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:

Identify the 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.
Revert to the previous monthly District Curriculum Council and Technology Oversight schedule.
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:

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

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

Review essential job skills for all employees and provide the necessary professional development and training to fulfill and enhance job responsibilities.
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.
Expand the use of technology to enhance communication with staff, students, parents and the community.
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.
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