Linden Community Schools

7205 Silver Lake Road

Linden MI 48451

Telephone: (810) 591-0980

Fax: (810) 591-5587

District Code: 25250

Technology Plan 2006 - 2009

Plan Start Date: July 1, 2006

Plan End Date: June 30, 2009

Intermediate School District: Genesee

Contact Person: Debra A. McPherson, Director of Technology

Telephone Number: (810) 591-0715

Fax Number: (810) 591-0155

Email: dmcphers@admin.linden.k12.mi.us

Technology Plan URL: www.lindenschools.org

Introduction-Section 2

The Linden Community School District is located in Linden, Michigan, which is located in Genesee County, approximately 15 miles south of Flint and 60 miles northwest of Detroit, Michigan. Exit 79, Silver Lake Road, of highway US 23 is three miles to the east of the city. Linden is a growing community, proud of its small-town atmosphere, its historic past, and its high quality of life. Linden Community Schools is a Class B school district. We have approximately 3,100 students and 161 teachers.

District Mission

Our Mission is to EDUCATE, nurture and develop ALL LEARNERS to be self-directed and to strive for EXCELLENCE with CONFIDENCE and INTEGRITY by working cooperatively with students, parents and community

District Belief Statements

· We believe all people have the right to be treated with dignity and respect.

· We believe all people have the right to learn and work in a safe and orderly environment.

· We believe all students can learn.

· We believe high expectations promote high achievement.

· We believe the learning process is a responsibility shared by parents, community, students and the school.

· We believe self-worth and achievement are directly related.

· We believe the ability to communicate is vital to success.

· We believe learning is a lifelong process.

· We believe every person is unique and has the right to have their individual needs addressed.

· We believe motivation and achievement are directly related.

School Buildings

Argentine Elementary Central Elementary

8483 Silver Lake Road 7199 Silver Lake Road

Linden, MI 48451 Linden, MI 48451

Student Population: 400 Student Population: 516

Teacher Population: 16 Teacher Population: 28

Free and Reduced Lunch: 45/22 Free and Reduced Lunch: 71/28

Linden Elementary Linden Middle School

400 S. Bridge Street 15425 Lobdell Road

Linden, MI 48451 Linden MI 48451

Student Population: 544 Student Population: 689

Teacher Population: 25 Teacher Population: 36

Free and Reduced Lunch: 63/13 Free and Reduced Lunch: 71/18

Linden High School

7201 Silver Lake Road

Linden, MI 48451

Student Population: 937

Teacher Population: 50

Free and Reduced Lunch: 60/33

*In the fall of 06-07 there will be another elementary school opened in our district.

Linden Community Schools

Technology Planning Committee

Chairperson: Debbie McPherson

Elementary Teachers Middle School Teachers

Rebecca Acox*** Kim Bigelow

Jessica Belbot*P Craig Gotham***

Jessica Dean*** Cathy North**

Sandy Foguth***

Nancy HeckmanP

Renee Juhl*P

Bridget Koledo High School Teachers

Heather Nyman Mary Ellen Freund***

Michelle Ryan*** Jodi Moore*

Scott Smith Sarah Osterberg***

Anne Strong* Meg Walton

Terry Tibbits

Theresa Thompson

Ramona Weber***

Technology Assistants Media Specialists

Janet Fredericks***P Betsy La Fond

Kelly O’Connell*** Kristy Marton***

Gloria Zysk***P Trudi Werner

Principals Central Office Administrators

Brian Boudreau*** Vickie Luoma

Julie Brown***

Jim Lindman

Linda Tottingham**

Russ Ciesielski**

Other Staff Members Parents and Students

Melinda Stout-Special Education Director Shawn Compton***P

Jim Eppler-Payroll**P

*Technology Oversight Members

**Technology Planning Committee as well as Technology Oversight Members (Technology Plan Reviewers)

***Technology Plan Reviewers

P-Parents

Vision and Goals-Section 3

Background Information:

Linden Community Schools in 2003 passed a $35.6 million dollar bond issue. The bond allowed the district to build a new middle school that opened in January 2006. It also allowed the district to build a classroom addition to the high school. Central Elementary and Linden Elementary received a new gym. The current Middle School was converted to an elementary school. Argentine Elementary was remodeled. The High School, Central Elementary, and Linden Elementary also had other remodeling done.

While a major portion of the bond resources were used to upgrade facilities, a major effort was made to upgrade technology in all buildings and to provide equity for students and staff. All classrooms in the district has network access, classroom telephones were installed in every classroom in the district, all teacher computers were replaced, computer labs were updated, printers were replaced where needed in the district, student computers were added at Argentine Elementary, and wireless laptop computers were added at the High School, Middle School, Central Elementary, and Linden Elementary.

Technology Mission

The Linden Community Schools, in cooperation with the community, will strive to develop in all learners the skills to use technology to enhance curriculum and prepare for life long learning.

Technology Vision

The Linden Community Schools is committed to providing all members of our learning community opportunities, resources, and experiences to become technologically skilled in an ever changing world.

Goals of the Technology Plan

Our strategic plan has four main goals, Academics, Community, Facilities, and Resources (Financial and Human). Integrated within each of the four main goals are communication, technology and student needs.

Academic action plans include as it relates to technology:

1. Identify the necessary technology skills and data management/analysis skills to support integration of technology into the curriculum.
2. Provide sustainable professional development to support curriculum implementation, improving teaching strategies and technology use for management functions as well as integration into the curriculum.
3. Include a representative from the Special Education department and a Media Specialist on the Technology Oversight and District Curriculum Council committees.
4. Revert to the previous monthly District Curriculum Council and Technology Oversight schedule.
5. Evaluate the content and who has access to internal web link/site to allow district staff access to policies, procedures, and approved curriculum.

Community action plans include as it relates to technology:

1. Develop Video Production curriculum for grades 8 through 12.
2. Develop DVD’s to promote the Linden School District through the Video Production Classes.
3. Investigate the implementation of classroom web pages.

Resources (Human) action plan include as it relates to technology:

1. Review essential job skills for all employees and provide the necessary professional development and training to fulfill and enhance job responsibilities.
2. Continue professional development committee for teachers and establish professional development committees for other employee groups to identify professional development/training needs and monitor professional development/training process.
3. Expand the use of technology to enhance communication with staff, students, parents and the community.
4. Review the use of technology for Board related functions, including weekly reports, Board reports, agendas and minutes. Develop and implement a plan to increase cost effectiveness and efficiency using technology to facilitate these functions.
5. Review current technology support model and investigate cost effective and efficient ways to provide adequate support for technology maintenance and new initiatives in the future.

The following goals were identified through the strategic school improvement planning process:

• Technology should be used as a tool to complement the instructional process
• Technology must be an integral strategy across the curriculum, but transparent to the users
• The creation of teacher experts who can bring in new uses of technology will help develop the role of all teachers in interpreting technology’s uses for productive teaching and learning
• The acquisition of basic skills is enhanced through the use of terminology
• Technology should be used to gather, understand and manipulate information; assist in problem solving; and create finished products
• In becoming productive, employable members of society, students must become technologically literate
• Technology should be widely distributed for instructional and management uses, with equal access assured for all students and staff
• Staff and students need to develop skill and confidence in acquiring electronic information and the critical thinking skills needed to handle information
• The media center should be the hub of information access
• Technology is a tool to enhance learning, but students and teachers are the central focus

The measurement of the strategic school improvement goals will be whether they have been achieved based on the Board approved indicators of success for each action step. Academic achievement will be determined by continuing to meet Adequate Yearly Progress, continuously improving the number / percentage proficient on the MEAP tests, and continuing to narrow the gap between our lowest and highest achieving students and maintaining our NCA Accreditation. Building goals support continuing academic achievement for all students as well as supporting the goals of the District Strategic Plan.

Curriculum Integration-Section 4

The Linden Community Schools curriculum adoption process is very involved. All new curriculum or revised curriculum in the district has to meet the following standards:

· Philosophy Statement (consistent with the overall district philosophy)

· Standards and benchmarks

· Recommendations for meeting the needs of all learners

· Recommendations for integrating technology into the curriculum

· Recommendations for integrating career awareness, exploration and preparation

· Subject area scope and sequence

· Standard format that includes identifying benchmarks addressed, student performance indicators, classroom activities and assessments

· Staffing considerations (to include certifications required to teach course, requirements for additional staff)

· Recommended textbooks, supplies and related materials

· Recommendations for related professional development

All submitted curriculum in the district is reviewed by: Assistant Superintendent, Department Head or Staff, Administrative Team, District Curriculum Council, and the Board of Education.

The Linden Community Schools renews its curriculum on a six year cycle. Current programs are continually reviewed and modified to meet the needs of all students as determined by reviewing all relevant academic data.

The strategic plan goals for 2005-2008 as they relate to curriculum are:

· Provide scheduled release time for department heads and core curriculum coordinators to meet each semester for the purpose of discussing curriculum alignment, gap analysis and staff support.

· Identify necessary technology skills and data management/analysis skills to support integration of technology into the curriculum

· Provide sustainable professional development to support curriculum implementation, improving teaching strategies and technology use for management functions as well as integration into the curriculum.

· Include a representative from the Special Education department and a Media Specialist on the Technology Oversight and District Curriculum Council committees.

Linden Community Schools believes that technology is not a stand alone and that is why it is embedded within our curriculum. All new curriculums submitted have to include the integration of technology. Staff members receive professional development on the skills they need in context to the curriculum they teach.

Student Technology Benchmarks (Based on the Michigan Educational Technology Standards (METS)

Kindergarten

The student will be able to:

· understand that people use many types of technologies in their daily lives (e.g., computers, cameras, audio/visual players, phones, televisions)

· identify common uses of technology found in daily lives

· identify the functions of the major hardware components in a computer system

· identify common uses of information and communication technologies

· understand that technology is a source of information, learning and entertainment

· understand that technology is a tool to help them complete a task

· can identify places in the community where one can access technology

First Grade

The student will be able to:

· apply all Kindergarten Benchmarks

· recognize, name, and label the major hardware components in a computer system (e.g., computer, monitor, keyboard, mouse, and printer)

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

· use a variety of age-appropriate technologies for sharing information (e.g., drawing a picture, writing a story).

· recognize the functions of basic file menu commands (e.g., new, open, close, save, print)

· discuss advantages and disadvantages of using technology

· discuss scenarios describing acceptable and unacceptable uses of age-appropriate technology (e.g., computers, phones, 911, internet, email) at home or at school

· know how to use a variety of productivity software (e.g., word processors, drawing tools, presentation software) to convey ideas and illustrate concepts

· will identify procedures for safely using basic telecommunication tools (e.g., e-mail, phones) with assistance from teachers, parents, or student partners

· know how to recognize the Web browser and associate it with accessing resource on the internet

· can provide a rational for choosing one type of technology over another for completing a specific task

· identify ways that technology has been used to address real-world problems (personal or community)

Second Grade

The student will be able to:

· apply all First Grade Benchmarks

· discuss the basic care of computer hardware and various media types (e.g., diskettes, CDs, DVDs, videotapes)

· proofread and edit their writing using appropriate resources including dictionaries and a class developed checklist both individually and as a group

· recognize that using a password helps protect the privacy of information

· discuss the consequences of irresponsible uses of technology resources at home or at school

· will be able to recognize the best type of productivity software to use for a certain age-appropriate tasks (e.g., word-processing, drawing, web browsing)

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

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

· will know how to select media formats (e.g., text, graphics, photos, video) with assistance from teachers, parents, or student partners, to communicate and hsare ideas with classmates, families, and others

· will use a variety of technology resources (e.g., CD-ROMs, DVDs, search engines, websites) to locate or collect

· will interpret simple information from existing age-appropriate electronic databases (e.g., dictionaries, encyclopedias, spreadsheets) with assistance from teachers, parents, or student partners

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

Third Grade

The student will be able to:

· apply all Second Grade Benchmarks

• discuss ways technology has changed life at school and at home
• know proper keyboarding positions and touch-typing techniques
• manage and maintain files on a hard drive or the network
• demonstrate proper care in the use of hardware, software, peripherals, and storage media
• identify search strategies for locating needed information on the internet
• 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
• discuss scenarios describing acceptable and unacceptable uses of technology (e.g., computers, digital cameras, cell-phones, PDAs, wireless connectivity) and describe consequences of inappropriate use.
• identify safety precautions that should be taken while on-line
• explore various technology resources that could assist them in pursuing personal goals
• identify technology resources and describe how those resources improve the ability to communicate, increase productivity, or help them achieve personal goals
• 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)
• know how to insert various objects (e.g., photos, graphics, sound, video) into word processing documents, presentations, or web documents
• use a variety of technology tools and applications to promote (their) creativity
• understand that existing (and future) technologies are the result of human creativity
• use Web search engines and built-in search functions of other various resources to locate information

Fourth Grade

The student will be able to:

• apply all Third Grade Benchmarks
• discuss ways technology has changed business and government over the years
• know how to use basic input/output devices and other peripherals (e.g., scanners, digital cameras, video projectors)
• identify which types of software can be used most effectively for different types of data, for different information needs, or for conveying results to different audiences
• discuss how information and communication technology supports collaboration, productivity, and lifelong learning
• discuss how various assistive technologies can benefit individuals with disabilities
• discuss basic issues regarding appropriate and inappropriate uses of technology (e.g., copyright, privacy, file sharing, spam, viruses, plagiarism) and related laws
• use age-appropriate citing of sources for electronic reports
• 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
• 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)
• know how to independently use existing databases (e.g., library catalogs, electronic dictionaries, encyclopedias) to locate, sort, and interpret information on an assigned topic
• perform simple queries on existing databases and report results on an assigned topic
• use technology resources to access information that can assist (them) in making informed decisions about everyday matters (e.g., which movie to see, which product to purchase)

Fifth Grade

The student will be able to:

• apply all Fourth Grade Benchmarks
• recognize and discuss the need for security applications (e.g., virus detection, spam defense, popup blockers, firewalls) to help protect information and to keep the system functioning properly
• know how to exchange files with other students using technology (e.g., e-mail attachments, network file sharing, diskettes, flash drives)
• identify cultural and societal issues relating to technology
• discuss the accuracy, relevance, appropriateness, and bias of electronic information sources
• identify appropriate kinds of information that should be shared in public chat rooms
• collaborate with classmates using a variety of technology tools to plan, organize, and create a group project
• use basic telecommunication tools (e.g., e-mail, WebQuests, IM, blogs, chat rooms, web conferencing) for collaborative projects with other students
• describe basic guidelines for determining the validity of information accessed from various sources (e.g., web site, dictionary, on-line newspaper, CD-ROM)
• identify appropriate technology tools and resources by evaluating the accuracy, appropriateness, and bias of the resource
• compare and contrast the functions and capabilities of the word processor, database, and spreadsheet for gathering data, processing data, performing calculations, and reporting results
• 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)

Sixth Grade

The student will be able to:

• apply all Fifth Grade Benchmarks
• understand that new technology tools can be developed to do what could not be done without the use of technology
• use proper keyboarding posture, finger positions, and touch-typing techniques to improve accuracy, speed, and general efficiency in operating a computer
• use accurate technology terminology
• use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to maximize the accuracy of technology-produced products
• 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
• 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
• understand the potential risks and dangers associated with on-line communications
• discuss the societal impact of technology in the future
• identify uses of technology to support communication with peers, family, or school personnel
• use a variety of resources, including the internet, to increase learning and productivity
• use a variety of Web search engines to locate information
• can identify types of internet sites based on their domain names (e.g., edu, com, org, gov, au)
• know how to create and populate a database

Seventh Grade

The student will be able to:

• apply all Sixth Grade Benchmarks
• identify characteristics that suggest that the computer system hardware or software might need to be upgraded
• can identify appropriate file formats for a variety of applications
• describe possible consequences and costs related to unethical use of information and communication technologies
• provide accurate citations when referencing information from outside sources in electronic reports
• discuss issues related to acceptable and responsible use of technology (e.g., privacy, security, copyright, plagiarism, spam, viruses, file-sharing)
• apply common software features (e.g., thesaurus, formulas, charts, graphics, sounds) to enhance communication and to support creativity
• explore basic applications that promote creativity (e.g., graphics, presentation, photo-editing, programming, video-editing)
• use available utilities for editing pictures, images, or charts
• use collaborative tools to design, develop, and enhance materials, publications, or presentations
• create a project (e.g., presentation, web page, newsletter, information brochure) using a variety of media and formats (e.g., graphs, charts, audio, graphics, video) to present content information to an audience
• evaluate information from various online resources for accuracy, bias, appropriateness, and comprehensiveness
• evaluate a new technology tools and resources and determine the most appropriate tool to use for accomplishing a specific task

Eighth Grade

The student will be able to:

• apply all Seventh Grade Benchmarks

• describe strategies for identifying, and preventing routine hardware and software problems that may occur during everyday technology use
• identify changes in hardware and software systems over time and discuss how these changes affected various groups (e.g., individual users, education, government, and businesses)
• discuss common hardware and software difficulties and identify strategies for trouble-shooting and problem solving
• identify technology resources that assist with various consumer related activities (e.g., budgets, purchases, banking transactions, product descriptions)
• con use basic utility programs or built-in application functions to convert file formats
• identify security issues related to e-commerce
• use technology to identify and explore various occupations or careers
• discuss uses of technology (present and future) to support personal pursuits and lifelong learning
• 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
• can perform queries on existing databases
• know how to create and modify a simple database report
• use database or spreadsheet information to make predictions, develop strategies, and evaluate decisions to assist them with solving a basic problem
• describe the information and communication technology tools to use for collecting information from different sources, analyze their findings, and draw conclusions for addressing real-world problems

High School Benchmarks

Math

1) Basic Operations and Concepts- By the end of Grade 12 each student will:

· discuss emerging technology resources (e.g., podcasting, webcasting, compressed video delivery, online file sharing, graphing calculators, global positioning software)

· understand the importance of both the predictable and unpredictable impacts of technology

· identify changes in hardware and software systems over time and discuss how these changes might affect the individual personally in his/her role of a life long learner

· understand the purpose, scope, and use of assistive technology

· understand that access to online learning increases educational and workplace opportunities

· proofread and edit a document using an application’s spelling and grammar checking functions

2) Social, ethical, and human issues- By the end of Grade 12 each student will:

• identify legal and ethical issues related to the use of information and communication technology
• analyze current trends in information and communication technology and assess the potential of emerging technologies for ethical and unethical issues
• identify ways that individuals can protect their technology systems from unethical or unscrupulous users
• adhere to fair use and copyright guidelines
• adhere to the district acceptable use policy as well as state or federal laws
• explore career opportunities and identify their related technology skill requirements
• design and implement a personal learning plan that includes technology to support his/her lifelong learning goals

3) Technology productivity tools- By the end of Grade 12 each student will:

• have access to and utilize assistive technology tools

4) Technology communications tools- by the end of Grade 12 each student will:

· collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications

5) Technology research tools- By the end of Grade 12 each student will:

• compare, evaluate, and select appropriate internet search engines to locate information
• determine if online sources are authoritative, valid, reliable, relevant, and comprehensive
• distinguish between fact, opinion, point of view, and inference
• evaluate resources for stereotyping, prejudice, and misrepresentation
• develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys)

6) Technology problem-solving and decision-making tools- By the end of Grade 12 each student will:

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

Language Arts

1) Basic Operations and Concepts- By the end of Grade 12 each student will:

· discuss emerging technology resources (e.g., podcasting, webcasting, compressed video delivery, online file sharing, graphing calculators, global positioning software)

· understand the importance of both the predictable and unpredictable impacts of technology

· identify changes in hardware and software systems over time and discuss how these changes might affect the individual personally in his/her role of a lifelong learner

· understand the purpose, scope, and use of assistive technology

· understand that access to online learning increases educational and workplace opportunities

· be provided with the opportunity to learn in a virtual environment as a strategy to build 21^st century learning skills

· understand the relationship between electronic resources, infrastructure, and connectivity

· routinely apply touch-typing techniques with advanced accuracy, speed, and efficiency

· identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav)

· demonstrate how to import/export text, graphics, or audio files

· proofread and edit a document using an application’s spelling and grammar checking functions

2) Social, ethical, and human issues- By the end of Grade 12 each student will:

· identify legal and ethical issues related to use of information and communication technology

· analyze current rends in information and communication technology and assess the potential of emerging technologies for ethical and unethical uses

· discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society

· discuss the possible consequences and costs of unethical uses of information and computer technology

· identify ways that individuals can protect their technology systems from unethical or unscrupulous users

· demonstrate the ethical use of technology as a digital citizen and lifelong learner

· explain the differences between freeware, shareware, and commercial software

· adhere to fair use and copyright guidelines

· create appropriate citations for resources when presenting research findings

· adhere to the district acceptable use policy as well as state or federal laws

· explore career opportunities and identify their related technology skill requirements

· design and implement a personal learning plan that includes technology to support his/her lifelong learning goals

3) Technology productivity tools- By the end of Grade 12 each student will:

· have access to and utilize assistive technology tools

· apply advanced software features such as an application’s built-in thesaurus, templates and styles to improve the appearance of word processing documents, spreadsheets, and presentations

· identify technology tools (e.g., authoring tools or other hardware and software resources) that could be used to create a group project

· use an online tutorial and discuss the benefits and disadvantages of this method of learning

· develop a document or file for inclusion into a web site or web page

· use a variety of applications to plan, create, and edit a multimedia product (e.g., model, webcast, presentation, publication, or other creative work)

· have the opportunity to participate in real-life experiences associated with technology-related careers

4) Technology communications tools- By the end of Grade 12 each student will:

· identify and describe various telecommunications or online technologies (e.g., desktop conferencing, listservs, blogs, virtual reality)

· use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences

· collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications

5) Technology research tools- By the end of Grade 12 each student will:

• compare, evaluate, and select appropriate internet search engines to locate information
• formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for information located on the internet to present research findings
• determine if online sources are authoritative, valid, reliable, relevant, and comprehensive
• distinguish between fact, opinion, point of view, and inference
• evaluate resources for stereotyping, prejudice, and misrepresentation
• develop a plan to gather information using various research strategies (e.g., interviews, questionnaires, experiments, online surveys)

6) Technology problem-solving and decision-making tools- By the end of Grade 12 each student will:

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

· describe the possible integration of two or more information and communication technology tools or resources to collaborate with peers, community members, and field experts

· formulate a research question or hypothesis, then use appropriate information and communication technology resources to collect relevant information, analyze the findings, and report the results to multiple audiences

Science

2) Basic Operations and Concepts- By the end of Grade 12 each student will:

· discuss emerging technology resources (e.g., podcasting, webcasting, compressed video delivery, online file sharing, graphing calculators, global positioning software)

· identify the capabilities and limitations of emerging communication resources

· understand the importance of both the predictable and unpredictable impacts of technology

· understand that access to online learning increases educational and workplace opportunities

· understand the relationship between electronic resources, infrastructure, and connectivity

· identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav)

· demonstrate how to import/export text, graphics, or audio files

· proofread and edit a document using an application’s spelling and grammar checking functions

3) Social, ethical, and human issues- By the end of Grade 12 each student will:

· identify legal and ethical issues related to use of information and communication technology

· discuss the possible consequences and costs of unethical uses of information and computer technology

· demonstrate the ethical use of technology as a digital citizen and lifelong learner

· adhere to fair use and copyright guidelines

· create appropriate citations for resources when presenting research findings

· adhere to the district acceptable use policy as well as state or federal laws

· explore career opportunities and identify their related technology skill requirements

4) Technology productivity tools- By the end of Grade 12 each student will:

· apply advanced software features such as an application’s built-in thesaurus, templates and styles to improve the appearance of word processing documents, spreadsheets, and presentations

· identify technology tools (e.g., authoring tools or other hardware and software resources) that could be used to create a group project

· use an online tutorial and discuss the benefits and disadvantages of this method of learning

5) Technology communications tools- By the end of Grade 12 each student will:

· identify and describe various telecommunications or online technologies (e.g., desktop conferencing, listservs, blogs, virtual reality)

· use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences

6) Technology research tools- By the end of Grade 12 each student will:

· compare, evaluate, and select appropriate internet search engines to locate information

· determine if online sources are authoritative, valid, reliable, relevant, and comprehensive

· distinguish between fact, opinion, point of view, and inference

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

7) Technology problem-solving and decision-making tools- By the end of Grade 12 each student will:

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

Social Studies

1) Basic Operations and Concepts- By the end of Grade 12 each student will:

· identify the capabilities and limitations of emerging communication resources

· understand the importance of both the predictable and unpredictable impacts of technology

· identify changes in hardware and software systems over time and discuss how these changes might affect the individual personally in his/her role of a lifelong learner

· understand that access to online learning increases educational and workplace opportunities

· be provided with the opportunity to learn in a virtual environment as a strategy to build 21^st century learning skills

· understand the relationship between electronic resources, infrastructure, and connectivity

· routinely apply touch-typing techniques with advanced accuracy, speed, and efficiency

· identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav)

· demonstrate how to import/export text, graphics, or audio files

· proofread and edit a document using an application’s spelling and grammar checking functions

2) Social, ethical, and human issues- By the end of Grade 12 each student will:

· identify legal and ethical issues related to use of information and communication technology

· analyze current trends in information and communication technology and assess the potential of emerging technologies for ethical and unethical use

· discuss the possible long-range effect of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society

· discuss the possible consequences and costs of unethical uses of information and computer technology

· identify ways that individuals can protect their technology systems from unethical or unscrupulous users

· demonstrate the ethical use of technology as a digital citizen and lifelong learner

· explain the differences between freeware, shareware, and commercial software

· adhere to fair use and copyright guidelines

· create appropriate citations for resources when presenting research findings

· adhere to the district acceptable use policy as well as state or federal laws

· explore career opportunities and identify their related technology skill requirements

· design and implement a personal learning plan that includes technology to support his/her lifelong learning goals

4) Technology productivity tools- By the end of Grade 12 each student will:

· use technology tools for managing and communicating personal information (e.g., finances, contact information, schedules, purchases, correspondence)

· have access to and utilize assistive technology tools

· apply advanced software features such as an application’s built-in thesaurus, templates and styles to improve the appearance of word processing documents, spreadsheets, and presentations

· identify technology tools (e.g., authoring tools or other hardware and software resources) that could be used to create a group project

· use an online tutorial and discuss the benefits and disadvantages of this method of learning

· use a variety of applications to plan, create, and edit a multimedia product (e.g., model, webcast, presentation, publication, or other creative work)

4) Technology communications tools- By the end of Grade 12 each student will:

· identify and describe various telecommunications or online technologies (e.g., desktop conferencing, listservs, blogs, virtual reality)

· use available technologies (e.g., desktop conferencing, e-mail, groupware, instant-messaging) to communicate with others on a class assignment or project)

· use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences

· collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications

5) Technology research tools- By the end of Grade 12 each student will:

· compare, evaluate, and select appropriate internet search engines to locate information

· formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for information located on the internet to present research findings

· determine if online sources are authoritative, valid, reliable, relevant, and comprehensive

· distinguish between fact, opinion, point of view, and inference

· evaluate resources for stereotyping, prejudice, and misrepresentation

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

6) Technology problem-solving and decision-making tools- By the end of Grade 12 each student will:

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

· formulate a research question or hypothesis, then use appropriate information and communication technology resources to collect relevant information, analyze the findings, and report the results to multiple audiences

Media Center

1) Basic Operations and Concepts- By the end of Grade 12 each student will:

· understand that access to online learning increases educational and workplace opportunities

· be provided with the opportunity to learn in a virtual environment as a strategy to build 21^st century learning skills

· demonstrate how to import/export text, graphics, or audio files

· proofread and edit a document using an application’s spelling and grammar checking functions

5) Social, ethical, and human issues- By the end of Grade 12 each student will:

· adhere to fair use and copyright guidelines

· create appropriate citations for resources when presenting research findings

· adhere to the district acceptable use policy as well as state or federal laws

3) Technology productivity tools- By the end of Grade 12 each student will:

· complete at least one online create, or non-credit, course or online learning experience

· apply advanced software features such as an application’s built-in thesaurus, templates and styles to improve the appearance of word processing documents, spreadsheets, and presentations

· identify technology tools (e.g., authoring tools or other hardware and software resources) that could be used to create a group project

· use an online tutorial and discuss the benefits and disadvantages of this method of learning

4) Technology communications tools- By the end of Grade 12 each student will:

· collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications

5) Technology research tools- By the end of Grade 12 each student will:

· compare, evaluate, and select appropriate internet search engines to locate information

· formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for information located on the internet to present research findings

· determine if online sources are authoritative, valid, reliable, relevant, and comprehensive

· distinguish between fact, opinion, point of view, and inference

· evaluate resources for stereotyping, prejudice, and misrepresentation

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

6) Technology problem-solving and decision-making tools- By the end of Grade 12 each student will:

· formulate a research question or hypothesis, then use appropriate information and communication technology resources to collect relevant information, analyze the findings, and report the results to multiple audiences

Vocational Classes

1) Basic Operations and Concepts- By the end of Grade 12 each student will:

· discuss emerging technology resources (e.g., podcasting, webcasting, compressed video delivery, online file sharing, graphing calculators, global positioning software)

· identify the capabilities and limitations of emerging communication resources

· identify changes in hardware and software systems over time and discuss how these changes might affect the individual personally in his/her role of a lifelong learner

· routinely apply touch-typing techniques with advanced accuracy, speed, and efficiency

· identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg, wav)

· demonstrate how to import/export text, graphics, or audio files

· proofread and edit a document using an application’s spelling and grammar checking functions

2) Social, ethical, and human issues- By the end of Grade 12 each student will:

· identify legal and ethical issues related to use of information and communication technology

· analyze current rends in information and communication technology and assess the potential of emerging technologies for ethical and unethical uses

· discuss possible long-range effects of unethical uses of technology (e.g., virus spreading, file pirating, hacking) on cultures and society

· discuss the possible consequences and costs of unethical uses of information and computer technology

· demonstrate the ethical use of technology as a digital citizen and lifelong learner

· adhere to fair use and copyright guidelines

· create appropriate citations for resources when presenting research findings

· adhere to the district acceptable use policy as well as state or federal laws

· explore career opportunities and identify their related technology skill requirements

3) Technology productivity tools- By the end of Grade 12 each student will:

· use technology tools for managing and communicating personal information (e.g., finances, contact information, schedules, purchases, correspondence)

· have access to and utilize assistive technology tools

· apply advanced software features such as an application’s built-in thesaurus, templates and styles to improve the appearance of word processing documents, spreadsheets, and presentations

· identify technology tools (e.g., authoring tools or other hardware and software resources) that could be used to create a group project

· develop a document or file for inclusion into a web site or web page

· use a variety of applications to plan, create, and edit a multimedia product (e.g., model, webcast, presentation, publication, or other creative work)

· have the opportunity to participate in real-life experiences associated with technology-related careers

4) Technology communications tools- By the end of Grade 12 each student will:

· use a variety of media and formats to design, develop, publish, and present products (e.g., presentations, newsletters, web sites) to communicate original ideas to multiple audiences

· collaborate in content-related projects that integrate a variety of media (e.g., print, audio, video, graphic, simulations, and models) with presentation, word processing, publishing, database, graphics design, or spreadsheet applications

5) Technology research tools- By the end of Grade 12 each student will:

· compare, evaluate, and select appropriate internet search engines to locate information

· formulate and use evaluation criteria (authority, accuracy, relevancy, timeliness) for information located on the internet to present research findings

· determine if online sources are authoritative, valid, reliable, relevant, and comprehensive

· distinguish between fact, opinion, point of view, and inference

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

6) Technology problem-solving and decision-making tools- By the end of Grade 12 each student will:

· describe the possible integration of two or more information and communication technology tools or resources to collaborate with peers, community members, and field experts

Student Achievement-Section 5

Methods for technology integration at the elementary schools include student projects and the inclusion of available software with textbook adoptions. Technology integration considerations are now required in all curriculum and textbook studies. Students at the elementary buildings use such technology integration tools as Inspiration and Kidspiration for concept mapping of ideas and outlines for reports. Students in fifth grade use palms for spelling, research and math facts. Teachers use United Streaming with their students to reinforce key ideas. PowerPoint is used at all grade levels to demonstrate competency in core content areas.

At the Middle School, a nine-week computer class, technology preparation class, and video production class is offered to all students in grades 6-8. Technology is being integrated in all content areas, student projects using technology are developed in various classes, and technology integration is included in all curriculum and textbook studies. A full-time media specialist has been placed at the middle school and will work with teachers on the integration of technology into the curriculum.

At the High School, in addition to the Business classes, Computer Aided Design class, Graphic Arts class, the technical classes offered at the Southern Lakes campus and the Genesee Area Skill Center, the School to Work partnerships, and the Career Pathways program, integration projects are included in the core content areas. This is primarily done through the use of technology for research and writing. Again, technology integration is included in all curriculum and textbook studies.

In order to meet this goal, the following activities will be implemented:

• Teachers will become familiar with the technology benchmarks. – During the first year of any new program.
• The next three activities are monitored and revised as needed in years two through six of the curriculum adoption process. In year six a needs assessment takes place for upcoming projects.
• Staff development stressing integration methods, using technology as a teaching tool, and developing integrated lessons will be provided.
• All curricular and textbook studies will require the integration of technology. Curriculum will stress student projects using technology.
• Software and hardware will be provided.

Linden Community Schools participates in GenNET ITV which is distance learning for our high school students. Some of the classes that our students participate in are: American Sign Language I & II and Marine Biology. Students at all grade levels also participate in virtual field trips.

Technology Delivery-Section 6

As a member of the Genesee Network for Education Telecommunications (GenNET), Linden Community School has access to a countywide voice, video, and data network that connects all district buildings as well as all GenNET member districts to one another. In addition to high speed Internet, GenNET interconnects throughout Michigan to other K-12 networks and is capable of global voice and video interactivity. GenNET technology has enabled the following strategies to be implemented with the end results being better access to resources, enhanced instruction, and increased student achievement:

• Internet: Students and staff of Linden Community School have the advantage of high speed internet access through GenNET. The Internet is available in all district buildings and classrooms. This provides teachers and students with resources for research, collaboration, and communication.
• GenNET ITV Classes: Local teachers provide instruction using state of the art ITV classrooms located in every member high school to students throughout the county. Linden High School students are able to take classes that are not offered in the home school curriculum and are able to experience and learn first hand new communication techniques to qualify them for future employment. Cutting edge technology allows students and teachers to interact in a dynamic classroom environment that enhances learning.
• GenNET Online Programs: Linden High School students have access to a wide range of courses delivered through the Internet that are not offered in their home school curriculum. Barriers such as time, space, equality of opportunity, and lack of resources diminish with this application of GenNET technology.
• Middle School ITV Classrooms: Voice and video interactive centers have been installed in the Linden middle school. Students are now able to connect with other students both in and outside the district for shared projects. Students can also access authors or experts in specific fields for first hand information, as well as people around the world for increased understanding of the global community. Virtual learning experiences also include interactive e-field trips to museums, art galleries, NASA, science institutes, zoos, state parks, national monuments, and universities. Future plans include exploring the feasibility of direct instruction for middle schools students. Currently elementary students are transported to the Middle School ITV classroom for programs, however, expansion plans for GenNET include the installation of interactive equipment in elementary buildings.
• Blackboard: This Internet-based platform has been introduced to teachers, students, and staff. Blackboard has the potential to not only enhance communication between students, teachers, and staff but also with parents. The multi-functionality of Blackboard makes it a powerful instructional tool for teachers and students by providing organization and access to resources. As the base for many online courses in college and business and industry, students will be well served by becoming familiar with it during K-12.
• Video-on-Demand: GenNET member districts have been accessing instructional video programs via digital delivery over the last few years. Teachers are currently using UnitedStreaming to access over 4000 videos as well as other curriculum materials over a GenNET-based server. Expansion plans include the addition of REMC media materials to be digitally delivered.

Parental Communication & Community Relations-Section 7

Linden Community Schools prides itself in the way that it communicates our technology usage with students, staff, and parents.

Our website www.lindenschools.org includes many links for parents, students, staff, and community, they are:

· The Parent Resources link. At this link we have subscribed to a special service for our parents. It provides our parents with tips and school success ideas for their children, on a daily basis.

· The ParentWeb link. ParentWeb is a web-based program that can allow parents to access their students’ grades, discipline, attendance, and more.

· The Student Resource link. At this link we have many links for students to visit.

· The Linden Community link. This link provides our community with information on the Linden/Argentine Chamber of Commerce and the Flint Area Chamber of Commerce.

· The Technology link is where our district technology plan is located.

We communicate with our parents with the implementation of EasyIEP. EasyIEP is a web-based program that allows parents to receive immediate feedback when they are attending IEP’s for their students.

We also have an Activity-Information Line. This phone line allows the public to call in and access the building or department of their choice to find out what is happening at any given time.

At the middle school we meet quarterly with a group of students to ask them their opinions on how they perceive the technology at the middle school. Some of the things we discuss is usage, do they have the tools they need, and is there anything they think should be added that they don’t have now. We hope to expand this to the high school in the near future.

Our technology plan is located on the district web site. Our plan will be board approved this year. As you may have noticed our technology plan has been to various committees in the district other than the planning committee. The committees or groups that have had input on the plan are the Technology Oversight Committee, the District Curriculum Council, and our technology aides and technicians. Parents have served on all of the committees that have created and approved this technology plan. Parents will also be on the committees that review this plan on a yearly basis. We will have to report to the committees and parents as well as the Board of Education as to the success of our technology plan. Parents and community members are a part of the district strategic plan and the district strategic school improvement plan. All goals developed for this technology plan were derived from the district strategic plan and the district strategic school improvement plan.

In addition to the new things we have implemented we still constantly communicate with our students, staff, parents, and community through the use of newsletters, email, newspaper articles, and phone calls.

Collaboration-Section 8

The district collaborates with three adjacent districts through programming at the Southern Lakes campus. This includes alternative high school options and vocational classes.

Programs are also shared through the distance-learning classroom at Linden High School and Linden Middle School. This is provided through the GenNet consortium. A variety of courses are offered through this medium for our students. Through these classrooms is the opportunity for all students in grades K-12 to participate in virtual field trips.

As the use of technology is integrated into the curriculum and the learning process, the community needs to be kept aware of the progress and the activities, as well as being given an opportunity to participate in the benefits technology can provide. As stated in our strategic plan the district plans to increase flexible parent/community in services in all areas.

Of the following list of activities some have been started and others will be provided for the community in the future:

• Linden Community Schools provides open lab times to the public at no cost during the school year. Computer labs are open during the weekday and on the weekend. A technology support person is on hand during open lab times.

• Through our Community Education program computer classes are offered to the public for a nominal fee. The classes have been well received within the community.

• Continue to expand upon the official Linden Community Schools website. www.lindenschools.org.

• Pursue the implementation of community-based projects involving student participation.

• Organize an Internet Night, inviting parents and the community to learn more about the Internet, and the district policy on student use.

• Pursue community activities in partnership with the Linden Chamber of Commerce and other organizations and businesses.

• Include an update and/or information about technology in the local newspaper and parent newsletter.

Additional activities will be organized based on community needs.

Professional Development-Section 9

Goals and strategies for Professional Development in Linden Community Schools include:

1. To develop a positive culture through ongoing training in organizational development processes such as:
• a district sponsored induction program for new teachers and a mentor training program
• joint release time for mentors/mentees
• communications/internal networking
• professional development that has ongoing follow-up as part of design
• professional development in school improvement and collaborative practices

2. To help staff acquire knowledge of best practice that will drive curriculum, instruction and assessment through activities such as:

· thorough understanding of Michigan Curriculum Frameworks

· staff workshops are developed to align with building and district academic goals

· workshops and conferences support building NCA school improvement goals

· curriculum review and renewal

· effective instructional practices

· varied assessment procedures

· interdisciplinary instruction (Integrated Thematic units, Team Teaching)

3. To provide technology training for all staff:

· the district oversight team will assist with initial equipment placement and training

· the professional development for technology will include course offerings in Microsoft Office products, university-level course work, special topic training, and eventually on-line options. Building technology teams may request professional development on-site based on staff needs

4. To include support staff in professional development options including:

· training to assist students

· health related training

· mentoring of new support staff

The strategies above will be supplemented through selected activities from the following list:

• developing a professional development consortium with neighboring districts
• attending conferences and workshops to acquire new instructional or pedagogical skills
• providing opportunities for coaching and mentoring of new skills
• providing release time for educators to work on:
• curriculum development and implementation
• cross-disciplinary curriculum work
• school improvement processes
• partnerships with community-based resources
• partnerships with higher education
• grade level or subject matter area (s)

· reviewing and modifying a comprehensive professional development plan related to learner needs and adult learning styles

· developing opportunities to learn from recognized resources from both the public and private sectors

· integrating technologies as tools to assist with the curriculum development, instructional management, and assessment practices

· investing time in ongoing process of collegial dialogue, collaborative learning, and exploration of new or proven instructional strategies

Linden Community Schools reaches its staff members through a variety of professional development offerings throughout the school year. All trainings offered by the technology department include a statement about which ISTE standard and performance indicator the professional development offering covers. Goals and timelines include:

· New teachers attend a technology orientation session

· September 2006-teachers receive the new state technology standards and benchmarks

· During the summer for one week staff members are offered a wide range of professional development opportunities to choose from. - Ongoing

· Staff members are offered professional development before and after school and at technology lunches. - Ongoing

· Administrative staff has monthly professional development offerings that they can attend. – Ongoing

· Continue the use of professional development opportunities offered by Genesee Intermediate School District.

· Continually seek new ways to increase participation in district professional development opportunities.

· Continue to have the district professional development committee survey staff members as to their professional development requirements.

· Continue professional development for the technology department staff as new technologies are adopted. - Ongoing

Supporting Resources-Section 10

As a constituent district of Genesee Intermediate School District and a member district of GenNET, Linden Community Schools is able to access the following services and resources to ensure the effective and successful use of technology.

• Internet access with content filter
• Blackboard server, software, subscription
• Network management services
• CEO Imaging – Scanning and archiving documents and graphics
• Teacher Discovery Center – Integration of materials, online resources
• REMC Association of Michigan statewide services and projects
• REMC Cooperative Acquisitions Project - http://www.remc.org
• REMC 14 Media Collection including M-ITV programs Webmax accessible
• Video-on-demand through UnitedStreaming
• Web-based support and documentation for hardware, software, and integration activities
• Application Helpdesk
• Technical Support Helpdesk
• Virtual Learning interactive opportunities, support, and technology
• Professional development and teacher training
• Michigan Electronic Library (MEL) – http://mel.org
• Michigan Library Consortium (MLC) – Aggregated purchasing provides savings on technologies, resource databases, and professional development.

Supporting resources in Linden Community Schools consist of manuals and printed materials, access to REMC video lending library, an informational school web site, software, online subscription services, and school support personnel.

Our provider for online databases is Michigan eLibrary. Michigan eLibrary contains a large variety of databases. We also purchase Facts.com and CQresearcher.com for high school use. Our staff and students have been offered training on these databases.

Professional libraries have been setup throughout the district for staff access. The libraries contain information on integrating technology into the curriculum and “how to” technology manuals.

The districts web site www.lindenschools.org has many resources for parents, students, and staff. The links for staff include professional associations, lesson plans and activities, tutorials and “how to…”, curriculum development, general teacher resources, and content research and reference. Links for parents focus on parenting skills and fun sites for families to visit together. Links for students focus on learning in a variety of fun ways.

School support personnel consist of teacher certified library media specialists and elementary technology aides. One of the functions of these support personnel is to assist teachers with the integration of technology into the curriculum. As a resource person each helps teachers with all types of technology questions, from hardware and software issues to curriculum integration ideas.

Infrastructure-Section 11

The current strategic plan has an action item that reads: Expand the use of technology to enhance communication with staff, students, parents, and the community.

District Wide Area Network

The District Wide Area Network is complete. Through our network, all of the buildings are connected to the middle school and GenNET. As a part of GenNET II, the GISD (Genesee Intermediate School District) provided all of our instructional buildings with gigabit connectivity. As a part of the 2003 bond issue all switches in the buildings have been upgraded. As a part of the switch upgrade telephones were placed in every classroom in the district. As a part of the 2003 bond the district has installed a video network in 2006. We are just beginning to tap into the potential of the video network.

Local Area Network

Currently, Argentine Elementary, Central Elementary, Linden Elementary and our New Elementary have a building local area network that includes two data drops in each classroom. One drop for the teacher station and one drop for wireless laptop carts. There are also drops in all of the offices. A networked computer lab is at each building. All classrooms and offices have telephones. All of the computers are Windows XP with Microsoft Office 2003. At Central Elementary and Linden Elementary the district is piloting two classrooms of palms at the fifth grade level.

The Middle School has a local area network that includes four data drops in each classroom. The middle school has two student computers in every classroom, one teacher drop, and a drop for a network printer. There are two networked computer labs and a media center. The middle school is wireless. The middle school also has a distance learning classroom. All of the classrooms have telephones, a data projector, and a document camera. All of the computers in the building are Windows XP with Microsoft Office 2003. In the 2006-07 school year wireless laptop carts will be available for students.

The High School has a local area network that includes one data drop in each classroom and each of the offices. There are seven networked computer labs and a media center. There is also a distance-learning classroom at the high school. All of the classrooms and offices have telephones. Most of the computers in the building are Windows XP with Microsoft Office 2003.

All of the school offices in the district are networked.

Future Plans

Though the 2003 bond issue we have made great strides in technology at every building. We have added new computers, printers, and telephones. We have provided our staff with wireless access. Our future plans are somewhat limited in nature due to finances, our priorities include the following:

1. Provide the high school with the equipment they need to continue the technology experience that our students are receiving at the new middle school.
2. Update equipment and software throughout the district as needed.
3. Provide staff with a variety of technology professional development sessions.

Interoperability

Linden Community Schools is working towards interoperability. The district has two versions of Microsoft office they are Office XP and Office 2003. We have Windows XP throughout the district. It is our intention to work towards standardization of the Office product in the future. All machines would then have the same version of Microsoft Office.

We are also working on standardization of hardware, including computers, printers, and other peripherals. This would allow the user an easier transition between different buildings within the district. Standardization across the district would also provide better technical support. Currently, we have achieved this standard with computers. Our computer standard is Dell.

Currently, the district has a standard for switches in the district. Our standard is Foundry Network Switches. All buildings have been upgraded to reflect this standard.

The district has opted for a seven year replacement cycle on all computers. Currently, most of the computers within the district are less than one year old.

Technical Support

As technology usage is increased in a school district so does the need for district wide coordination. The Linden Schools have divided the responsibilities in the following manner:

Assistant Superintendent will (1 FTE):

· Sit on the District Technology Oversight Committee

· Work on the implementation and preparation of this Technology Plan

· Pursue technology grants and partnerships

· Coordinate district staff development activities

· Supports the integration of technology into the curriculum

Director of Technology will (1 FTE):

· Chair the District Technology Committee

· Provide leadership in all technology usage matters

· Work on the implementation and preparation of this Technology Plan

· Spearhead all technology initiatives

· Serve as the district contact on issues dealing with technology

· Keep the administrators and school board aware of all progress of technology implementation in the district

· Coordinate technology usage for administrative purposes

· Maintains the inventory of hardware

· Coordinate the maintenance of the networks and the hardware

· Provides direction to technical staff for the repair of network and hardware

· Provides professional development opportunities for all staff in regards to technology

· Sits on the District Curriculum Council Committee

District Technology Oversight Committee will:

· Meet monthly to discuss current technology issues in the district

· Provide input on technology issues that will affect the whole district

· Report to their peers on issues discussed at Technology Oversight

· Provide guidance to the district on technology needs

· Help determine technology staff development needs

District Curriculum Council will:

· Meet monthly to discuss current curriculum issues in the district

· Make sure that technology is integrated into all district curriculum

· Report to their peers on issues discussed at District Curriculum Council

· Help determine staff professional development needs

Building Technology Committees will:

· Give recommendations and needs to the district committee

· Help determine technology staff development needs

· Develop technology activities for the community

· All technology decisions affecting the building will be reviewed and discussed with the building technology committee.

Building Technical Support Personnel (Media Specialists & Elementary Building Technology Aides) will (6 FTE):

· Coordinate building technology staff development needs

· Assist individual teachers and departments as they integrate technology into their curriculum

· Provide first line of support for repair and maintenance of hardware and software for staff

District Technicians will (1.5 FTE)

· Provide repair and maintenance of all district hardware and software during normal school hours

An outside vendor will provide assistance to current technical support staff when need is noted by the Director of Technology. The districts current strategic plan has an action plan to: Review the current technology support model and investigate cost effective and efficient ways to provide adequate support for technology maintenance and new initiatives in the future.

Increase Access-Section 12

At Linden Community Schools we have greatly increased technology access for our students and staff. We make every attempt to create equality in technology access that meets all student needs. Almost all staff members and students have access to computers that are less than one year old. Students have had additional technology classes added. At the high school a Graphic Arts class and a CAD (Computer Aided Design) class have been added within the last two years. In the 2006-07 year a Video Production class will be available for high school and middle school students at the middle school. At the middle school students have access to a hands-on technology preparation classroom.

Our students are also offered computer classes through our before and after school activities. Students in grades 1-6 have the opportunity to take part in these classes. Classes offered consist of a creating an interview book, creating a calendar, and Lego Robotics. Students also have access to our media centers before school to work on their technology projects. We also have our high school media center open on Sundays from 1 p.m. to 5 p.m. for student and community access.

At Central Elementary, Linden Elementary, the Middle School, and the High School students have access to wireless laptop carts. Also, at Central Elementary and Linden Elementary we are piloting palms in a fifth grade classroom.

Our goal is to make learning barrier free through the use of assistive technology for our students. We consult with MATR (Michigan Assistive Technology Resources) and the Disability Network for our assistive technology needs. Specific student needs are determined through the district IEP process. Staff members are encouraged to attend conferences on assistive technology.

We have worked very hard to achieve equity with all of our students and staff in regards to technology. Through our bond issue staff members all received a new computer and a printer where necessary. Staff members across the district now have telephones in every classroom. The middle school staff has access to document cameras and projectors in their classrooms. Our next step is providing this same technology for our high school staff and then our elementary staff. All staff members in the district have access to the same software. For example, all staff has Microsoft Office, Groupwise, Kidspiration or Inspiration, etc. Staff members also have access to a variety of web based programs such as: United Streaming, Blackboard, etc.

Funding and Budget-Section 13

Item	Local District	Grants	Donations	Fiscal year
Salaries	$ 130,008.00			2006-07
Benefits	$ 68,764.00			2006-07
Mileage	$ 2,200.00			2006-07
Conference	$ 2,500.00			2006-07
Supplies	$ 2,500.00			2006-07
Contracted Services	$ 20,000.00			2006-07
Memberships	$ 150.00			2006-07
Software	$ 13,000.00			2006-07
Prof Dev	$ 4,000.00			2006-07
Equipment	$ 36,000.00	$ 34,678.00		2006-07
				2006-07
Total Budget	$ 279,122.00	$ 34,678.00		2006-07
Item	Local District	Grants	Donations	Fiscal year
Salaries	$ 130,008.00			2007-08
Benefits	$ 75,640.00			2007-08
Mileage	$ 2,200.00			2007-08
Conference	$ 2,500.00			2007-08
Supplies	$ 2,500.00			2007-08
Contracted Services	$ 20,000.00			2007-08
Memberships	$ 150.00			2007-08
Software	$ 13,000.00			2007-08
Prof Dev	$ 4,000.00			2007-08
Equipment	$ 36,000.00	$ 34,678.00		2007-08
				2007-08
Total Budget	$ 285,998.00	$ 34,678.00		2007-08
Item	Local District	Grants	Donations	Fiscal year
Salaries	$ 130,008.00			2008-09
Benefits	$ 83,204.00			2008-09
Mileage	$ 2,200.00			2008-09
Conference	$ 2,500.00			2008-09
Supplies	$ 2,500.00			2008-09
Contracted Services	$ 20,000.00			2008-09
Memberships	$ 150.00			2008-09
Software	$ 13,000.00			2008-09
Prof Dev	$ 4,000.00			2008-09
Equipment	$ 40,000.00	$ 34,678.00		2008-09
				2008-09
Total Budget	$ 297,562.00	$ 34,678.00		2008-09

Coordination of Resources-Section 14

The budget submitted by the district in Section 13 took a very conservative approach, due to the uncertain financial position of the state economy for school districts at the time this plan was prepared.

Linden Community Schools is continually seeking grants to increase funding to its technology budget. The district uses grants such as Durant, E-Rate, and Career Prep funds, to name a few, to supplement its technology budget. Available to the district is the opportunity to apply for grants from the Linden Education Foundation. The foundation has provided equipment to the district in the past. In 2003 the district passed a bond issue and spending for technology will continue through the 2006-07 school year.

Staff members in the district are constantly using funds provided to them to seek professional development in the technology area, which is not included in the attached budget. Administrators in the district use some of their budget allocations for the purchase of technology, which is not included in the attached budget. Linden Community Schools including all staff, teachers and administrators, are creative about increasing the amount of funds available for technology outside of the formal technology budget that is attached.

Evaluation-Section 15

The Linden Community Schools Technology Plan will be evaluated quarterly by the technology oversight committee. The evaluation will be the responsibility of the Director of Technology. The Board of Education through its review of the district strategic plan will determine whether or not the district has met the technology plan goals. The evaluation process will take place in a variety of ways: 1) through informal discussion at technology oversight meetings and 2) bi-annual reports to the Board of Education. Once the technology oversight committee has gathered this information, it will be reviewed and the outcomes will be shared with the staff, Board of Education, and community through newsletters and on the district web site. It is the technology planning committee’s belief that all of these goals are achievable within the next three years. The measurement of the strategic school improvement goals and the technology plan goals will be whether they have been achieved based on the Board approved indicators of success for each action step. Academic achievement will be determined by continuing to meet Adequate Yearly Progress, continuously improving the number / percentage proficient on the MEAP tests, and continuing to narrow the gap between our lowest and highest achieving students and maintaining our NCA Accreditation. Building goals support continuing academic achievement for all students as well as supporting the goals of the District Strategic Plan. Technology Plan and District Strategic Plan goals that are not met will be recommended to be a part of the next strategic planning session in 2008.

The goals established by this Technology Plan and the District Strategic Plan are:

1. Identify the necessary technology skills and data management/analysis skills to support integration of technology into the curriculum.
2. Provide sustainable professional development to support curriculum implementation, improving teaching strategies and technology use for management functions as well as integration into the curriculum.
3. Include a representative from the Special Education department and a Media Specialist on the Technology Oversight and District Curriculum Council committees.
4. Revert to the previous monthly District Curriculum Council and Technology Oversight schedule.
5. Evaluate the content and who has access to internal web link/site to allow district staff access to policies, procedures, and approved curriculum.
6. Develop Video Production curriculum for grades 8 through 12.
7. Develop DVD’s to promote the Linden School District through the Video Production Classes.
8. Investigate the implementation of classroom web pages.
9. Review essential job skills for all employees and provide the necessary professional development and training to fulfill and enhance job responsibilities.
10. Continue professional development committee for teachers and establish professional development committees for other employee groups to identify professional development/training needs and monitor professional development/training process.
11. Expand the use of technology to enhance communication with staff, students, parents and the community.
12. Review the use of technology for Board related functions, including weekly reports, Board reports, agendas and minutes. Develop and implement a plan to increase cost effectiveness and efficiency using technology to facilitate these functions.
13. Review current technology support model and investigate cost effective and efficient ways to provide adequate support for technology maintenance and new initiatives in the future.
14. Provide the high school with the equipment they need to continue the technology experience that our students are receiving at the middle school.
15. Update equipment and software throughout the district as needed.
16. Provide staff with a variety of technology professional development sessions.

Acceptable Use Policy-Section 16

Linden Community Schools recognizes existing federal requirements for privacy and Internet safety as reflected in the Children’s Internet Protection Act (CIPA). As a member district of the GenNET Consortium, Internet access and filtering efforts are derived through that membership. GenNET provides content filtering through N2H2 as well as firewall, anti-virus, and spam protections for Linden Community Schools.

The Linden Community Schools Acceptable Use Policy (AUP) was adopted by the board of education on 03/22/06. The AUP is available on our website at www.lindenschools.org.

The current AUP will be evaluated every two years. The district technology oversight committee will evaluate and revise the AUP as needed. When revisions are necessary they will be presented to the board of education for approval before implementation.

Every year we require staff and students to sign a new AUP form. Media specialists or technology assistants in the buildings discuss the AUP with students and staff before signing occurs. From time to time community education offers adult enrichment classes involving the use of computers. Community members attending these classes are given an AUP to sign.

Linden Community Schools

Acceptable Use Policy

The Linden Community Schools supports the use of technology to enhance student learning and improve efficiency of district operations. We recognize the importance of expanding the curriculum to include the training of staff and students in the use of data networks, the Internet, and all kinds of multi-media technology. Therefore, the following regulations and procedures have been established to ensure the proper and ethical use of technology in order to achieve the administrative and instructional goals of the users.

General Regulations

1. Every student and staff member who is granted access will first read and agree to the acceptable use policy. The signed agreements will be kept on file for two years.

2. Access to the Internet is for administrative and instructional purposes. Use by students shall have an instructional focus with specified learner outcomes.

3. Only those users with training or demonstrated competence will be authorized to use any hardware or software. The district is responsible for providing such training.

4. Users must adhere to all Acceptable Use Policies of Linden Community Schools, GenNET, or any other networks or on-line services accessed.

5. Access to the Internet shall require permission from the supervisor/teacher of the Internet access point.

6. All technology hardware, software, and the Internet will be used in an appropriate manner and only for educational purposes.

7. Linden Community Schools technology will not be used to plagiarize or violate copy right laws.

8. Users will be polite and respectful and use acceptable language when using computers and the Internet.

9. Vandalism will result in cancellation of privileges and possible additional disciplinary action. Vandalism is defined as any malicious attempt to harm or destroy technology equipment, data of another user, agency, Internet or any network. This includes, but is limited to, the uploading or creation of computer viruses.

10. Teachers and Administrators are responsible for determining what is unauthorized or inappropriate technology use.

11. It is the user’s responsibility to keep all food and drink out of computer rooms and away from all hardware.

12. Users are not allowed to connect their personal laptops to the district’s network.

Internet and Network Use

1. Internet users shall adhere to local, state, and federal laws governing the use of the Internet and electronic data. Use shall not be for illegal or unethical activities. These activities include, but are not limited to:

a. The transfer of objectionable materials, including offensive language, gambling, and pornography.

b. Gaining unauthorized access to information, data, files, or passwords of others.

c. Sharing accounts, sign-on’s, passwords, or impersonating others.

d. Infiltration of data network components or hacking which results in the accidental or intentional destruction, mutilation, or theft of files on a computer system.

2. Use of district computers for personal or private gain, personal business or commercial advantage is prohibited.

3. Use of the district computers for political purposes is in violation of federal, state, or local laws and is prohibited. This prohibition includes using district computers to assist or advocate, directly or indirectly, for or against a ballot proposition and/or the election of any person to any office. The use of district computers for the expression of personal political opinions to elected officials is prohibited.

4. It is the user’s responsibility to obtain the prior consent from the Director of Technology before installing, removing, relocating, or modifying any hardware or software.

E-mail

Before students or staff are issued e-mail accounts, all individuals must have agreed to and signed the LCS Acceptable Use Policy. The following rules apply:

1. Use of appropriate language and etiquette is expected.

2. Users will not share passwords or use others’ accounts.

3. Student users cannot change the password the district has provided for e-mail.

4. Use of e-mail accounts for students are for class purposes only.

5. Student e-mail accounts are temporary and will be terminated at the end of the class requesting e-mail accounts.

6. Users will not reveal personal information on-line, including for example, full name, address, e-mail address, telephone number, pictures or other distinctly identifiable information, etc.

7. Use of the network or e-mail to harm or harass others is not acceptable.

8. Subscriptions to news groups and lists must be work related.

9. Teachers and administrators have the right to review files and communications to maintain system integrity and insure students are using the system responsibly. E-mail and Internet files stored on District computers are not considered private.

Web Pages

Any web pages constructed by students or staff of Linden Community Schools and published on a server belonging to the District must meet the following guidelines:

1. A web page cannot contain:

1. Abusive, obscene, or inappropriate language, messages, or pictures.
2. Personal information about students including full name, address, e-mail address, phone number, pictures, or other distinctly identifiable information, etc.
3. Any material that is in violation of copyright laws.
4. Links to sites that are social (for example, chat rooms), controversial, or inappropriate for schools.

2. A web page must serve an educational purpose.

3. Each web page must meet high standards of clarity, grammar, spelling, punctuation, etc.

4. All information included must be completely accurate and up-to-date.

5. Each web page must be approved by the building administrator and the Director of Technology prior to placement on the server.

6. Each web page must be maintained on a regular basis to be sure that information is current and all links are functional. This is the responsibility of the author(s) or the web class. If it is not done, the page will be removed from the server.

7. Students may not publish personal web pages on the District servers.

8. A web page may not be used for commercial purposes.

Internet Safety Policy

The Children’s Internet Safety Act (CIPA) was signed into law on December 21, 2000. CIPA requires a “technology protection measure” that blocks or filters Internet access to visual depictions that are obscene, child pornography, harmful to minors, or other material deemed locally to be “inappropriate for minors.”

Linden Community Schools in conjunction with the Genesee Intermediate School District has a filter installed to protect our students. The filter blocks inappropriate web sites relating to pornography, hot mail, free mail, chat rooms, instant messaging, web sites that are obscene or sexually explicit, “hacking” and other unlawful online activities.

Students and staff are not allowed to disclose personal identification information of minors over the Internet without the permission of the Superintendent.

Linden Community Schools monitors the online activity of its students. This is accomplished by visual inspection at the time of use by teachers. Online history use is spot checked by the Director of Technology.

Consequences of Inappropriate Behavior

Any user who does not comply with this Acceptable Use Policy will lose access privileges. Repeated or severe infractions may result in permanent termination of privileges.

Users violating these rules may face additional disciplinary action deemed appropriate in keeping with disciplinary policies and guidelines of the school, including state and federal laws.

Type of account (circle one of the following):

Student Staff Other (specify: ______)

Full Name (First, Middle, Last): ________________________________________

Street Address: ______________________________________________________

City: _____________________ State:________________ Zip:_______________

School Building: ___________________________ Home Phone: _____________

Students only:

Date of Birth:___________________ Current Grade of Student: ____________

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User Responsibility Declaration

1. I have read, understand, and will abide by the Acceptable Use Policy of Linden Community Schools. I agree to be responsible for and abide by all rules and regulations of this agreement. I understand that should I commit any violation, my privileges may be revoked and school disciplinary action and/or appropriate legal action may be taken.
2. I give permission for my child to use and access the Internet at school and for the Board to issue an Internet/e-mail account to my child.
3. I give permission for my child’s image (photograph) to be published online, provided only his/her first name is used.
4. I give permission for the Board to transmit “live” images of my child (as part of a group over the Internet via a web cam).
5. I authorize and license the Board to post my child’s class work on the Internet without infringing upon any copyright my child may own with respect to such class work. I understand only my child’s first name will accompany such class work.

Student/User Signature: __________________________________ Date:__________________________

**Students must have the signature of a parent or guardian:

Parent/Guardian: _________________________________ Date: _______________________

Appendix