Table of Contents
1.
Introduction and Executive Summary Page
3
2.
Technology Standards Page
4
3.
Curriculum Integration and Technology
Literacy Page
7
4.
Community Access and Adult Literacy Page
21
5.
Professional Development Page
21
6.
Technical Support & Technical
Support Professional Development Page
24
7.
Technical Support Resources Page
25
8.
Timeline Page
28
9.
Costs Page 29
10. Grant Resources Page
30
11. Progress Evaluation Page
31
12. Acceptable Use Policies Page
32
13. Distance Learning Page
34
14. Parental Involvement Page
36
15. Technology Access Page
36
16. CIPA
& Internet Filtering Page
37
Disclaimer – the contents of this
plan are 100% subject to change based upon state, isd, and local funding,
policy and staffing changes.
1.
Introduction and Executive Summary
Petoskey
Schools Summary
The
Public Schools of Petoskey district encompasses an area of approximately 170
square miles. The district includes a
four year high school, a middle school for grades 6 – 8, and five elementary
schools (K-5), one of which is an accredited Montessori School. Petoskey High School, which is accredited by
the North Central Association, also includes an area career and technical
education center that accepts students from nearby school districts. We have approximately 3000 students,
approximately 165 teaching staff, and 175 non-teaching staff. Approximately 36% of our students are
economically disadvantaged.
The Mission Statement of the Public Schools of Petoskey is to
advance the education and skills of all students in an equitable manner through
the participation and involvement of staff, students, and the community.
In
1998 our residents overwhelmingly passed a $38.5 million dollar bond referendum
to expand and renovate all six of our school buildings. Work included new media centers, science and
mathematics classrooms, art and music classrooms, and a $7 million dollar
investment in state of the art technology.
This technology has been annually enhanced where possible but we have
transitioned from being state of the art to survival mode.
Our
district is highly regarded as one of Michigan’s best school districts. According to Standard and Poors, we
continuously do more with less. Our
costs per student, our administrator to student, and other key ratio’s are
among the best in the state. We achieve
this with the lowest allowable per student foundation grant. Our elementary schools include a Montessori
option, feature low class sizes, and offer individualized instruction within a
safe and caring environment. Most
importantly, our teachers in all of our buildings care about each and every
student; Petoskey Schools is a Special Place for Everyone.
We
provide a well-rounded program with high academic standards. Our community expects quality performance,
and our students come through by excelling on nationally recognized test and
evaluation programs. Our high school is
home to many National Merit Scholars and semi-finalists. We are proud to offer a full range of solid
basic academics, Advanced Placement Programs, fine arts (including strings),
gifted/talented, career/technical, foreign language classes, college dual
enrollment, an alternative high school program and more!
Our
buildings continue to be upgraded, are well maintained and are second to
none. Each building has updated
classrooms, Internet access, art and music rooms, science labs, gymnasium(s),
fully equipped media centers, and multiple spaces for small group
instruction. Both the middle and high
schools feature auditoriums. The high
school has newer science labs and mathematics classrooms, and a 2400 seat
gymnasium. In addition, our
career/technical education facility houses eight programs ranging from auto
mechanics to health occupations to business services technology and more. All of our buildings have recently been
upgraded with energy savings technology such as motion detection lighting
control, security improvements with a perimeter control card access system and
video surveillance in our HS Media Center.
Outstanding
co-curricular offerings are a part of the Petoskey tradition. The high school marching band is one of the
top ranked bands in Michigan. Middle and high school bands have earned the
highest rating in every category in state level competitions for 18 consecutive
years. The Madrigal vocal group
consistently wins State and National awards.
Fifty-eight athletic teams have produced many state championships. Forensic, debate, and quiz bowl teams are
championship caliber. Our construction
trades team recently won the National Championship. We are proud to offer well over l00 co-curricular opportunities
for students of all ages and abilities.
A
diverse range of community education offerings provides services to young and
old. We are a GED testing site and
proud to provide area adults with an opportunity to earn a GED and improve
their lives. Seventy enrichment classes
are offered and involve over 500 area residents. Last year our school facilities were scheduled after hours to
house over 2800 classes and events. Our
K-12 students unselfishly volunteer to support Habitat for Humanity, Salvation
Army, Cancer Society and many other local organizations.
Hundreds
of parents and community residents of all ages volunteer in our schools. Parent/teacher conference attendance is
high. Our drop out rate is low. Our schools are safe. Local businesses and service clubs are
extremely supportive. The local
Community Foundations award thousands of dollars to fund scholarships and
special student opportunities. Most
important, our love for children is 100%
Technology
Plan Summary, Vision & Goals
This
technology plan encompasses the entire school district described above for the
time period of 7/1/2010-6/30/2013. The
essential purpose of this plan is to align with the State of Michigan standards
for using telecommunications and technology to improve teaching and learning by
addressing the following:
>
Technology as a subject for students
>
Technology as a tool for students
>
Technology as a tool for teachers and staff
These
objectives will equip students to excel in learning while improving their
future marketability. Additionally,
they will allow teachers to appropriately leverage technology for teaching
enhancement and productivity improvements.
The
basis of these objectives includes the following:
>
Technology will be used to improve the effectiveness and
efficiency of learning.
>
Technology will be used to maximize each learner’s
potential.
>
Technology will be used to better address the diverse
learning styles and needs of students.
>
Technology will be used to access and manipulate the most
current information in the best format (data, video, and audio) to facilitate
better learning, instruction, and problem solving.
>
Technology will be used to provide students and teacher’s
opportunities for the creation, communication, and dissemination of new
information, ideas, or artistic creations.
>
Technology will be used to promote lifelong learning skills
and attitudes.
>
Technology will be accessible to all students whenever
needed without regard to gender, race, ethnicity, socioeconomic status, mental
or physical limitations, geographical location, or national origin.
>
Our schools must prepare our students for real-life utilization
of technology in their continued education and work life.
>
Technology will be used to engage students, teachers, and
parents in the teaching and learning process via the internet.
>
We will enter into technology services contracts in order to
support the above at the best possible value to the district.
2.
Technology Standards
This
section of the plan provides a description of the existing technologies and
their current state. Additionally, this
section describes the type of technologies to be acquired, including specific
provisions for interoperability among components of such technologies and, to
the extent practical, with existing technologies.
A. Current Environment
>
Each building is wired with fully labeled Category 5e wiring
for “horizontal” interconnect between devices & the electronics which
support them. This includes telephones,
computers, & printers. The wiring
is approximately 10 years old & in excellent condition. Additionally, it was originally constructed
in modular fashion to enable expansion without redesign. This modular design has delivered on that
concept several times over during the past 10 years.
>
Buildings are interconnected with school owned fiber optics
in a partnership with the City of Petoskey.
The condition of this interconnectivity is excellent. There is however, constant exposure to
physical damage by digging, trees, telephone pole problems, & animals. Natural events such as these have occurred
in the past & could very likely happen in the future.
>
Every classroom has 1 telephone, 1 teacher computer with
Internet access, & 1 printer.
Elementary classrooms typically have 3 student computers. In the MS & HS, there are from 0 to 14
student computers in the classrooms depending upon the subject area. The phones & printers are still
satisfactory after 10 years. The
computers are still functional as well, although they are a bit slow to boot
up.
>
We have 7 Nortel phone systems interconnected with school
owned fiber. All long distance &
local service touch the district at one point in order to keep costs low &
security high. All 911 access is done
at the building level in order to aide first responders from an address
standpoint.
>
The Cisco network electronics are 100% operational &
expect to be used for several more years.
Power over Ethernet insertion units will continue to be implemented
where needed.
>
The software on the computers is comprised primarily of
Office 2000. This software works very
well but we are beginning to experience compatibility problems with files
originating outside of the school district.
In addition, our 1 ghost image for the district is working exceptionally
well. Our ghost image includes the
entire Adobe suite, Autocad, Accelerated Reader/Math, ILS, Kidspiration,
Inspiration, & Kidpix – all of which is controlled by license metering to
ensure licensing compliance. Needs not
addressed by our software image are first pursued with web based solutions.
>
The server environment is made up of 12 Dell servers (new in
2008). It is our goal to utilize them
for the duration of this planning period.
While approximately ˝ of them are virtualized, this process will
continue during this plan period.
>
Finally, each classroom is equipped with a DVD/VCR player
which is attached to either a 34” monitor or an overhead data projector. The overhead data projectors are mostly 1
year old & are therefore in excellent condition. The 34” monitors are functional, but are a bit small, & not
very reliable. We have about 10-15 fail
each school year. Fortunately, we have
about 20 spares. We continue to
replenish our spares pool as we displace them with data projectors.
>
Each elementary building has 1 computer lab. This equipment was replaced in the summer of
2009 with 2 year old computers from our career/tech department which received
new computers.
>
The Middle & High Schools have several full labs &
several “mini-labs”. These are all
functional. The repair rate at the HS
is very high due to students being rough and/or malicious on the
equipment. The Middle School labs have
all been upgraded to newer computers within the last 3 years so they should
last throughout this planning period.
The HS still utilizes 8 year old technology & most likely will for
the duration of this plan period.
>
Our video distribution system (via Vbrick) is working very
well & we anticipate no changes during the plan period. We have 5 TV channels from Charter & we
have 4 in-house channels for morning announcements & other video
productions.
B. Standards & Future Purchases
All
future purchases will be based upon established technology standards &
establish methods used by our school system.
The purpose of technology standards includes but are not limited to the
following:
>
Reduced total cost of ownership
>
Creation of a broader knowledge base within the district for
both student & staff support, & technology integration
>
Remain in sync with industry standards
The
following identifies standards which will be adhered to for all purchases. The sequencing approximately follows the
International Standards Organization, Open System Interconnect model. After each standard is a brief description
and/or current status/need for the time period addressed in this plan in
brackets […].
>
For “horizontal wiring” Category 6 wire & connectors
will be used between all phones/computers & their assigned closet. These closets are called IDF’s. [We expect to add additional labs &
technology saturated classrooms during this planning cycle, as such, we will
expand our current infrastructure utilizing our current standard approach.]
>
Each IDF will be connected to the building’s main technology
closet (MDF). The connection method is
orange multi-mode fiber, dual window certified, 62.5/125, terminated with SC
connectors for voice & data communications. Category 3 will be used for voice traffic between the IDF’s &
the MDF’s. [We expect to add additional
labs & technology saturated classrooms during this planning cycle & we
will expand our current infrastructure utilizing our current standard
approach.]
>
All building MDF’s will be interconnected via yellow single
mode fiber with sc connectors. [No
change recommended during this planning cycle.]
>
All copper interconnects/cross connects will be via RJ45
patch panels. [No change recommended
during this planning cycle.]
>
All wiring will be Nordex approved & only be serviced by
Nordex certified personnel. [No change
recommended during this planning cycle.]
>
All wiring jacks & patch panels will be labeled
according to PPS naming standards. All
cabling will be labeled at both ends as well.
These naming standards are identified in the operations manual. [No change recommended during this planning
cycle.]
>
All network electronics will be Cisco & will deliver
100mbps switched, full duplex to each computer. “Vertical” & inter-building runs, as well as server
connections will be 1gb switched. [We
will expand where necessary to accommodate additional labs & computer
deployment utilizing current methodology.]
>
All network electronics will be named according to PPS
naming standards. The naming standards
are explained in the operation manual.
[Continued adherence to this will occur during this planning cycle.]
>
PC’s will be Premio or equivalent computers which adhere to
our 1 ghost image district wide goal per unique operating system. During the plan cycle, we will add new
computers. This will put us at
approximately 4 different vintages of computers. The make up of each is outlined in the operations manual. A typical classroom will have 1 teacher
computer & 3 student computers. Art
& Music rooms will typically have only 2 student computers in K-5
buildings. Each building will have at
least one computer lab with a minimum of 25 student computers & 1 teacher
computer connected to a fixed mounted overhead projector. We support teachers consolidating student
computers, as the building administration deems appropriate. [During this plan period we will displace
approximately 350 computers with current technology as funds allow. We will still operate with 1 ghost image per
operating system district wide.]. During
this plan period, we will build our own computers from parts ordered in bulk in
order to reduce the per unit cost by approximately $200 each.
>
File servers are Dell & printers will be HP. Each classroom will have a laser printer
with scanner attachment for small copying jobs. We will regionally locate high speed, high capacity black &
white as well as color printers in each building. [The only change expected during this cycle is to discontinue
support for ailing color printers as a cost containment measure.]
>
Computers & file servers will be named according to PPS
standards in the operations manual. [No
change recommended during this planning cycle.]
>
We will utilize the most current Microsoft Operating System
& Office version that the technology & budget will allow. [During this planning cycle we will deploy
MS Version 7 & Office 2010 on approximately 600 computers.]
>
Staff & student computers will have MS Office
Professional, Adobe Suite, CD burning, ILS, Kidspiration, Inspiration, KidPix,
Accelerated Reader & Math, Type To Learn, Athena library management,
standardized testing for reading, student management, curriculum mapping &
Autocad. All software will be used in
accordance with software copyright laws.
Technology will be utilized to ensure that PPS will remain
compliant. [No change recommended
during this planning cycle.]
>
Other technology standards include: Nortel digital telephone (with voice mail)
in each classroom, Vbrick for mpeg2 digital video distribution, 34” Monivision
monitors with vcr in each classroom, & data projectors. [As funding permits we are migrating towards
data projectors & DVD players in every classroom. We expect this migration to progress at about 5-10 per year of
this plan.]
>
All technology (purchased, via grants, PTO’s, or gifts) must
be pre-approved by the Technology Director prior to the school agreeing to
commit to take possession. [This policy
is in place to ensure licensing compliance, standards compliance, interoperability,
supportability, & low total cost of ownership.]
ELEMENTARY INTEGRATION INTO ALL CONTENT AREAS
Language
Arts
|
Mathematics
|
Social
Studies
|
Science
|
World
Languages
|
|
Word processing, spell
check, thesaurus & grammar checking software used in writing process.
Organize, track, investigate & communicate progress in reading
with printed or on screen files.
Intervention, remediation, & reinforcement of language art skills.
Multimedia reports with graphics, text & sound.
Creation of timelines.
Publishing
reports.
|
Spreadsheet software.
Intervention, remediation, & skills
reinforcement with math software.
Computer generated graphs.
Use of Accelerated Math technologies
(online test taking, printing, scanning)
Individual cooperative learning
involving computer-based resources
|
Software & web based resources
for mapping.
Web based resources for research.
Multimedia software used in student
reports.
Video instructional resources from
United Streaming.
Publishing of student projects
reports.
Individual cooperative learning
involving computer-based resources.
|
Database telecommuni-cations for
research.
Multimedia software hardware use in
student reports productions.
Video instructional resources from
United Streaming.
Analyze data from internet based
weather sites.
Review of basic skills concepts using
computer-based resources.
|
Vocabulary review via computer.
Internet resources for research.
|
Arts
|
Music
|
Physical
Education
|
Special
Education
|
Media
Centers
|
|
N/A
|
Internet based research in music
appreciation history.
Resources
on audio cd’s.
|
N/A
|
Assistive peripherals software for
special needs.
Word processing.
Intervention, remediation,
reinforcement of skills development.
Video instructional resources.
|
Computerized inventory & check out system.
Internet capable computers &
computer labs for teachers, students, community members.
Central location of loan able
peripherals.
|
MIDDLE SCHOOL OVERVIEW GRADES 6 – 8
Across the curriculum in all content areas, middle school
teachers will integrate the technological skills that students have learned in
their elementary years. Teachers will integrate
word processing skills into their courses at the sixth, seventh eighth grade
levels. The seventh grade courses will
integrate multimedia, across the curriculum, wherever possible, exposing
students to the more adv-anced features of multimedia as a communication tool
in optional elective classes by volunteering for Morning Announcements. The eighth grade courses, across the
curriculum, will integrate technology wherever necessary for the academic
curriculum. Therefore, students will
leave the middle school having improved their overall technology literacy. They will also have a greater understanding
of the Internet as a research tool.
In addition, before they exit
Middle School, students will be required to take an 8th Grade
Technology Literacy Test. Our goal is to have 100% technology literate 8th
graders. We currently have achieved
about %64. The literacy test is
available upon request.
MIDDLE SCHOOL COMPUTER CURRICULUM
GRADE
|
CONTENT
KNOWLEDGE
|
APPLICATION
OF KNOWLEDGE
EXAMPLES
|
STUDENT
EXPECTATIONS
|
EXAMPLES OF
TEACHING/
LEARNING
TIME
|
|
6
Advanced
Word
Processing
Desktop Publishing
Internet Use
|
Master
the use of tabs columns within a report.
Master
the use of Text Graphics Layout in a Newsletter or Report
Master
the use of Internet Resources to search evaluate information, practice
electronic mail skills, learn model ethical, legal, responsible behavior in
the online community.
|
Creative
writing (i.e. fairy tales, poetry stories)
Spelling
vocabulary exercises
Letter
writingľcorrect
formatľ
business personal
Essaysľformatting
(i.e. Page setup, headers, footers)
School
Newspaper
Class
Newsletter
Career
Research
Interdisciplinary
Unit Research
E-Mail
students in other schools other countries.
|
Self-directed
learners
Critical
thinkers
Creative
producers
|
|
|
7
Multimedia
Database
Spread-sheet
|
Learn
about features of database computer applications in hands-on problem solving.
Introduce
spreadsheet use-learning activities to answer “what if” questions by
manipulating numeric data formulas.
|
Personal address book
Personal planner setup
F.B.I. Most Wanted Database
Personal Business Unit:
· spreadsheets on payroll
· accounts receivable
· accounts payable
· database on inventory
Mail merge documents
|
Self-directed
learners
Critical
thinkers
Creative
producers
|
Designed
to learn word processing, spreadsheets, desktop publishing.
|
|
|
|
|
|
|
MIDDLE SCHOOL ADVANCED COMPUTER SKILLS OBJECTIVE
GRADE
|
CONTENT
KNOWLEDGE
|
APPLICATION
OF KNOWLEDGE
EXAMPLES
|
STUDENT
EXPECTATIONS
|
EXAMPLES OF
TEACHING/
LEARNING
TIME
|
|
8
Advanced
Multimedia
Video
Editing
|
PowerPoint
projects: with effects, transitions, sound video.
Evaluate
existing web Pages on the Internet for design content.
Learn video editing process including
planning, taping, adding transitions, narration, sound effects, & music
|
Research Integration with interdisciplinary
units.
Use objects in interdisciplinary projects, web pages,
multimedia,/or presentations.
Create video for class projects. Create video for building & district tours.
Create video for web pages.
|
Self-directed
learners
Critical
thinkers
Creative
producers
|
One
semester
Every other day
Or 9 weeks every day.
Elective Course
Designed to learn multimedia, Video Editing, the basics of
video production in elective classes or as a volunteer/helper in the media
center.
|
|
|
|
|
|
|
MIDDLE SCHOOL INTEGRATION INTO ALL CONTENT AREAS
|
Language Arts
|
Mathematics
|
Social Studies
|
Science
|
|
Word processing, spellchecking, thesaurus, grammar
checking software used in the writing process.
Multimedia projects with graphics,
text sound.
Desktop publishing of documents,
reports, other published materials.
Vocabulary review via computer.
|
Spreadsheets to solve problems.
Reinforce basic skills with computer
software.
Computer generated graphs.
Instructional resources online.
|
Online resources.
Multimedia projects with graphics,
text sound.
Databases on the web.
Simulations.
Spreadsheets to graph statistics.
|
Internet for research.
Multimedia reports with graphics,
text sound.
Instructional multimedia resources
online downloaded from web.
|
|
Arts
|
Music
|
Physical Education
|
Life Skills
|
|
Critique online artwork.
Art history appreciation involving
multimedia sources online.
|
Internet for research.
Compact disks on musical classics
with analysis history of writing.
Create music.
Performance
Schedules Online
|
N/A
|
Internet for research.
Spreadsheets to graph analyze
nutrients in different food groups.
|
|
Journalism
|
Special Education
|
Applied Technology
|
Media Centers
|
|
Note taking reporting.
E-mail for reporting.
Desktop publishing of newspaper.
Desktop publishing of documents,
reports, other published materials.
Yearbook Creation
|
Computer software for remediation.
Technology as tool to accomplish
required objectives.
Skill development reinforcement.
|
Principles of technology.
Computer Aided Design (CAD).
Computerized diagnostic devices.
Multimedia reports with graphics,
text sound.
Spreadsheet to graph analyze data.
Computer Aided Instruction (CAI)
software for extension activities.
|
Computerized card catalog.
Multiple databases on the internet.
Computer lab for research internet
based instruction.
Multiple computer stations for
teacher/ student use.
Multimedia workstations.
Video Editing
|
HIGH SCHOOL OVERVIEW GRADES 9–12
The goal is to incorporate technology into all
areas of curriculum. Word processing,
database manipulation, spreadsheet applications internet research will be
integrated into student required courses.
The use of on-line resources will be integrated into curricular areas
for the exchange of ideas. Student
elective courses will provide additional technological skills, including
CAD/CAM, computer technology, computer networking, computerized accounting
multimedia information. All students
will have ample opportunity to fulfill the state requirement for “online
experience” while at the High School.
The High School integrated technology curriculum may involve
the following components:
I. Technology integration into all
content areas.
II. Advanced knowledge in word processing,
research, multimedia through the study of language arts.
III. Spreadsheet applications through the
study of mathematics.
IV. Spreadsheet database applications
through the study of science.
V. Internet through the study of social
studies.
Students will:
1. Produce word-processed documents.
2. Manipulate databases.
3. Understand use on-line resources.
4. Publish documents on-line.
5. Learn, discuss model ethical, legal,
responsible uses of technology.
6. Learn spreadsheet applications.
7. Create multimedia projects.
8. Learn computer inter-workings,
networking, network operating systems.
9. Manipulate spreadsheets.
10. Use content-specific software.
PART I.
HIGH SCHOOL
INTEGRATION INTO ALL CONTENT AREAS
|
Language Arts
|
Mathematics
|
Social Studies
|
Science
|
|
Word processing, spell check, thesaurus, grammar
checking software used in the writing process.
Internet for research.
Multimedia projects with graphics,
text sound.
Creation of timelines of events.
|
Spreadsheets to solve problems.
Graphing programs to discover
concepts visually.
Reinforce basic skills with computer
software.
Probability simulations.
Graphing calculators.
|
Atlas/map making.
Internet for online resources.
Multimedia projects with graphics,
text sound.
Internet based research.
|
Database internet for research.
Multimedia projects with graphics,
text sound.
Computer probes for measurements/
analysis
Computer interface with lab
instruments.
Gravity, projectile motion other
simulation.
Download analyze data from weather satellite.
|
|
Arts
|
Music
|
Physical Education
|
Business Education
|
|
Critique artwork online.
Scanning images enhancing on
computer.
Create multimedia portfolios.
|
Internet for research.
Compact disks on musical classics
with analysis history of writing.
|
N/A
|
Computerized record keeping
accounting.
Advanced word processing/publishing.
Advanced database spreadsheet
applications.
Payroll, inventory management other
business simulations.
|
|
Foreign Languages
|
Special Education
|
Industrial Technology
|
Media Centers
|
|
Foreign language
Videos – use of professional student produced.
|
Computer software for remediation.
Use technology as tool to accomplish
required objectives.
|
Principles of technology. Certification in computer repair, computer
networking, network operating systems,
Computer Aided Drafting/Computer
Aided Machining (CAD/CAM).
Computerized diagnostic devices.
Career exploration software.
Multimedia reports with graphics,
text sound.
|
Computerized card catalog.
Multiple internet based databases.
Telecommunications for research.
Multiple computer stations for
teacher/ student use.
Multimedia workstations.
|
PART II. HIGH SCHOOL LANGUAGE ARTS
WORD PROCESSING OBJECTIVE
Reinforcement
application of previously introduced skills.
GRADE
|
CONTENT
KNOWLEDGE
|
APPLICATION
OF KNOWLEDGE
EXAMPLES
|
STUDENT
EXPECTATIONS
|
EXAMPLES OF
TEACHING/
LEARNING
TIME
|
|
9-10
|
Well-written, visually pleasing
documents using basic word processing skills.
Reports created on a computer with
title page, outline, text, works cited parenthetical referencing:
ź indenting
ź use variety of sizes & fonts
ź centering, setting margins
ź spell check
ź thesaurus
ź tabs, tab stops
ź pagination
ź
spacing
|
Essays
Themes
Research reports
Letters
Timelines
|
Self-directed learner
Effective communicator
Creative producer
|
Five hours in the first semester to
outline expectations.
|
|
11-12
|
Well-written, visually pleasing
documents using basic word processing skills.
Reports
created on a computer with title page, outline, text, works cited
parenthetical referencing. Plus moving
blocks of text & deleting blocks of text
|
Theme writing
Essays
Peer editing
Research reports
|
|
Five hours in the first semester to
outline expectations.
|
PART III. HIGH SCHOOL LANGUAGE ARTS MULTIMEDIA OBJECTIVE
GRADE
|
CONTENT
KNOWLEDGE
|
APPLICATION
OF KNOWLEDGE
EXAMPLES
|
STUDENT
EXPECTATIONS
|
EXAMPLES OF
TEACHING/
LEARNING
TIME
|
|
9-12
Required Presenta-tions
|
To compose, communicate, illustrate illuminate
their ideas.
To research, interpret communicate
concepts ideas.
To compose meaningful images, video or
sound.
To demonstrate an understanding of
various techniques used to create a presentation.
|
Possible integration (multimedia
forms)
Creative expression
Multiple viewpoints
|
Self-directed learner
Critical thinker
Effective communicator
Creative producer
Cooperative contributor
|
Five hours each semester.
|
PART IV.
HIGH SCHOOL MATHEMATICS SPREADSHEET OBJECTIVE
Reinforcement application of
previously introduced skills
COURSE
|
CONTENT
KNOWLEDGE
|
APPLICATION
OF KNOWLEDGE
EXAMPLES
|
STUDENT
EXPECTATIONS
|
EXAMPLES OF
TEACHING/
LEARNING
TIME
|
|
ALGEBRA
|
Master
formatting of cells editing clearing of cells.
Use
formulas to perform calculations.
|
Enter
correct data in a spreadsheet.
Format
cells.
|
Calculate
the sum average of data.
Evaluate
multiplication addition of fractions.
Explore
variable equations for the length, width area of rectangular regions.
|
Self-directed
learner
Critical
thinker
Effective
communicator
Creative
producer
Cooperative
contributor
|
One
hour, five days each marking period.
|
|
GEOMETRY
|
Master
formula writing with multiple cells.
Display
answers in a variety of ways.
Master
the CUT, COPY PASTE functions.
|
|
Evaluate
the measure of the angles of triangles, trapezoids, parallelograms, kites
rectangles.
Given
sides of angles, be able to calculate additional information about the
polygon.
|
One
hour, five days each marking period.
|
|
ADVANCED
ALGEBRA
|
Master
the PMT function to calculate the periodic payments for an installment loan
when given the interest rate, number of payments to be made the amount of the
loan.
Format
cells for dollar amounts.
|
|
Study
compound interest amortization techniques.
Evaluate
effects of time interest on total expenses of purchased items.
|
One
hour, five days each marking period.
|
|
FUNCTIONS,
STATISTICS
And
TRIG
|
Master
graphing functions for the spreadsheet.
|
|
Produce
print charts while studying the mean standard deviation of data.
Analyze
data with the line of best fit.
Use
binomial probability distributions to create histograms of data.
|
One
hour, five days each marking period.
|
|
PRECALCULUS,
DISCRETE
MATH
|
Master
the VLOOKUP function.
|
|
Compute
average rates of change in functions.
Use
derivatives to identify properties of functions.
Use
tables of values to look up comparison information on functions.
|
One
hour, five days each marking period.
|
PART V. HIGH SCHOOL SCIENCE SPREADSHEET OBJECTIVE
COURSE
|
CONTENT
KNOWLEDGE
|
APPLICATION
OF KNOWLEDGE
EXAMPLES
|
STUDENT
EXPECTATIONS
|
EXAMPLES OF
TEACHING/
LEARNING
TIME
|
|
PHYSICAL
SCIENCE
And
CHEMISTRY
|
Learn to place actual lab data on a
compatible spreadsheet, use charting presentation features to produce a
presentation level document.
|
Laboratory assessments move from
pencil paper graphs to presentation printouts.
|
Critical thinker
Effective communicator
Creative producer
|
One hour, ten days in the first
marking period to learn skills.
After introduction, use skills to
produce lab presentations during the remainder of the year.
|
|
PHYSICS
ANATOMY
|
Use of advanced graphing to produce
graphical regressions.
|
Laboratory assessments advance to the
higher level of statistical regression curve fitting.
|
One hour, ten days in the first
marking period to learn higher level spreadsheet skills.
After introduction, use advanced
skills to produce lab presentations during the remainder of the year.
|
PART VI.
HIGH SCHOOL SCIENCE DATABASE OBJECTIVE
COURSE
|
CONTENT
KNOWLEDGE
|
APPLICATION
OF KNOWLEDGE
EXAMPLES
|
STUDENT
EXPECTATIONS
|
EXAMPLES OF
TEACHING/
LEARNING
TIME
|
|
GENERAL
SCIENCE
|
Learn to navigate a university
websites to gain access to current data information.
Contribute to high school level data
gathering services extract compiled results.
|
Use of the Internet to obtain
research paper information.
Use of an on-line database to
contribute to research compilation
|
Critical thinker
Involved citizen
Cooperative contributor
|
Nine hours in the first semester of
the year to teach the use of the database search.
|
|
BIOLOGY
|
Learn to navigate a university
websites d to gain access to current data information.
Contribute to high school level data
gathering services extract compiled results.
|
Use of the Internet to obtain
research paper information.
Use of an on-line database to
contribute to research compilation.
|
Nine hours in the first semester of
the year to teach the use of the database search.
|
PART VII. HIGH SCHOOL SOCIAL STUDIES
RESEARCH & TELECOMMUNICATIONS OBJECTIVE
COURSE
|
CONTENT
KNOWLEDGE
|
APPLICATION
OF KNOWLEDGE
EXAMPLES
|
STUDENT
EXPECTATIONS
|
EXAMPLES OF
TEACHING/
LEARNING
TIME
|
|
9 – 10
|
Search for information online
Publish documents online.
Establish online conferences with
remote sites.
Demonstrate legal, ethical
responsible behaviors online.
Use electronic mail.
Demonstrate the ability to access
filter information resources.
|
Use of online resources to research
Publish research documents.
Submit homework
through email.
|
Critical thinker
Effective communicator
Cooperative contributor
Creative producer
Self-directed learner
Involved citizen
|
Five hours each semester
|
4.
Community Access and Adult Literacy
Fundamentally,
equipment in public schools belongs to the citizens who finance the building
and operation of our educational facilities. To that end, we make our
technology available to community members by three avenues:
Room
and Resource Reservation process may be followed to utilize school facilities
and assets. We provide access, userid’s
(if needed) and clean up service.
Typical customers include our Colleges/Universities, ISD, staff, other
schools, vendors of ours and other schools in the area, and community members
at large.
Community
Education – We have a Community Education Staff who coordinates building usage
for community educational services. We
work with the city and other entities to establish, communicate, and administer
community education classes. These
classes include various technology offerings.
Obsolete
Equipment Distribution is addressed in a fair and equitable way. Seeing as how the community owns all school
assets, we involve them in equipment end of life when possible. As new technology arrives, we offer the
older technology, which is not consistent with our standards, to the
community. We do this via “first come,
first served” garage sales. This
process has been successful and complaint free. In the event that the equipment has no value, we recycle.
All
of these approaches are communicated and widely understood. Without them, our community would have
significantly reduced access to current technology. Consequently, our plan is to continue to offer these access
methodologies. Should new requirements
arise, we will address them at that time.
5.
Professional Development
Staff
professional development in technology will be driven by the new state
technology literacy guidelines for students by grade level. Achieving these grade level objectives will
result in excellent results on the 8th Grade & All Staff
technology literacy assessments. The specific approach we are taking by grade
level is:
>
Convert each grade level technology literacy objective into
actionable language for teaching staff
>
Identify what the most appropriate technology is for each
objective (e.g. Excel for graphing water absorption rate into different soil
types, Skype for distance learning/collaborating, etc.)
>
Identify what the most appropriate academic lesson is to
accomplish the technology literacy objective
>
Identify the most appropriate setting (hands on lab
environment, classroom discussion, classroom to classroom collaboration, etc.)
for each objective
>
Perform a gap analysis of skills needed vs skills possessed
by the classroom teacher necessary to achieve the literacy objective as the
classroom teacher will be responsible to teach the objections associated with
their grade level.
>
Depending upon several factors, deliver the PD to the staff
in group settings, one on one, virtually, etc. as needed
The
specific delivery mechanism utilized to accomplish the above includes (not in
order of priority):
>
Technology Thursdays – Every Thursday after school,
“reservation required” technology education is delivered by a professional
technology educator. These courses are
voluntary. The course content and
sequencing is developed by the Technology and Media Center Staff.
>
New staff orientation – All new staff must attend a new
employee orientation. Time during this
orientation is designated for technology education.
>
New Technology Purchases – Essentially all significant
technology purchases (and grants) are required to have a training or train the
trainer service component. With any
purchases made during this planning period which require additional skills or
re-training, we will attempt to provide online, video training.
>
With 8th grade technology literacy testing, staff
technology literacy assessment, and the State’s new technology literacy
guidelines by grade level, we are identifying where our legacy approaches to
technology PD have not been 100% successful.
During this plan period, we will tie each state guideline to a
curriculum topic or lesson plan. We
will start next year with 5th grade staff PD and pursuit of achieving
5th grade tech literacy guidelines.
