positions support the district’s  technology investment:   

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Technology  Coordinator

Network  Administrator

Audio Visual  Technician

Media / Tech  Integration

Vendors /  Consultants

 

  ƒ ƒ ƒ ƒ ƒ

Technology Coordinator: supports staff in the use of technologies and software and  manages district technical support staff.  Network Administrator: monitors, repairs, and maintains the network infrastructure and  district servers and supports staff in resolving computer problems.  Audio Visual Technician: supports staff in the use of our AV equipment as well as assist  the Network Administrator with training and support involving computer related issues.  Media /Technology Integration Specialist: supports staff with technology integration  into the curriculum and conducts training and professional development.  Vendors/Consultants: as needed, to support the physical network and manage print  services. 

    I. Increase Access    (Strategies to increase access to technology for all students and all teachers.)*    Throughout the duration of the plan the District shall ensure the following:    ƒ All students will have access to the Internet and computers.  ƒ All students will utilize the Media Center facilities at least on a monthly basis.  ƒ All students will have access to distance and online learning.  ƒ All students will utilize the Internet for research, projects, reports, etc.    Assistive Technologies: We strongly support technologies that enhance the learning  environments for Special Education students and will continue to provide and support the  Premier Assistive Suite of products.    After School/Before School Programs: Godfrey‐Lee operates many ancillary programs outside of  the regular K‐12 school calendar that increase access to technology and media resources.     

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FUNDING AND BUDGET   J.  Budget and Timetable   Goal: To secure and allocate sufficient financial recourses to support the continued  development and implementation of the District plan.     (Timeline and budget covering the acquisition, implementation, interoperability provisions,  maintenance, and professional development related to the use of technology to improve  student academic achievement)*    

Technology Budget 2012‐2015        Expenditures     Description     Salaries and Benefits     Hardware and  Networking Costs     Maintenance and  Service Costs     License Agreements     Software     Professional  Development     Supplies  

      2012‐2013     Budget     292,086     137,000  

      2013‐2014     Budget     297,978     138,000  

      2014‐2015     Budget     303,983     140,000  

  58,410  

  60,825  

  63,300  

  63,430     2,500     6,000  

  64,050     2,600     6,100  

  65,500     2,700     6,200  

  2,300  

  2,350  

  Tech Budget  Projection Totals    

    $561,726  

    $571,903  

  2,400         $584,083 

     

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K. Coordination of Resources   (Strategies that will be employed to coordinate state and local resources to implement  activities and acquisitions prescribed in the technology plan.)*     Godfrey‐Lee is able to sustain the use of technologies through many funding sources including  building budgets, district budgets, and annual application for Universal Service E‐Rate funds. In  addition, we continue to seek out federal, state, and private grants that will help us implement  our technology plans. Funds are disbursed according to the district’s goals and objectives and  prioritized according to their impact on teaching and learning. Additional funding strategies for  the 2012‐2013 school year include the following revenue sources:     Revenue Sources    Title I‐PD     Title II/D‐PD‐Equip     USF‐Equip/Infrastructure     Grants‐Equipment     Donations – PD‐Equip   

MONITORING AND EVALUATION    L. Evaluation    (Strategies that the district will use to evaluate the extent to which activities are  effective in integrating technology into curricula and instruction, increasing the ability of  teachers to teach, and enabling students to reach challenging state and national  academic standards.)*    The effectiveness of integrating technology into the curricula and instruction will continue to be  a collaborative effort between representatives of any School Improvement Teams, The K‐12  Curriculum Teams, and Administrative Leadership Teams.     In addition to the previously mentioned measurement and evaluation as stated in the plan’s  strategies:    The District shall be responsible to annually review the alignment of technology strategies and  timelines and monitor the integration of the GLPS Technology Curriculum (K‐8) with the 

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Michigan Educational Technology Standards (METS) and report findings to the Superintendent  of Schools.     Each team is responsible to effectively participate in the development, implementation and  evaluation of:   ƒ Broad district‐wide goals based on academic outcomes for all students  ƒ Curriculum alignment with building and district goals  ƒ Evaluation process for the building school improvement plan  ƒ District professional development plans  ƒ Utilization of community resources and volunteers  ƒ Role of adult and community education in providing adult literacy services  ƒ Participatory decision making    Annual technology surveys will continue to be used in assessing the proficiency level of the  district’s personnel and requesting feedback to establish strategies focusing on training and  other professional development activities.    The Technology Coordinator shall be responsible to annually monitor the District’s filtering  guidelines, methods of delivering Internet safety curriculum, and equipment /software  purchases to insure CIPA compliance and appropriate Internet access.      Other assessment resources:    ƒ Annual assessment of student progress in the attainment of instructional standards at  grade level  ƒ NWEA MAP assessment  ƒ MEAP results    Other assessment strategies may be initiated during the 2012‐2015 technology planning  process as deemed necessary. Assessment results will monitor student achievement and focus  on the integration of technology into the curriculum in alignment with NCLB and Ed YES.    M. Acceptable Use Policy    (Strategies are in place to monitor the district’s Acceptable Use Plan for staff and  student use of the technologies)*    The Technology Coordinator shall continue to annually monitor and evaluate the district’s AUP  for staff and students and regularly assess the safety of the Internet access in accordance with  The Children’s Internet Protection Act (CIPA).    The district has in place appropriate policies, guidelines and administrative forms to assist in  monitoring of student and staff use of technology.  (Appendix) 

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The district presently uses Watchguard WebBlocker (Surf Guard) as the filtering standard for  2012‐2015. The district virus protection software, Trend‐micro, will also be monitored over the  2012‐2015 school years.  Watchguard WebBlocker filters all web content to control all users  unauthorized web surfing.  Security features are integrated to defend network resources and  protects against malicious activities.  The district reviews all Internet activities and firewall  services on a regular basis and makes adjustments as needed in accordance with district polices  and guidelines. This system for Internet filtering provides adequate resources compliant with  CIPA.    The Technology Coordinator shall continue to annually monitor and evaluate the district’s AUP  for staff and students and regularly assess the safety of the Internet access in accordance with  The Children’s Internet Protection Act (CIPA).  *Sections 4‐16, including elements A‐M – Required by NCLB Legislation and/or FCC E‐rate program 

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APPENDIX  District Policies, Guidelines, & Forms Online (www.neola.com) – [Attachment 1]  Computer Technology and Networks ................................................................. Policy 7540  Computer Technology and Networks ......................................................... Guidelines 7540  Technology Privacy ........................................................................................ Policy 7540.01  At‐Home Access to District Technology ............................................... Guidelines 7540.01B  District Web Page ........................................................................................... Policy 7540.02  District Web Page ................................................................................... Guidelines 7540.02  Student Network and Internet Acceptable Use and Safety Agreement ....... Policy 7540.03  Student Network and Internet Acceptable Use and Safety Agreement Guidelines 7540.03  Staff Network and Internet Acceptable Use and Safety Agreement ............. Policy 7540.04  Staff Network and Internet Acceptable Use and Safety Agreement ..... Guidelines 7540.04  Permission to Use/Import Software .................................................................... 7540.01 F1  Notification to Parents Regarding Accounts for Computer Networks ..................... 7540 F3  Permission to Photography/Videotape / Release to Utilize ..................................... 7540 F4  Permission to Copy Board Owned Software........................................................ 7540.01 F2  Student Network and Internet Use and Safety Agreement ................................ 7540.03 F1  Staff Network and Internet Acceptable Use and Safety Agreement ................... 7540.04 F1  Michigan Educational Technology Standards (METS) (http://www.techplan.org/)  GLPS K‐2, 3‐5, 6‐8 Educational Standards and Expectations – [Attachment 2]  Standards Expectation Tracking System – [Attachment 3]   

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[Attachment 1]

GODFREY‐LEE PUBLIC SCHOOLS  7540 ‐ COMPUTER TECHNOLOGY AND NETWORKS  The Board of Education is committed to the effective use of technology to both enhance the  quality of student learning and the efficiency of Board operations. It also recognizes that  safeguards have to be established to ensure that the Board's investment in both hardware and  software is achieving the benefits of technology and inhibiting negative side effects.  The Superintendent is directed to establish administrative guidelines not only for proper  acquisition of technology but also to provide guidance to staff and students concerning making  appropriate and ethical use of the computers and other equipment as well as any networks that  may be established.  The Superintendent shall establish appropriate procedures to inform both staff and students  about disciplinary actions that will be taken if Board technology and/or networks are abused in  any way or used in an illegal or unethical manner.  7540 ‐ COMPUTER TECHNOLOGY AND NETWORKS  The Director of Operations/Technology Coordinator shall be responsible for the management of  the Board's technology system and for making the arrangements for any networks which may  be used to enhance the educational program and/or operations of the District.  S/He shall be responsible for implementing the guidelines established for program  development (AG 2210 through AG 2252), the selection of materials and equipment  (AG 2521A), and the District's purchasing guidelines (AG 6320). In addition, the Director of  Operations/Technology Coordinator shall make sure that the appropriate Form is complete for  each staff member and student who will have access to Board technology and any networks.  All tentative agreements with networks or technology agencies are to be submitted to the  Superintendent for review and approval.  It is essential that staff members and students be provided the following information  concerning the use of the Internet. This can be done through written guidelines, professional  development seminars, faculty and student meetings, and introductory remarks at the  beginning of a course in which the Internet may be used.  The Internet is not to be used by staff or students for discriminatory or unlawful purposes,  including harassing or hazing any individual or group.  All student use of the Internet is to be supervised by a staff member or approved volunteer  who has signed the Staff Network and Internet Acceptable Use and Safety Agreement Form  7540.04 F1. 

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Because of the vast amount of information that can be retrieved from the world‐wide network,  teachers are responsible for training students to use proper research skills when retrieving  information. It is inappropriate, costly, and a waste of valuable instructional time for staff  and/or students to download large quantities of information that has not been checked ahead  of time for accuracy, relevancy, and probable usage. It may be helpful, therefore, for teachers  to conduct some controlled exercises with students on how to differentiate between web‐sites  that are "attractive but superficial or irrelevant" from those that are attractive, substantive, and  relevant.  Staff members need to have back‐up plans or contingency procedures in place for times when  the Internet may not be accessible. Since the Internet is primarily a data‐gathering mechanism,  alternative sources for needed data should be available so that students can accomplish the  purpose of the instruction within the established time period.  Students and staff must not use any District provided technology including the Internet and  other information and communication technologies such as e‐mail, cell phone and pager text  messages or instant messaging to harass, haze, disparage, or defame any individual or group.  Student and Staff Network and Internet Acceptable Use and Safety Agreements, that students  and staff members must sign prohibits the use of the Internet for unethical purposes or to  obtain information that could be considered obscene, pornographic, or unsuitable for children.  If a question of interpretation arises concerning the definition of these terms, the building  principal shall have the authority to determine whether the web site is appropriate. Prior to  accessing or allowing access to information that the staff member is unsure about, s/he should  consult with the building administrator.  Revised 10/04  7540.01 ‐ TECHNOLOGY PRIVACY  The Board of Education recognizes its staff members' right to privacy in their personal lives. This  policy serves to inform staff members of the Board's position with respect to staff‐member  privacy in the educational and workplace setting and to protect the Board's interests.  All computers, telephone systems, electronic mail systems, and voice mail systems are the  Board's property and are to be used primarily for business purposes. The Board retains the right  to access and review all electronic and voice mail, computer files, data bases, and any other  electronic transmissions contained in or used in conjunction with the Board's computer system,  telephone system, electronic mail system, and voice mail system. Staff members should have  no expectation that any information contained on such systems is confidential or private.  Review of such information may be done by the Board with or without the staff member's  knowledge. The use of passwords does not guarantee confidentiality, and the Board retains the  right to access information in spite of a password. All passwords or security codes must be  registered with the Board. A staff member's refusal to permit such access may be grounds for  discipline up to and including discharge. 

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Computers, electronic mail, and voice mail are to be used for business and educational  purposes. Personal messages via Board‐owned technology should be limited in accordance with  the Superintendent's guidelines. Staff members are encouraged to keep their personal records  and personal business at home.  Because the Board's computer and voice mail systems are to be used primarily for business and  educational purposes, staff members are prohibited from sending offensive, discriminatory, or  harassing computer, electronic, or voice mail messages.  The Board is interested in its resources being properly used. Review of computer files,  electronic mail, and voice mail will only be done in the ordinary course of business and will be  motivated by a legitimate business reason. If a staff member's personal information is  discovered, the contents of such discovery will not be reviewed by the Board, except to the  extent necessary to determine if the Board's interests have been compromised. Any  information discovered will be limited to those who have a specific need to know that  information.  The administrators and supervisory staff members authorized by the Superintendent have the  authority to search and access information electronically.  All computers and any information or software contained therein are property of the Board.  Staff members shall not copy, delete, or remove any information or data contained on the  Board's computers/servers without the express permission of the Superintendent or designee  or communicate any such information to unauthorized individuals. In addition, staff members  may not copy software on any Board computer and may not bring software from outside  sources for use on Board equipment without the prior approval of the principal. Such pre‐ approval will include a review of any copyright infringements or virus problems associated with  such outside software.  7540.01B ‐ AT‐HOME ACCESS TO DISTRICT TECHNOLOGY  The Board will allow staff members, students, and members of the community to access Board  technology and the Internet through the use of home computers in accordance with the  following guidelines:    

A.  The amount of access time the Board will allow is unlimited.  

  

B.  The Board will not provide help‐desk support.  

  

C.  The Board will provide log‐on instructions for IBM compatible PC's and MAC. 

  

D.  Access is available at no charge.  

  

E.  The Board will not be responsible for:  

  

  

1.  any content that a home‐user may access through the Internet;  

  

  

2.  any virus that a home‐user may obtain while accessing the Internet through  Board technology;  

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3.  any copyright violations that may be incurred while accessing the Internet  through Board technology;  

  

  

4.  loss of or damage to any equipment of the home‐user.  

  

F.  The Board will not allow a home‐user to establish personal e‐mail accounts through  Board technology.  

  

G.  Director of Operations/Technology Coordinator is responsible for creating a Network  and Internet Acceptable Use and Safety Agreement Form which clearly states that  when a person uses Board technology to create a web site or page which is hosted on  Board servers, s/he acknowledges that the Board is entitled to any and all proprietary  rights related to said web site and/or pages.  

7540.02 ‐ DISTRICT WEB PAGE  The Board of Education authorizes the creation of web sites by employees and students of the  School District to be published on the World Wide Web. The creation of web sites by students  must be done under the supervision of a professional staff member and approved by the  Administration. These web sites must reflect the professional image of the District, its  employees, and students. The content of all pages must be consistent with the Board's Mission  Statement and is subject to prior approval of the Superintendent or designee.  The purpose of such web sites is to educate, inform, and communicate. The following criteria  should be used to guide the development of such web sites:    

A.  Educate 

  

  

  

B.  Inform 

Content provided in the web site should be suitable for and usable by students and  teachers to support the curriculum and the Board's Objectives as listed in the Board's  Strategic Plan.   Content may inform the community about the school, teachers, students, or  departments, including information about curriculum, events, class projects, student  activities, and departmental policies.  

  

  

  

C.  Communicate 

  

  

Content may provide an avenue to communicate with the community.  

The information contained on the web site should reflect and support the Board's Mission  Statement, Educational Philosophy, and the School Improvement Process.  When the content includes a photograph or information relating to a student, the Board will  abide by the provisions of Policy 8330 ‐ Student Records. 

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All links included on the pages must also meet the above criteria and comply with State and  Federal law (e.g. copyright laws, Children's Internet Protection Act).  Under no circumstances is a web site to be used for commercial purposes, advertising, political  lobbying, or to provide financial gains for any individual.  Pages should reflect an understanding that both internal and external audiences will be viewing  the information.  School web sites must be located on Board‐affiliated servers.  The Superintendent shall prepare administrative guidelines defining the standards permissible  for web‐site use.  The Board retains all proprietary rights related to the design of web sites and/or pages that are  hosted on the Board's servers, absent written agreement to the contrary.  Students who want their class work to be displayed on the Board's web site must have written  parent permission and expressly license its display without cost to the Board.  Prior written parental permission is necessary for a student to be identified by name on the  Board's website.  7540.02 ‐ WEB‐PAGE SPECIFICATIONS  These guidelines will apply to all web pages hosted on the Board's servers, whether created by  schools, departments, staff, students, or other persons.  First Page of the Site  The first page of the web site should contain:    

A.  the index or table of contents for the site;  

 

  

B.  a school name, address, and phone number;  

 

  

C.  the webmaster and e‐mail address of the person responsible for the site;   

  

D.  a date when the page was last updated or modified;  

 

  

E.  index.html;  

 

  

F.  a link to the Board's web site.  

 

 

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Organization of Site Structure 

  

A.  The overall plan or file structure should provide quick access to information and help  the user understand how the information is organized. It is recommended that a  storyboard be used to plan the web site.  

  

B.  Each page should be designed with the audience and goal in mind.  

  

C.  A basic page format should be used, e.g. use the same background, locate navigation  tools in the same place on the page, have consistent link appearance, and have  consistent font size and type. Be consistent on all pages.  

  

D.  The title bar should include the school name in the <title> tag of each HTML  document.  

  

E.  Limit page length; keep the HTML documents as small as possible.  

  

F.  The web site may include areas such as staff information, student projects, calendar,  school information and mission statement, technology plan, and geographical  information.  

  

G.  There should be a "mail to" link that provides a means of feedback on all main pages. 

Keep Your Web Site Current    

A.  Pages should be checked regularly to ensure that links are working and meet Board  standards. Check to make sure all internal and external links work properly.  

  

B.  Remove expired date‐related items.  

  

C.  Maintain and update files by removing unneeded or outdated files.  

Grammar and Spelling    

A.  All pages should be grammatically correct.  

 

  

B.  All words should be spelled correctly ‐ web pages should be spell checked.   

Navigation Tools  All pages should include a "back to" main menu in order to provide a link back to the web‐site  index.  Backgrounds    

A.  Keep backgrounds simple. Light colors are better. Select backgrounds that make text  easy to read.  

  

B.  Keep background tiles small.  

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C.  Backgrounds should be in GIF format.  

  

D.  Re‐use background images, pages will reload quicker and the user will be able to view  your pages with ease.  

  

E.  Do not use a background to convey information.  

  

F.  Do not "name" your colors. For example, Netscape allows you to use the following  tag; <body bgcolor ‐ "green"> and your background will be green. This is a tag specific  to Netscape and not necessarily supported by other browsers. Use the hexadecimal  number for colored backgrounds. If using a tiled image, make the background color  approximately the color of the tiled image.  

Copyrights 

  

A.  All web‐site authors must follow all applicable and existing copyright laws pertaining  to the use of text, images, sounds, and hyperlinks to other web sites/pages.  (see AG 2531)  

  

B.  The Board retains proprietary rights to web sites/pages hosted on its servers, absent  written authorization to the contrary.  

Naming Structure  A. Use all lower‐case letters for names of documents and graphics.    

B.  Do NOT use any spaces or other symbols in naming HTML documents or graphics. 

Graphics  A. Smaller is better, images should be less than 50k.    

B.  Pictures need to be in GIF or JPEG format.  

  

C.  Always use width and height tags.  

  

D.  Use the "alt" tag to describe your picture for text‐only browsers.  

  

E.  Use GIF format for drawings and line art.  

  

F.  Use JPEG format for photographic color images.  

  

G.  Re‐use graphics when appropriate. When graphics are re‐used, they remain in the  computer and will load more quickly onto a web page.  

HTML Standards  It is reasonable to expect that users will see your page using a variety of browsers including  Netscape and Windows Explorer. It is recommended that you: 

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A.  check your web pages on a variety of browsers, including text‐only browsers;  

  

B.  check your web site on multiple platforms;  

  

C.  use standard HTML tags ‐ Do Not use tags which are specific to one (1) browser; 

  

D.  use HTML syntax checkers to search your site for programming mistakes.  

Use of Student Names, Pictures, Original Work, and E‐mail Addresses  The Board will allow the use of photographs of students, names of students, and displaying  original work of students on web sites in accordance with the following guidelines:    

‐  Identifiable photographs of students and/or student's first names may  be placed on the Internet only after the appropriate release form has  been signed by the parents or guardians. 

  

‐  Last names of students and students' e‐mail addresses should never be  used. 

  

‐  Original work by students such as art work, poetry, essays,  performances, etc. may be placed on the web site only after the  appropriate release form has been signed by the parents or guardians. 

7540.03 ‐ STUDENT NETWORK AND INTERNET ACCEPTABLE USE AND SAFETY  Advances in telecommunications and other related technologies have fundamentally altered  the ways in which information is accessed, communicated, and transferred in our society. Such  changes are driving the need for educators to adapt their means and methods of instruction,  and the way they approach student learning, to harness and utilize the vast, diverse, and  unique resources available on the Internet. The Board of Education is pleased to provide  Internet services to its students. The Board encourages students to utilize the Internet in order  to promote educational excellence in our schools by providing them with the opportunity to  develop the resource sharing, innovation, and communication skills and tools which will be  essential to life and work in the 21st century. The instructional use of the Internet will be guided  by the Board's policy on Instructional Materials.  The Internet is an electronic highway connecting computers and users in the District with  computers and users worldwide. Access to the Internet enables students to explore thousands  of libraries, databases, and bulletin boards, while exchanging messages with people throughout  the world. Access to such an incredible quantity of information and resources brings with it,  however, certain unique challenges.  First, and foremost, the Board may not be able to technologically limit access to services  through the Board's Internet connection to only those that have been authorized for the  purpose of instruction, study and research related to the curriculum. Unlike in the past when  educators and community members had the opportunity to review and screen materials to 

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assess their appropriateness for supporting and enriching the curriculum according to adopted  guidelines and reasonable selection criteria (taking into account the varied instructional needs,  learning styles, abilities, and developmental levels of the students who would be exposed to  them), access to the Internet, because it serves as a gateway to any publicly available file server  in the world, will open classrooms and students to electronic information resources which have  not been screened by educators for use by students of various ages.  The Board has implemented technology protection measures which block/filter Internet access  to visual displays that are obscene, child pornography or harmful to minors. The Board utilizes  software and/or hardware to monitor online activity of students to restrict access to child  pornography and other material that is obscene, objectionable, inappropriate and/or harmful  to minors. Nevertheless, parents/guardians are advised that a determined user may be able to  gain access to services on the Internet that the Board has not authorized for educational  purposes. In fact, it is impossible to guarantee students will not gain access through the  Internet to information and communications that they and/or their parents/guardians may find  inappropriate, offensive, objectionable or controversial. Parents/Guardians assume risks by  consenting to allow their child to participate in the use of the Internet. Parents/Guardians of  minors are responsible for setting and conveying the standards that their children should follow  when using the Internet. The Board supports and respects each family's right to decide whether  to apply for independent student access to the Internet.  The Superintendent is directed to prepare guidelines which address students' safety and  security while using e‐mail, chat rooms and other forms of direct electronic communications,  and prohibit disclosure of personal identification information of minors and unauthorized  access (e.g., "hacking") and other unlawful activities by minors online.  Building principals are responsible for providing training so that Internet users under their  supervision are knowledgeable about this policy and its accompanying guidelines. The Board  expects that staff members will provide guidance and instruction to students in the appropriate  use of the Internet. All Internet users (and their parents if they are minors) are required to sign  a written agreement to abide by the terms and conditions of this policy and its accompanying  guidelines.  Students and staff members are responsible for good behavior on the Board's  computers/network and the Internet just as they are in classrooms, school hallways, and other  school premises and school sponsored events. Communications on the Internet are often public  in nature. General school rules for behavior and communication apply. The Board does not  sanction any use of the Internet that is not authorized by or conducted strictly in compliance  with this policy and its accompanying guidelines. Users who disregard this policy and its  accompanying guidelines may have their use privileges suspended or revoked, and disciplinary  action taken against them. Users granted access to the Internet through the Board's computers  assume personal responsibility and liability, both civil and criminal, for uses of the Internet not  authorized by this Board policy and its accompanying guidelines. 

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The Board designates the Superintendent and principal/director as the administrators  responsible for initiating, implementing, and enforcing this policy and its accompanying  guidelines as they apply to the use of the Network and the Internet for instructional purposes.  H.R. 4577, P.L. 106‐554, Children's Internet Protection Act of 2000  47 U.S.C. 254(h), (1), Communications Act of 1934, as amended  20 U.S.C. 6801 et seq., Part F, Elementary and Secondary Education Act of 1965,  as amended  18 U.S.C. 2256  18 U.S.C. 1460  18 U.S.C. 2246  7540.03 ‐ STUDENT NETWORK AND INTERNET ACCEPTABLE USE AND SAFETY  Students are encouraged to use the Board's computers/network and Internet connection for  educational purposes. Use of such resources is a privilege, not a right. Students must conduct  themselves in a responsible, efficient, ethical, and legal manner. Unauthorized or inappropriate  use, including any violation of these guidelines, may result in cancellation of the privilege,  disciplinary action consistent with the Student Handbook, and/or civil or criminal liability. Prior  to accessing the Internet at school, students must sign the Student Network and Internet  Acceptable Use and Safety Agreement. Parent permission is required for minors.  Smooth operation of the Board's Network relies upon users adhering to the following  guidelines. The guidelines outlined below are provided so that users are aware of their  responsibilities.    

A.  Students are responsible for their behavior and communication on the Internet.  

  

B.  Students may only access the Internet by using their assigned Internet/E‐mail  account. Use of another person's account/address/password is prohibited. Students  may not allow other users to utilize their passwords.  

  

C.  Students may not intentionally seek information on, obtain copies of, or modify files,  data or passwords belonging or other users, or misrepresent other users on the  network.  

  

D.  Students may not use the Internet to engage in "hacking" or other unlawful activities. 

  

E.  Transmission of any material in violation of any State or Federal law or regulation, or  Board policy is prohibited.  

  

F.  Any use of the Internet for commercial purposes, advertising, or political lobbying is  prohibited.  

  

G.  Students are expected to abide by the following generally‐accepted rules of network  etiquette:  

  

  

1.  Be polite, courteous, and respectful in your messages to others. Use language 

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appropriate to school situations in any communications made through the  Board's computers/network. Do not use obscene, profane, vulgar, sexually  explicit, defamatory, or abusive language in your messages.     

  

2.  Never reveal names, addresses, phone numbers, or passwords of yourself or  other students, family members, teachers, administrators, or other staff  members while communicating on the Internet.  

  

  

3.  Do not transmit pictures or other information that could be used to establish  your identity without prior approval of a teacher.  

  

  

4.  Never agree to get together with someone you "meet" on‐line without prior  parent approval.  

  

  

5.  Diligently delete old mail on a regular basis from the personal mail directory to  avoid excessive use of the electronic mail disk space.  

  

H.  Use of Internet to access, process, distribute, display or print child pornography and  other material that are obscene, objectionable, inappropriate and/or harmful to  minors is prohibited. As such, the following material is prohibited: material that  appeals to a prurient interest in nudity, sex, and excretion; material that depicts,  describes or represents in a patently offensive way with respect to what is suitable  for minors an actual or simulated sexual act or sexual contact, actual or stimulated  normal or perverted sexual acts, or a lewd exhibition of the genitals; and material  that lacks serious literary, artistic, political or scientific value as to minors. Offensive  messages and pictures, inappropriate text files, or files dangerous to the integrity of  the Board's computers/network (e.g., viruses) are also prohibited.   I. 

Malicious use of the Board's computers/network to develop programs that harass  other users or infiltrate a computer or computer system and/or damage the software  components of a computer or computing system is prohibited. Students may not use  the Board's computers/network in such a way that would disrupt their use by others.  Students must avoid intentionally wasting limited resources.  

J.    

All communications and information accessible via the Internet should be assumed to  be private property (i.e. copyrighted and/or trademarked). All copyright issues  regarding software, information, and attributions of authorship must be respected.  

  

K.  Downloading of information onto the Board's hard drives is prohibited; all downloads  must be to floppy disk. If a student transfers files from information services and  electronic bulletin board services, the student must check the file with a virus‐ detection program before opening the file for use. Only public domain software may  be downloaded. If a student transfers a file or software program that infects the  Network with a virus and causes damage, the student will be liable for any and all  repair costs to make the Network once again fully operational.  

  

L.  Students must secure prior approval from a teacher or the principal before joining a  Listserv (electronic mailing lists) and should not post personal messages on bulletin  boards or "Listservs."  

  

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M.  Students are prohibited from accessing or participating in online "chat rooms" or  other forms of direct electronic communication (other than e‐mail) without prior  approval from a teacher or the principal. All such authorized communications must  comply with these guidelines.  

  

N.  Privacy in communication over the Internet and the Network is not guaranteed. To  ensure compliance with these guidelines, the Board reserves the right to monitor,  review, and inspect any directories, files and/or messages residing on or sent using  the Board's computers/network. Messages relating to or in support of illegal  activities will be reported to the appropriate authorities.  

  

O.  Use of the Internet and any information procured from the Internet is at the  student's own risk. The Board is not responsible for any damage a user suffers,  including loss of data resulting from delays, non‐deliveries, mis‐deliveries, or service  interruptions. The Board is not responsible for the accuracy or quality of information  obtained through its services. Information (including text, graphics, audio, video, etc.)  from Internet sources used in student papers, reports, and projects should be cited  the same as references to printed materials.  

  

P.  Disclosure, use and/or dissemination of personal identification information of minors  via the Internet is prohibited, except as expressly authorized by the minor student's  parent/guardian on the "Student Network and Internet Acceptable Use and Safety  Agreement Form."  

  

Q.  Proprietary rights in the design of web sites hosted on the Board's servers remains at  all times with the Board.  

H.R. 4577, P.L. 106‐554, Children's Internet Protection Act of 2000  47 U.S.C. 254(h), (1), Communications Act of 1934, as amended  20 U.S.C. 6801 et seq., Part F, Elementary and Secondary Education Act of 1965,  as amended  18 U.S.C. 2256  18 U.S.C. 1460  18 U.S.C. 2246  7540.04 ‐ STAFF NETWORK AND INTERNET ACCEPTABLE USE AND SAFETY  Advances in telecommunications and other related technologies have fundamentally altered  the ways in which information is accessed, communicated, and transferred in our society. Such  changes are driving the need for educators to adapt their means and methods of instruction,  and the way they approach student learning, to harness and utilize the vast, diverse, and  unique resources available on the Internet. The Board of Education is pleased to provide  Internet service to its staff. The Board encourages staff to utilize the Internet in order to  promote educational excellence in our schools by providing them with the opportunity to  develop the resource sharing, innovation, and communication skills and tools which will be  essential to life and work in the 21st century. The Board encourages the faculty to develop the 

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appropriate skills necessary to effectively access, analyze, evaluate, and utilize these resources.  The instructional use of the Internet will be guided by the Board's policy on Instructional  Materials.  The Internet is an electronic highway connecting computers and users in the District with  computers and users worldwide. Access to the Internet enables staff members to explore  thousands of libraries, databases, and bulletin boards, while exchanging messages with people  throughout the world. Access to such an incredible quantity of information and resources  brings with it, however, certain unique challenges.  First, and foremost, the Board may not be able to technologically limit access to services  through the Board's Internet connection to only those that have been authorized for the  purpose of instruction, study and research related to the curriculum. Unlike in the past when  educators and community members had the opportunity to review and screen materials to  assess their appropriateness for supporting and enriching the curriculum according to adopted  guidelines and reasonable selection criteria (taking into account the varied instructional needs,  learning styles, abilities, and developmental levels of the students who would be exposed to  them), access to the Internet, because it serves as a gateway to any publicly available file server  in the world, will open classrooms and students to electronic information resources which have  not been screened by educators for use by students of various ages.  The Board has implemented technology protection measures which block/filter Internet access  to visual displays that are obscene, child pornography or harmful to minors. The Board utilizes  software and/or hardware to monitor online activity of staff members to restrict access to child  pornography and other material that is obscene, objectionable, inappropriate and/or harmful  to minors. The Superintendent or principal may disable the technology protection measure to  enable access for bona fide research or other lawful purposes.  The Superintendent is directed to prepare guidelines which address students' safety and  security while using e‐mail, chat rooms and other forms of direct electronic communication,  and prohibit disclosure of personal identification information of minors and unauthorized  access (e.g., "hacking") and other unlawful activities by minors online. Staff members are  reminded that personally identifiable student information is confidential and may not be  disclosed without prior written parental permission.  Building principals are responsible for providing training so that Internet users under their  supervision are knowledgeable about this policy and its accompanying guidelines. The Board  expects that staff members will provide guidance and instruction to students in the appropriate  use of the Internet. All Internet users are required to sign a written agreement to abide by the  terms and conditions of this policy and its accompanying guidelines.  Staff members are responsible for good behavior on Board's computers/network and the  Internet just as they are in classrooms, school hallways, and other school premises and school  sponsored events. Communications on the Internet are often public in nature. General school  rules for behavior and communication apply. The Board does not sanction any use of the 

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Internet that is not authorized by or conducted strictly in compliance with this policy and its  accompanying guidelines. Users who disregard this policy and its accompanying guidelines may  have their use privileges suspended or revoked, and disciplinary action taken against them.  Users granted access to the Internet through the Board's computers assume personal  responsibility and liability, both civil and criminal, for uses of the Internet not authorized by this  policy and its accompanying guidelines.  The Board designates the Superintendent and principal/director as the administrators  responsible for initiating, implementing, and enforcing this policy and its accompanying  guidelines as they apply to the use of the Network and the Internet for instructional purposes.  H.R. 4577, P.L. 106‐554, Children's Internet Protection Act of 2000   47 U.S.C. 254(h), (1), Communications Act of 1934, as amended  20 U.S.C. 6801 et seq., Part F, Elementary and Secondary Education Act of 1965,  as amended  18 U.S.C. 2256  18 U.S.C. 1460  18 U.S.C. 2246  7540.04 ‐ STAFF NETWORK AND INTERNET ACCEPTABLE USE AND SAFETY  Staff members are encouraged to use the Board's computers/network and Internet connection  for educational purposes. Use of such resources is a privilege, not a right. Staff members must  conduct themselves in a responsible, efficient, ethical, and legal manner. Unauthorized or  inappropriate use, including any violation of these guidelines, may result in cancellation of the  privilege, disciplinary action consistent with the applicable collective bargaining agreement and  Board policy, and/or civil criminal liability. Prior to accessing the Internet at school, staff  members must sign the Staff Network and Internet Acceptable Use and Safety Agreement.  Smooth operation of the Board's Network relies upon users adhering to the following  guidelines. The guidelines outlined below are provided so that users are aware of their  responsibilities.    

A.  Staff members are responsible for their behavior and communication on the  Internet.  

  

B.  Staff members may only access the Internet by using their assigned Internet/E‐mail  account. Use of another person's account/address/password is prohibited. Staff  members may not allow other users to utilize their passwords.  

  

C.  Staff members may not intentionally seek information on, obtain copies of, or modify  files, data or passwords belonging to other users, or misrepresent other users on the  network.  

  

D.  Staff members may not use the Internet to engage in "hacking" or other unlawful  activities.  

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E.  Transmission of any material in violation of any State or Federal law or regulation, or  Board policy is prohibited. 

  

F.  Any use of the Internet for commercial purposes, advertising, or political lobbying is  prohibited.  

  

G.  Staff members are expected to abide by the following generally accepted rules of  network etiquette:  

  

  

1.  Be polite, courteous, and respectful in your messages to others. Use language  appropriate to school situations in any communications made through the  Board's computers/network. Refrain from using obscene, profane, vulgar,  sexually explicit, defamatory, or abusive language in your messages.  

  

  

2.  Never reveal names, addresses, phone numbers, or passwords of students while  communicating on the Internet.  

  

  

3.  Diligently delete old mail on a regular basis from the personal mail directory to  avoid excessive use of the electronic mail disk space.  

  

H.  Use of the Internet to access, process, distribute, display or print child pornography  and other material which is obscene, objectionable, inappropriate or harmful to  minors is prohibited. As such, the following material is prohibited: material that  appeals to a prurient interest in nudity, sex and excretion; material that depicts,  describes or represents in a patently offensive way with respect or what is suitable  for minors an actual or simulated sexual act or sexual contact, actual or simulated  normal or perverted sexual acts, or a lewd exhibition of the genitals, and material  that lacks serious literary, artistic, political or scientific value as to minors. Offensive  messages and pictures, inappropriate text files, or files dangerous to the integrity of  the Board's computers/network (e.g., viruses) are also prohibited.   I. 

Malicious use of the Board's computers/network to develop programs that harass  other users or infiltrate a computer or computer system and/or damage the software  components of a computer or computing system is prohibited. Staff members may  not use the Board's computers/network in such a way that would disrupt their use by  others. Staff members should refrain from intentionally wasting limited resources.  

J.    

All communications and information accessible via the Internet should be assumed to  be private property (i.e, copyrighted and/or trademarked). All copyright issues  regarding software, information, and attributions of authorship must be respected.  

  

K.  Downloading of information onto the Board's hard drives is prohibited; all downloads  must be to floppy disk. If a staff member transfers files from information services and  electronic bulletin board services, the staff member must check the file with a virus‐ detection program before opening the file for use. Only public domain software may  be downloaded. If a staff member transfers a file or software program that infects  the Network with a virus and causes damage, the staff member will be liable for any  and all repair costs to make the Network once again fully operational.  

  

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L.  Privacy in communication over the Internet and the Network is not guaranteed. To  ensure compliance with these guidelines, the Board reserves the right to monitor,  review and inspect any directories, files and/or messages residing on or sent using  the Board's computers/network. Messages relating to or in support of illegal  activities will be reported to the appropriate authorities.  

  

M.  Use of the Internet and any information procured from the Internet is at the staff  member's own risk. The Board is not responsible for any damage a user suffers,  including loss of data resulting from delays, non‐deliveries, mis‐deliveries, or service  interruptions. The Board is not responsible for the accuracy or quality of information  obtained through its services. Information (including text, graphics, audio, video, etc.)  from Internet sources used in class should be cited the same as references to printed  materials.  

  

N.  Disclosure, use and/or dissemination of personal identification information of minors  via the Internet is prohibited, except as expressly authorized by the minor student's  parent/guardian on the "Student Network and Internet Acceptable Use and Safety  Agreement Form."  

  

O.  Proprietary rights in the design of web sites hosted on the Board's servers remains at  all times with the Board without prior written authorization.  

  Staff members are reminded that personally identifiable student information is confidential and  may not be disclosed without prior written parental permission.  H.R. 4577, P.L. 106‐554, Children's Internet Protection Act of 2000  47 U.S.C. 254(h), (1), Communications Act of 1934, as amended  20 U.S.C. 6801 et seq., Part F, Elementary and Secondary Education Act of 1965, as amended  18 U.S.C. 2256  18 U.S.C. 1460  18 U.S.C. 2246 

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[Attachment 2]

Godfrey Lee Public Schools Technology Curriculum K-8 Grades K - 2 Educational Technology Standards & Expectations BASIC OPERATIONS AND CONCEPTS By the end of Grade 2, each student will: 1. Understand that people use many types of technologies in their daily lives (e.g. computers, cameras, audio/visual players, phones, televisions) Grade

Lessons

K-1

Assistive Technology

Assessment Tool/Evaluation Worksheet, Observation/Formal Assessment, What kind of technology do people use for their jobs

Resources

Skills

Worksheet, Best Buy Ads

Matching and discussion

Formal Assessment, Watch movie on DVD, watch news, take pictures with camera, model using cell phone

2

Creating awareness, class discussion

2. Identify common uses of technology found in daily life Grade

Lessons

Assessment Tool/Evaluation

2

Economics SS 2:7 & 2:8 How do business keep track of what they sell?

SS Resource 2:7e - Capital Resource Observation, Cash register, debit cards, cell phones, cameras, DVDs, palm pilots, computer, video games

Skills

Resources Teach with economics (S.S 2:7, 2:8) - How do business function (security, business functions). How do we use technology at school?

3. Recognize, name, and will be able to label the major hardware components in a computer system (e.g., computer, monitor, keyboard, mouse, and printer) Grade

Lessons

Assessment Tool/Evaluation

K-2

Computer Parts worksheet

Formal Assessment

Godfrey-Lee Public Schools

~ 17 ~

Resources Completed in computer lab

Skills Coloring, labeling, identifying

2012-2015 Technology Plan


4. Identify the functions of the major hardware components in a computer system (computer, monitor, keyboard, mouse, printer) Grade K-2 K-1

Lessons What Am I - Computer Parts Guessing Game (PowerPoint) Computer Song - to tune of Wheels on the Bus

Assessment Tool/Evaluation

Resources

Skills

Tech Literacy Class, Student response

PowerPoint Presentation

Recalling information

Tech Literacy Class, Student memorizing song

Sing at the beginning of each class

Recalling information

5. Discuss the basic care of computer hardware and various media types (e.g. diskettes, CDs, DVDs, videotapes). When using in the classroom, talk about proper handling and care. Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

K-2

Basic care skills

Observation/ Tech Literacy Class

Media resources

Recalling information, observation

6. Use various age-appropriate technologies for gathering information (e.g. dictionaries, encyclopedias, audio/visual players, phones, web resources) Grade

Lessons

Assessment Tool/Evaluation

1

Butterfly Unit (LA 1:12); Research report

Research report/ Observation

2

LA 2:13

Research report/ Observation

3

Animal Report

Research report/ Observation

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Resources Note cards, Internet, pictures, textbook, places to find information Note cards, Internet, pictures, textbook, places to find information Note cards, Internet, pictures, textbook, places to find information

Skills Produces a research report based on collected information

Produces a research report based on collected information

Produces a research report based on collected information

2012-2015 Technology Plan


7. Use age-appropriate technologies for sharing information (e.g., drawing a picture, writing a story) Grade

Lessons

1

Butterfly Unit (LA 1:12); Research report

2

3

LA 2:13

Animal Report

Assessment Tool/Evaluation

Resources

Skills

Research report/ Observation

Note cards, Internet, pictures, textbook, places to find information

TLW collaboratively research a topic and write a factual report and create a visual report using a variety of references

Research report/ Observation

Note cards, Internet, pictures, textbook, places to find information

TLW collaboratively research a topic and write a factual report and create a visual report using a variety of references

Research report/ Observation

Note cards, Internet, pictures, textbook, places to find information

TLW collaboratively research a topic and write a factual report and create a visual report using a variety of references

8. Recognize the functions of basic file menu commands (e.g., new, open, close, save, print) Grade K

Lessons Lessons in computer lab model, repetition

Assessment Tool/Evaluation Teacher Observation

Resources Computers, software, computer lab

Skills Recognize the functions of basic file menu commands

9. Proofread and edit their writing using appropriate resources including dictionaries and a class developed checklist both individually and as a group Grade 2

Lessons Research report, LA 1:7, 1:12, 2:6, 2:13

Godfrey-Lee Public Schools

Assessment Tool/Evaluation

Resources

Research report/ Observation

Writing Checklist

~ 19 ~

Skills Produces a research report based on collected information

2012-2015 Technology Plan


SOCIAL, ETHICAL, AND HUMAN ISSUES By the end of Grade 2, each student will: 1. Identify common uses of information and communication technologies Grade

Lessons Same as Basic Operations and Concepts 1 & 2

Assessment Tool/Evaluation

Resources

Teacher Observation and Discussion

Electronic media

Skills Matching and discussion, recalling information

2. Discuss advantages and disadvantages of using technology Grade

Lessons Same as Basic Operations and Concepts 1 & 2

Assessment Tool/Evaluation

Resources

Skills

Teacher Observation and Discussion

Electronic media

Recalling Information

Resources Student logs on (locks on doors - use key to open, password like key - prevents someone from using your computer program)

Skills

3. Recognize that using a password helps protect the privacy of information Grade

Lessons

Assessment Tool/Evaluation

2

Student draws a pattern of something they would use for a password - student holds pictures and won't give it up until another student guesses password

Teacher Observation

K-2

Make sure using correct password to keep track of their own information - do not want others to know your password- earn tickets

Teacher Observation

Computers

Problem Solving, Communication

Problem Solving

4. Discuss scenarios describing acceptable and unacceptable uses of age-appropriate technology (e.g. computers, phones, 911, Internet, email) at home or at school Grade 2-3 2

Lessons Where in the WWW is Johnny? PowerPoint Stranger Safety Video & DVD Godfrey-Lee Public Schools

Assessment Tool/Evaluation Tech Literacy Class Role-play discussion ~ 20 ~

Resources Computer, PowerPoint presentation School police officer

Skills Problem Solving, Communication Role-playing, appropriate verbal response 2012-2015 Technology Plan


5. Discuss the consequences of irresponsible uses of technology resources at home or at school Grade

Lessons

Assessment Tool/Evaluation

2

Story-boy who cried wolf Fables LA 2:2

Tech Literacy Class, Appropriate verbal response

End of 2nd

Resources 911-Consequences of calling when no emergency exists.

Safe Surfing PowerPoint (3 Tech Literacy Class, Appropriate verbal PowerPoint Little Pigs) response presentation, computer http://disney.go.com/family/threepigs/index.html http://disney.go.com/family/badapple/index.html

Skills Verbal response Verbal response http://disney.go.com/surfswell/script.swf

6. Understand that technology is a tool to help complete at task Grade

Lessons See BO 1, 2, 5, 6, 9

Resources See Above

Skills Comprehension

Resources

Skills

See Above

Comprehension

Resources Integrate into SS Standards 2:3 - library, grocery stores

Skills

Assessment Tool/Evaluation Teacher Observation

7. Understand that technology is a source of information, learning, and entertainment Grade

Lessons

2

See BO 1-9

Assessment Tool/Evaluation Produces a research report based on collected information

8. Identify places in the community where one can access technology Grade

Lessons

Assessment Tool/Evaluation

2

See BO 1-9, SS 2:3

Teaching Observation

Godfrey-Lee Public Schools

~ 21 ~

Name and Identify places

2012-2015 Technology Plan


TECHNOLOGY PRODUCTIVITY TOOLS By the end of Grade 2, each student will: 1. Know how to use a variety of productivity software (e.g., word processors, drawing tools, presentation software) to convey ideas and illustrate concepts Grade

Lessons

1-2

LA 1:7, 1:12, 2:6, 2:13

1 K-2

Little, Medium, Big Successmaker, M 1:6, 2:7

Assessment Tool/Evaluation Observation, Tech Lit Class, Produces a research report based on collected information Teacher Observation, Tech Lit Class Teacher Observation, Tech Lit Class

Resources

Skills

Computer, software

Processing skills

Computer, software Computer, software

Processing skills Processing skills

2. Be able to recognize the best type of productivity software to use for certain age-appropriate tasks (e.g., word processing, drawing, web browsing) Grade K-2 1-2

Lessons Pictures in Kid Pix, Story Painter

Assessment Tool/Evaluation

Resources

Skills

Tech Lit Class

Computer, software

Processing and Problem Solving skills

LA 1:7, 1:12, 2:6, 2:13

Tech Lit Class

Computer, software

Processing and Problem Solving skills

3. Be aware of how to work with others when using technology tools (e.g., word processors, drawing tools, presentation software) to convey ideas or illustrate simple concepts relating to a specific project Grade

Lessons

1

LA 1:7, 1:12, 2:6, 2:13

Godfrey-Lee Public Schools

Assessment Tool/Evaluation Teacher Observation, Tech Lit Class, Researches a topic and participates in creating a class report

~ 22 ~

Resources

Skills

Computer, software

Work collaboratively

2012-2015 Technology Plan


TECHNOLOGY COMMUNICATIONS TOOLS By the end of Grade 2, each student will: 1. Identify procedures for safely using basic telecommunication tools (e.g., email, phones) with assistance from teachers, parents, or student partners Grade 1-2 K-2

Lessons SS 1:5, 2:5 Successmaker

Assessment Tool/Evaluation Teacher Observation, Tech Lit Class Teacher Observation, Tech Lit Class

Resources Phones and Computers Phones and Computers

Skills Identify and listening skills Identify and listening skills

2. Know how to use age-appropriate media (e.g., presentation software, newsletters, word processors) to communicate ideas to classmates, families, and others Grade 2 2 K-2

Lessons Letter writing, newsletters, Christmas letters Education World - newsletter templates Practice typing name, spelling words

Assessment Tool/Evaluation

Resources

Teacher Observation, Tech Lit Class

Electronic media

Teacher Observation, Tech Lit Class

Electronic media

Teacher Observation, Tech Lit Class

Electronic media

Skills Communication, keyboarding, writing, problem solving Communication, keyboarding, writing, problem solving Communication, keyboarding, writing, problem solving

3. Know how to select media formats (e.g. text, graphics, photos, video), with assistance from teachers, parents, or student partners, to communicate and share ideas with classmates, families, and others Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

1

LA 1:7, 1:12, 2:6, 2:13

Tech Lit Class, Researches a topic and participates in creating a class report

Computer, files and documents

Problem solving, collaborative learning, communication

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2012-2015 Technology Plan


TECHNOLOGY RESEARCH TOOLS By the end of Grade 2, each student will: 1. Know how to recognize the Web browser and associate it with accessing resources on the Internet Grade 2

Lessons Integrate into LA 2:13

Assessment Tool/Evaluation Introduce

Resources Computer, software

Skills Recognition

2. Use a variety of technology resources (e.g., CD-ROMs, DVDs, search engines, websites) to locate or collect information relating to a specific curricular topic with assistance from teachers, parents, or student partners Grade 1 2

Lessons Integrate into LA 1:12 Integrate into LA 2:13

Assessment Tool/Evaluation Introduce Introduce

Resources Computer, software Computer, software

Skills Awareness Awareness

3. Interpret simple information from existing age-appropriate electronic databases (e.g., dictionaries, encyclopedias, spreadsheets) with assistance from teachers, parents, or student partners Grade 1 2

Lessons Integrate into LA 1:12 Integrate into LA 2:13

Assessment Tool/Evaluation Observation Observation

Resources Media resources Media resources

Skills Interpreting, Processing Interpreting, Processing

4. Provide a rationale for choosing one type of technology over another for completing a specific task Grade 1 2

Lessons Integrate into LA 1:12 Integrate into LA 2:13

Godfrey-Lee Public Schools

Assessment Tool/Evaluation Observation, Tech Lit Class Observation, Tech Lit Class

~ 24 ~

Resources Electronic Media Electronic Media

Skills Verbal Response, Problem Solving Verbal Response, Problem Solving

2012-2015 Technology Plan


TECHNOLOGY PROBLEM SOLVING AND DECISION MAKING TOOLS By the end of Grade 2, each student will: 1. Discuss how to use technology resources (e.g., dictionaries, encyclopedias, search engines, websites) to solve age-appropriate problems Grade 1 2 K -2

Lessons Integrate into LA 1:12 Integrate into LA 2:13 SuccessMaker, modeling, current events

Assessment Tool/Evaluation Introduction and Class Observation Introduction and Class Observation

Resources Media resources Media resources

Skills Verbal Response Verbal Response

Introduction and Class Observation

TV, Internet

Verbal Response

2. Identify ways that technology has been used to address real-world problems (personal or community) Grade

Lessons

Assessment Tool/Evaluation

2

The Bubble Gum Bandit

Observation and Tech Lit Class

2

Integrate into LA 2:13 SuccessMaker, modeling, current events

Observation and Tech Lit Class

K-2

Godfrey-Lee Public Schools

Observation and Tech Lit Class

~ 25 ~

Resources PowerPoint presentation

Skills Problem Solving Problem Solving

Computer, software

Problem Solving

2012-2015 Technology Plan


Godfrey Lee Public Schools Technology Curriculum K-8 Grades 3 - 5 Educational Technology Standards & Expectations BASIC OPERATIONS AND CONCEPTS By the end of Grade 5, each student will: 1. Discuss ways technology has changed life at school and at home Grade 3

Lessons Bring a list of 5 favorite technology items to class to discuss

Assessment Tool/Evaluation

Resources

Skills

Teacher Observation, list

Store Ads

Organization, Classifying

Assessment Tool/Evaluation

Resources

Skills

Teacher Observation

Computer, software

Listening, Verbal response

2. Discuss ways technology has changed business and government over the years Grade 5

Lessons Technology and the Human Life Presentation Science 5.4 (Natural Resources), 5.9 (Inventions)

3. Recognize and discuss the need for security application (eg., virus detection, spam, defense, popup blocker, firewalls) to help protect information and to keep the system functioning properly Grade 3-5

Lessons Computer Security Applications

Assessment Tool/Evaluation

Resources

Skills

Tech Lit Class

Computer Lab

Verbal Response

4. Know how to use basic input/output devices and other peripherals (e.g., scanners, digital camera, video projectors) Grade 3

Lessons Technology PowerPoint

Godfrey-Lee Public Schools

Assessment Tool/Evaluation Tech Lit Class, Teacher Observation

~ 26 ~

Resources PowerPoint presentation

Skills Listening, Verbal Response

2012-2015 Technology Plan


5. Know proper keyboarding positions and touch-typing techniques Grade 4-5 4-5 5 3-5

Lessons Musical Computers, LA Writing Process 6 Traits Keyboarding Bingo Typing Champion General Keyboarding (T2L)

Assessment Tool/Evaluation

Resources

Skills

Formal Assessment

Computer, software

Keyboarding, Listening

Teacher Observation Tech Lit Class, Teacher Observation Teacher Observation

Computer, software Computer, software Computer, software

Keyboarding, Listening Keyboarding Keyboarding

Assessment Tool/Evaluation

Resources

Skills

Teacher Observation, Tech Lit Class

Computer, software

Listening, Processing

6. Manage and maintain files on a hard drive or the network Grade 3-5

Lessons Logging on to computer, practicing saving techniques, network file sharing

7. Demonstrate proper care in the use of hardware, software, peripherals, and storage media Grade 3-5

Lessons Modeling procedures, Class discussion

Assessment Tool/Evaluation

Resources

Skills

Tech Lit Class

Media Resources

Listening, Response

8. Know how to exchange files with other students using technology (e.g., network file sharing, diskettes) Grade 3-5

Lessons Modeling procedures, Class discussion

Assessment Tool/Evaluation

Resources

Skills

Tech Lit Class

Media Resources

Listening, Response

9. Identify which types of software (Excel, PowerPoint, Word, Kid Pix/Paint, Internet) can be used most effectively for different types of data, for different information needs, or for conveying results to different audiences Grade 3-5

Lessons Modeling procedures, Class discussion

Assessment Tool/Evaluation

Resources

Skills

Teacher Observation

Computer, software

Problem Solving

Resources Computer, Internet

Skills Processing

10. Identify search strategies for locating needed information on the Internet Grade 4-5

Lessons Yahoo! Lessons 1-6 Godfrey-Lee Public Schools

Assessment Tool/Evaluation Tech Lit Class, Teacher Observation ~ 27 ~

2012-2015 Technology Plan


11. Proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups Grade 5

Lessons Spell Check - What a Tool!

Assessment Tool/Evaluation Teacher Observation, Formal Assessment

Resources Computer, software

Skills Processing and Recalling

SOCIAL, ETHICAL, AND HUMAN ISSUES By the end of Grade 5, each student will: 1. Identify cultural and societal issues relating to technology Grade

Lessons

Assessment Tool/Evaluation

3

SS 3:3 (Geography), SS 4:3 (Geography), SS 5:3 (Geography)

Teacher Observation

Resources Examples - NASA, Silcon Valley, wireless technology, meteorology technology

Skills Verbal Response

2. Discuss how information and communication technology supports collaboration, productivity, and lifelong learning Grade

Lessons

Assessment Tool/Evaluation

3

SS 3:3 (Geography), SS 4:3 (Geography), SS 5:3 (Geography)

Teacher Observation

Resources Examples - NASA, Silcon Valley, wireless technology, meteorology technology

Skills Verbal Response

3. Discuss how various assistive technologies can benefit individuals with disabilities Grade

3

Lessons Books on Tape, headphones, subtitles, on-screen keyboard, magnifier, touch screens, voice recognition, web cams

Assessment Tool/Evaluation

Resources

Skills

Teacher Observation, Tech Lit Class

Special Ed Teacher Consultant

Observation

4. Discuss the accuracy, relevance, appropriateness, and bias of electronic information sources Grade 4-5 4-5

Lessons Finding Good Web Sites Rating Web Sites Godfrey-Lee Public Schools

Assessment Tool/Evaluation Formal Assessment Formal Assessment ~ 28 ~

Resources Computer, Internet Computer, Internet 2012-2015 Technology Plan

Skills Evaluating Evaluating


5. Discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital camera, cell phones, PDAs, wireless connectivity) and describe consequences of inappropriate uses Grade 3-5

Lessons Modeling, Repetition

Assessment Tool/Evaluation Teacher Observation

Skills Reasoning

Resources Media Resources

6. Discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws Grade

Lessons

Assessment Tool/Evaluation

4-5

Copyright Crusader

Formal Assessment

4-5

Play it Safe in Cyber Space

Formal Assessment

5

Virus Game

Teacher Observation

Resources http://playitcybersafe.com/ curriculum/index.cfm http://www.netsmartz.org/ resources/activitycards.htm

Skills Analyzing, Decision Making, Values Analyzing, Decision Making, Values

http://www.netsmartz.org/ resources/activitycards.htm

Analyzing, Decision Making, Verbal Response

Resources Computer, Internet, software

Skills Research Skills, Note Taking Skills, Organization

Skills Identification, Ethics, Values, Safety

7. Use age-appropriate citing of resources for electronic reports Grade

Lessons

Assessment Tool/Evaluation

5

Writing 5:11 (Research)

Teacher Observation, Formal Assessment

8. Identify appropriate kinds of information that should be shared in public chat rooms Grade

Lessons

Assessment Tool/Evaluation

Resources

3-4

Private Information

Formal Assessment

Worksheet

9. Identify safety precautions that should be taken while on-line Grade

Lessons

Assessment Tool/Evaluation

Resources

3-4

Privacy Rules!

Formal Assessment

Worksheet

Godfrey-Lee Public Schools

~ 29 ~

Skills Identification, Ethics, Values, Safety

2012-2015 Technology Plan


10. Explore various technology resources that could assist in pursuing personal goals Grade 5

Lessons Resume, Career Day, eportfolio, make schedule in Excel (daily)

Assessment Tool/Evaluation

Resources

Skills

Formal Assessment, Teacher Observation

Computer, software

Analyzing

11. Identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help achieve personal goals Grade

Lessons

Assessment Tool/Evaluation

Resources

3-4

Great Communicators

Formal Assessment

Computer, tech resources

Skills Identification, Communication, Analyzing Data, Goal Setting

TECHNOLOGY PRODUCTIVITY TOOLS By the end of Grade 5, each student will: 1. Know how to use menu options in applications to print, format, add multimedia features: open, save, manage files, and use various grammar tools (e.g., dictionary, thesaurus, spell-checker) Grade 5

Lessons Spell Check - What a Tool!

Assessment Tool/Evaluation Teacher Observation, Formal Assessment

Resources Computer, software

Skills Processing and Recalling

2. Know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents Grade 4-5

Lessons Formatting Text

Assessment Tool/Evaluation Teacher Observation, Formal Assessment

Resources Computer, software

Skills Processing

Resources Computer, software

Skills Application, Creativity

Resources Store Ads

Skills Comprehension

3. Use a variety of technology tools and applications to promote creativity Grade 5

Lessons Science 5:9 (Inventions)

Assessment Tool/Evaluation Formal Assessment

4. Understand that existing (and future) technologies are the result of human creativity Grade 3-4

Lessons Imagining the Future Godfrey-Lee Public Schools

Assessment Tool/Evaluation Teacher Observation, Formal Assessment ~ 30 ~

2012-2015 Technology Plan


5. Collaborate with classmates using a variety of technology tools to plan, organize, and create a group project Grade 4 4-5

Lessons Graphing with Excel Musical Computers, LA Writing Process 6 Traits

Assessment Tool/Evaluation

Resources

Skills

Formal Assessment

Computer, software

Keyboarding, Listening

TECHNOLOGY COMMUNICATIONS TOOLS By the end of Grade 5, each student will: 1. Use basic telecommunication tools (e.g., email, Web Quest, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students) Grade

Lessons

4-5

Web Quests

Assessment Tool/Evaluation Tech Lit Class, Teacher Observation, Formal Assessment

Resources

Skills

Computer, Internet

Problem Solving

2. Use a variety of media and formats to create and edit products (e.g., presentations, newsletters, brochures, web pages) to communicate information and ideas to various audiences Grade 4-5

Lessons All About Me

Assessment Tool/Evaluation Teacher Observation, Formal Assessment

Resources Computer, software

Skills Processing

3. Identify how different forms of media and formats may be used to share similar information, depending on the intended audience (e.g., presentations for classmates, newsletters for parents) Grade 3-5

Lessons Class discussion (what would you use Word, Excel, PP for?), look for examples

Godfrey-Lee Public Schools

Assessment Tool/Evaluation

Resources

Skills

Teacher Observation, Tech Lit Class

Computer, software

Problem Solving

~ 31 ~

2012-2015 Technology Plan


TECHNOLOGY RESEARCH TOOLS By the end of Grade 5, each student will: 1. Use Web search engines and built-in search functions of other various resources to locate information Grade 4-5

Lessons Yahoo! Lessons 1-6

4-5

Web Quests

Assessment Tool/Evaluation Tech Lit Class, Teacher Observation Tech Lit Class, Teacher Observation, Formal Assessment

Resources Computer, Internet

Skills Processing

Computer, Internet

Problem Solving

2. Describe basic guidelines for determining the validity of information accessed from various sources (e.g., web site, dictionary, on-line newspaper, CD-ROM) Grade 4-5 4-5

Lessons Finding Good Web Sites Rating Web Sites

Assessment Tool/Evaluation Formal Assessment Formal Assessment

Skills Evaluating Evaluating

Resources Computer, Internet Computer, Internet

3. Know how to independently use existing databases (e.g., library catalogs, electronic dictionaries, encyclopedias) to locate, sort, and interpret information on an assigned topic Grade 3-5

Lessons LA 5:11, 4:11, 3:12 Research Science 3:2, 3:3

Assessment Tool/Evaluation

Resources

Skills

Formal Assessment

Media

Locate, Sorting, Interpretation

Assessment Tool/Evaluation

Resources

Skills

Formal Assessment

Media

Research, Interpretation, Summarizing, Note Taking

Tech Lit Class, Teacher Observation

Computer, Internet

Processing

4. Perform simple queries on existing databases and report results on an assigned topic Grade 3-5 4-5

Lessons LA 5:11, 4:11, 3:12 Research Science 3:2, 3:3 Yahoo! Lessons 1-6

5. Identify appropriate technology tools and resources by evaluating the accuracy, appropriateness, and bias of the resource Grade 4-5 4-5

Lessons Finding Good Web Sites Rating Web Sites

Godfrey-Lee Public Schools

Assessment Tool/Evaluation Formal Assessment Formal Assessment

~ 32 ~

Resources Computer, Internet Computer, Internet

2012-2015 Technology Plan

Skills Evaluating Evaluating


6. Compare and contrast the functions and capabilities of the word processor, database, and spreadsheet for gathering data, processing data, performing calculations, and reporting results Grade 3-5

Lessons Class discussion (what would you use Word, Excel, PP for?), look for examples

Assessment Tool/Evaluation

Resources

Skills

Teacher Observation, Tech Lit Class

Computer, software

Problem Solving

TECHNOLOGY PROBLEM SOLVING AND DECISION MAKING TOOLS By the end of Grade 5, each student will: 1. Use technology resources to access information that can assist in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase) Grade 5 5

Lessons Make Christmas wish list look for items for least expensive Travel brochure - cheapest hotel, air fare, other expenses

Assessment Tool/Evaluation

Resources

Skills

Formal Assessment

Computer, software

Problem Solving, Analyzing

Formal Assessment

Computer, software

Problem Solving, Analyzing

2. Use information and communication technology tools (e.g., calculators, probes, videos, DVDs, educational software) to collect organize, and evaluate information to assist with solving real-life problems (personal or community) Grade 5 5

Lessons Make Christmas wish list look for items for least expensive Travel brochure - cheapest hotel, air fare, other expenses

Godfrey-Lee Public Schools

Assessment Tool/Evaluation

Resources

Skills

Formal Assessment

Computer, software

Problem Solving, Analyzing

Formal Assessment

Computer, software

Problem Solving, Analyzing

~ 33 ~

2012-2015 Technology Plan


Godfrey Lee Public Schools Technology Curriculum K-8 Grades 6 - 8 Educational Technology Standards & Expectations BASIC OPERATIONS AND CONCEPTS By the end of Grade 8, each student will: 1. Use proper keyboarding posture, finger positions, and touch-typing techniques to improve accuracy, speed, and general efficiency in operating a computer Grade 4-5 4-5 4-5 3-5

Lessons Musical Computers Keyboarding Bingo Typing Champion General Keyboarding (T2L, UltraKey)

Assessment Tool/Evaluation Formal Assessment Teacher Observation Tech Lit Class, Teacher Observation

Resources Computer, software Computer, software Computer, software

Skills Keyboarding, Listening Keyboarding, Listening Keyboarding

Teacher Observation

Computer, software

Keyboarding

Assessment Tool/Evaluation

Resources

Skills

2. Use appropriate terminology Grade

Lessons

3. Use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of technology-produced products Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

4. Understand that new technology tools can be developed to do what could not be done without the use of technology. Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

5. Describe strategies for identifying and preventing routine hardware and software problems that may occur during everyday use Grade

Lessons

Godfrey-Lee Public Schools

Assessment Tool/Evaluation

~ 34 ~

Resources

2012-2015 Technology Plan

Skills


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 business) Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

7. Discuss common hardware and software difficulties and identify strategies for trouble-shooting and problem solving Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

8. Identify characteristics that suggest that the computer system hardware or software might need to be upgraded Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

9. Identify a variety of information storage devices (e.g., floppies, CDs, DVDs, flash drives, tapes) and provide a rationale for using a certain device for a specific purpose Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

10. Identify technology resources that assist with various consumer-related activities (e.g., budgets, purchases, banking transactions, product descriptions) Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

Resources

Skills

Resources

Skills

11. Identify appropriate file formats for a variety of applications. Grade

Lessons

Assessment Tool/Evaluation

12. Use basic utility programs or built-in application functions to convert file formats Grade

Lessons

Assessment Tool/Evaluation

13. Proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually in groups Grade

Lessons

Godfrey-Lee Public Schools

Assessment Tool/Evaluation

~ 35 ~

Resources

2012-2015 Technology Plan

Skills


SOCIAL, ETHICAL, AND HUMAN ISSUES By the end of Grade 8, each student will: 1. Understand the potential risks and dangers associated with on-line communications Grade

Lessons

Assessment Tool/Evaluation

6

Keep Your Keys

Teacher Observation, Formal Assessment

Resources http://www.netsmartz.org/ resources/reallife.htm

Skills

Resources

Skills

2. Identify security issues related to e-commerce Grade

Lessons

Assessment Tool/Evaluation

3. Discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright, plagiarism, spam, viruses, filesharing) Grade 6-8

Lessons Playing it Safe in Cyberspace

Assessment Tool/Evaluation

Resources

Skills

4. Describe possible consequence and costs related to unethical use of information and communication technologies Grade 7-8

Lessons Can You Hack It?

Assessment Tool/Evaluation Teacher Observation, Formal Assessment

Resources

Skills

Resources Computer, software

Skills Writing, Reasoning

5. Discuss the societal impact of technology in the future Grade 7

Lessons Technology Article

Assessment Tool/Evaluation Formal Assessment

6. Provide accurate citations when referencing information from outside sources in electronic reports Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

Resources

Skills

7. Use technology to identify and explore various occupations or careers Grade

Lessons

Godfrey-Lee Public Schools

Assessment Tool/Evaluation

~ 36 ~

2012-2015 Technology Plan


8. Discuss possible uses of technology (present and future) to support personal pursuits and lifelong learning Grade 6

Lessons Technology, Society, and Individual

Assessment Tool/Evaluation

Resources

Skills

Teacher Observation

Computer, software

Listening, Verbal response

9. Identify uses of technology to support communication with peers, family, or school personnel Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

TECHNOLOGY PRODUCTIVITY TOOLS By the end of Grade 8, each student will: 1. Apply common software features (e.g., thesaurus, formulas, charts, graphics, sounds) to enhance communication and to support creativity Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

2. Use a variety of technology resources, including the Internet, to increase learning and productivity Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

3. Explore basic applications that promote creativity (e.g., graphics, presentation, photo-editing, programming, video-editing) Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

Resources

Skills

4. Use available utilities for editing pictures, images, or charts Grade

Lessons

Assessment Tool/Evaluation

5. Use collaborative tools to design, develop, and enhance materials, publications, or presentations Grade

Lessons

Godfrey-Lee Public Schools

Assessment Tool/Evaluation

~ 37 ~

Resources

2012-2015 Technology Plan

Skills


TECHNOLOGY COMMUNICATIONS TOOLS By the end of Grade 8, each student will: 1. Use a variety of telecommunication tools (e.g., e-mail, discussion groups, IM, chat rooms, blogs, video-conferences, web conferences) or other online resources to collaborate interactively with peers, experts, and other audiences Grade

Lessons

Assessment Tool/Evaluation

Skills

Resources

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 information to an audience. Grade

Lessons

Assessment Tool/Evaluation

Skills

Resources

TECHNOLOGY RESEARCH TOOLS By the end of Grade 8, each student will: 1. Use a variety of Web search engines to locate information Grade 6-8

Lessons Web Quests

Assessment Tool/Evaluation Tech Lit Class, Teacher Observation

Resources Computer, Internet

Skills Processing, Evaluating

2. Evaluate information from various online resources for accuracy, bias, appropriateness, and comprehensiveness Grade

Resources

Skills

Assessment Tool/Evaluation

Resources

Skills

Assessment Tool/Evaluation Tech Lit Class, Formal Assessment

Resources Computer, software

Skills Processing, Analyzing

Lessons

Assessment Tool/Evaluation

3. Identify types of internet sites based on their domain names (e.g., .edu, com, org, gov, au) Grade

Lessons

4. Know how to create and populate a database Grade 8

Lessons Geometric Shapes

Godfrey-Lee Public Schools

~ 38 ~

2012-2015 Technology Plan


5. Perform queries on existing databases Grade 8

Lessons Geometric Shapes

Assessment Tool/Evaluation Tech Lit Class, Formal Assessment

Resources Computer, software

Skills Processing, Analyzing

Resources Computer, software

Skills Processing, Analyzing

6. Know how to create and modify a simple database report Grade 8

Lessons Geometric Shapes

Assessment Tool/Evaluation Tech Lit Class, Formal Assessment

TECHNOLOGY PROBLEM SOLVING AND DECISION MAKING TOOLS By the end of Grade 8, each student will: 1. Use database or spreadsheet information to make predictions, develop strategies, and evaluate decisions to assist with solving a basic problem Grade

Lessons

Assessment Tool/Evaluation

Resources

Skills

2. Describe the information and communication technology tools to use for collecting information from different sources, analyze findings, and draw conclusions for addressing real-world problems. Grade

Lessons

Godfrey-Lee Public Schools

Assessment Tool/Evaluation

~ 39 ~

Resources

2012-2015 Technology Plan

Skills


[Attachment 3]

Godfrey-Lee Public Schools

~ 40 ~

2012-2015 Technology Plan


Godfrey-Lee Public Schools

~ 41 ~

2012-2015 Technology Plan


Godfrey-Lee Public Schools

~ 42 ~

2012-2015 Technology Plan


Godfrey-Lee Public Schools

~ 43 ~

2012-2015 Technology Plan


Godfrey-Lee Tech Plan