STURGIS PUBLIC SCHOOLS

TECHNOLOGY PLAN

2012-2015

District:

Sturgis Public Schools

Address: 107 W. West

Sturgis, MI 49091

Contact:

Janene Kosman

Phone:

(269) 659-1500

Fax:

(269) 659-1525

Email:

jkosman@sturgisps.org

Superintendant :

Dr. Thomas Langdon

Intermediate School District :

St. Joseph Intermediate School District

Technology Plan dates: July 1,2012 to June 30, 2015

Technology Plan URL :

http://www.sturgisps.org/technology

School Buildings

Sturgis High School-216 Vinewood Ave., Sturgis MI 49091

Sturgis Middle School-1400 E. Lafayette., Sturgis MI 49091

Eastwood Elementary School-909 Franks Ave., Sturgis MI49091

Congress Elementary School-421 E. Congress St., Sturgis MI

49091

Wall Elementary School-702 E. Lafayette St., Sturgis MI 49091

Wenzel Elementary School-403 E. Park St., Sturgis MI 49091

Jerolene School-303 E. Jerolene St., Sturgis, Mi 49091

Sturgis Central Commons-107 W. West St., Sturgis, MI 49091

TABLE OF CONTENTS: Page

Description of District .......................................................................................... 1

Technology Planning Team .............................................................................. 3

Introduction ................................................................................................................ 4

Curriculum ................................................................................................................... 8

Professional Development .............................................................................. 20

Infrastructure/Tech Support/Hardware/Software ............................ 26

Funding and Budget .......................................................................................... 35

Monitoring and Evaluation ............................................................................. 39

Acceptable Use Policy ...................................................................................... 42

Communication/Public Relations ............................................................... 45

Supporting Resources ....................................................................................... 48

3

TECHNOLOGY PLANNING TEAM

Members of Sturgis Public Schools’ District Technology Planning Team:

Julie Evans Assistant Superintendent

Vicki Watson Business Manager

Bruce Ellis Grant Writer

Janene Kosman Technology Director

Steve Erts High School Art Teacher

Craig Evans High School Math Department Chair

Julie Ellis High School Counselor

Lynn Brand High School English Department Chair

Lance Goodlock High School Science Department Chair

Ken Schau Middle School Technology Go To Person

Deb Balk Eastwood Teacher

Kim Annis Eastwood Teacher

Pam Keeslar Eastwood Teacher

Chris Pagels Eastwood Technology Go To Person

Bobbi Mettler Congress Teacher

Stacey Yunker Congress Teacher

Tracy Clark Wall teacher

Lisa Tisdel Wenzel Teacher

Patty Rutenbar Wenzel Teacher

Robert Matkin Building Administrator

Eric Anderson Building Administrator

Teresa Belote Director of Special Education

Dave Watson Director of Adult Education

Jane Tallmadge District Media Specialist

Karen Stimpson Parent Representative

Scott Grace Technology Director, Three Rivers Schools

Paul Kosman Non-public Schools Administrator

Ben Daughtery St. Joseph County Technology Manager

Kerri Millett Sturgis Public Schools Board of Education

4

TECHNOLOGY PLAN INTRODUCTION

DISTRICT PROFILE

Located midway between Detroit and Chicago, Sturgis is blessed with a prime southwest Michigan location in

St. Joseph County. The Sturgis Public School District provides a high-quality education to more than 3,280

students who come from an 80-square-mile area, including not only the City of Sturgis, but also all of Sturgis

and Fawn River townships and parts of Burr Oak and Sherman townships. Over 200 highly qualified teachers

and administrators and 150 support staff continuously strive to improve academic skills, test scores and

learning among students. The 3250 K-12 students are served in 6 buildings. In addition, pre-school and adult

education programs are provided by the district. A complete District Profile is available in the District P.A. 25

School Improvement Plan. In addition, each K-12 building has completed a profile.

Recent renovations and building projects exemplify the community’s commitment to educating children. Sturgis

High School, which houses over 950 students in grades nine through twelve, has state-of-the-art technology,

music and athletic facilities, along with classrooms that are conducive to learning in the 21st century. The newly

built Sturgis Middle School opened in fall 2004 for over 720 students in grades six through eight. It is a

source of pride for the school district as it, too, has excellent learning spaces for all students academically,

athletically and in the arts. There are four elementary schools: Eastwood School serves over 690 students in

grades three through five; Wall School, 410 students, Congress School, 260 students and Wenzel School, 150

students, house grades kindergarten through second. The newly renovated Sturgis Central Commons building

houses our early childhood program , our alternative high school, Adult and Community Education programs, the

district offices and the technology department. All of the buildings have air conditioning, infrastructure to

support current technology, and updated equipment and materials.

All of the schools in the district are recognized as nationally accredited by the North Central Association of

Schools and Colleges (NCA). NCA accreditation guarantees a standard of excellence and offers a proven

process for increasing student performance. There is a district curriculum review cycle during which teachers

analyze student achievement data, modify current curriculum and select supporting materials to teach the

curriculum.

The district offers several unique opportunities for students, including an outdoor education program for fifth

graders, swimming and rescue instruction at the Community Pool, clustering and accelerated classes for

academic advancement in grades three through 12 and a countywide consortium of vocational education

programs for high school students.

Sturgis youth have earned countless honors in many activities, including band and orchestra, sports, drama,

student government, and several academic clubs. Sturgis students continue to score above average on state

achievement tests and national tests like the ACT and the SAT.

Parental involvement is strong in Sturgis schools. The Parent Advisory Council and booster programs offer a

chance for parents to become more involved in their child’s education.

Another unique learning program in Sturgis pairs businesses and students for the benefit of all and promotes

the teaching of “employability” skills. The Sturgis Area Business/Education Alliance (SAB/EA) hosts a biannual

career fair and sponsors other programs, including a business partner program and job shadowing, to bring

students and local businesses together. The program is designed to create and sustain partnerships between

the school system and local employers to promote the school system to business, to promote the community to

students, and to give students the tools they need to best choose the career path that fits them. SAB/EA

began in 1994 and has been highly successful.

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Vision:

Clearly, Sturgis Public Schools’ technology mission is aligned with the District’s

overall mission of ensuring that students find success at each stage in their

life. The technology plan supports this mission by using a four-pronged

approach. First, it focuses on using technology as a tool to support student

achievement in all curricular areas. Secondly, recognizing that students must

possess technology literacy skills to function successfully in society today, it

seeks to provide these skills at the level needed by each individual student’s

plan. Thirdly, the plan recognizes that trained teachers are necessary for the

first two prongs to be met and to more efficiently create individualized student

programs and communicate with students and parents. Finally, the plan

recognizes that it is essential for the District to perform its business functions

successfully in order to support students and staff. With these four prongs as

its foundation, the following technology goals have been established (Note, the

National Educational Technology Goal (NETG) with which each Sturgis

technology goal aligns is noted in parens, as are the Michigan

Recommendations (MR) and the Sturgis Public Schools’ School Improvement

Goal (SPS SIP).):

Sturgis Public Schools Technology Mission Statement

Sturgis Public Schools is committed to empowering students to use technology which will engage them

in creative thinking, problem solving, and working collaboratively in a global community.

- Adopted 2010

Sturgis Public Schools Mission Statement

The Mission of the Sturgis Public Schools, in partnership with parents and community, is to ensure each student has the knowledge, skills and

behaviors necessary for a successful transition to the next educational stage, ultimately leading to a productive and satisfying life.

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Goals:

1. All students and staff will have equitable access to reliable, user-friendly,

secure information technology. (NETG 1)

2. All teachers will effectively use technology to help students achieve high

academic standards. (NETG 2)

3. All staff will have access to professional development resources. New staff

will meet a minimum standard of technological proficiency.

4. All students will have technology and information literacy skills. (NETG 3)

5. All staff will have access via technology to curriculum, research,

evaluation, and instructional management tools. (NETG 1, 2, 4)

6. Staff will use technology to more efficiently perform school business, to

support school improvement initiatives, and to comply with State and

Federal reporting mandates. (NETG 5)

7. All students will have equitable access to coursework and material

necessary for successful completion of his/her plan of study. (NETG 1,

2, 3, 4, 5)

8. Staff, students, parents, and community will have improved

communication. (NETG 1, 2, 5)

Goals for district teachers and students:

1. All students will have the academic knowledge necessary to lead a

productive and satisfying life.

1.1. Objectives:

1.1.1. All students will perform successfully on the reading MEAP tests, or

the IEP determined alternative assessment, at each tested level.

1.1.2. All students will perform successfully on the writing MEAP test, or

the IEP determined alternative assessment, at each tested level.

1.1.3. All students will perform successfully on the math MEAP test, or the

IEP determined alternative assessment, at each tested level.

1.1.4. All students will perform successfully on the science MEAP test, or

the IEP determined alternative assessment, at each tested level.

1.1.5. All students will perform successfully on the social studies MEAP

test, or the IEP determined alternative assessment, at each tested

level.

1.1.6. All students will demonstrate grade level competency in academic

areas beyond the core curriculum including fine arts, technology,

physical education, human development, life skills/life management,

industrial technology, foreign language, and health.

1.1.7. Students will be ready for school before entering kindergarten.

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1.1.8. At each exiting grade level, students will be credentialed according

to the Sturgis Public Schools’ NCA Transitions plans.

1.1.9. Extreme special needs students, i.e. special education or severely

academically gifted, will be challenged at appropriate levels as

determined by the IEP committee.

2. By graduation, all students will possess the employability skills necessary to

be successful in the workforce.

3. By graduation, all students will have identified his or her own skills, talents,

and interests, and those career pathways that will most effectively utilize

those attributes.

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CURRICULUM INTEGRATION

Sturgis Public Schools’ Technology Plan addresses three curricular components. The

first component targets the use of technological devices to better deliver instruction in

all curricular areas. The second component recognizes that students must all possess

a set of technology skills and therefore provides for these skills to sometimes be

embedded in other curricular areas and sometimes to be taught as technology

courses. Thirdly, being committed to each individual student’s success, the plan

provides for technology to meet instructional needs which are unique to a child.

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Student Technology Standards and Goals

Kindergarten through Second Grade PK-2.CI. Creativity and Innovation—By the end of grade 2 each student will:

PK-2.CC.1. work together when using digital tools (e.g., word processor, drawing, presentation software) to

convey

ideas or illustrate simple concepts relating to a specified project

PK-2.CC.2. use a variety of developmentally appropriate digital tools (e.g., word processors, paint programs)

to communicate

ideas to classmates, families, and others

PK-2.CC. Communication and Collaboration—By the end of grade 2 each student will:

PK-2.RI.1. interact with Internet based resources

PK-2.RI.2. use digital resources (e.g., dictionaries, encyclopedias, graphs, graphical organizers) to locate and

interpret

information relating to a specific curricular topic, with assistance from teachers, school library media

specialists, parents,

or student partners

PK-2.RI. Research and Information Literacy—By the end of grade 2 each student will:

PK-2.CT.1. explain ways that technology can be used to solve problems (e.g., cell phones, traffic lights, GPS

units)

PK-2.CT.2. use digital resources (e.g., dictionaries, encyclopedias, search engines, web sites) to solve

developmentally

appropriate problems, with assistance from teachers, parents, school media specialists, or student partners

PK-2.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 2 each student will:

PK-2.DC.1. describe appropriate and inappropriate uses of technology (e.g., computers, Internet, e-mail, cell

phones)

and describe consequences of inappropriate uses

PK-2.DC.2. know the Michigan Cyber Safety Initiative’s three rules (Keep Safe, Keep Away, Keep Telling)

PK-2.DC.3. identify personal information that should not be shared on the Internet (e.g. name, address,

phone)

PK-2.DC.4. know to inform a trusted adult if he/she receives or views an online communication which

makes him/her

feel uncomfortable, or if someone whom he/she doesn’t know is trying to communicate with him/her or

asking for

personal information

PK-2.DC. Digital Citizenship—By the end of grade 2 each student will:

PK-2.TC.1. discuss advantages and disadvantages of using technology

PK-2.TC.2. be able to use basic menu commands to perform common operations (e.g., open, close, save,

print)

PK-2.TC.3. recognize and name the major hardware components in a computer system (e.g., computer,

monitor, keyboard,

mouse, printer)

PK-2.TC.4. discuss the basic care for computer hardware and various media types (e.g., CDs, DVDs)

PK-2.TC.5. use developmentally appropriate and accurate terminology when talking about technology

PK-2.TC.6. understand that technology is a tool to help him/her complete a task, and is a source of

information, learning,

and entertainment

PK-2.TC.7. demonstrate the ability to navigate in virtual environments (e.g., electronic books, games,

simulation software,

web sites)

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Third through Fifth Grade 3-5.CI. Creativity and Innovation—By the end of grade 5 each student will:

3-5.CI.1. produce a media-rich digital project aligned to state curriculum standards (e.g., fable, folk tale,

mystery, tall

tale, historical fiction)

3-5.CI.2. use a variety of technology tools and applications to demonstrate his/her creativity by creating or

modifying

works of art, music, movies, or presentations

3-5.CI.3. participate in discussions about technologies (past, present, and future) to understand these

technologies are

the result of human creativity

3-5.CC. Communication and Collaboration—By the end of grade 5 each student will:

3-5.RI.1. identify search strategies for locating information with support from teachers or library media

specialists

3-5.RI.2. use digital tools to find, organize, analyze, synthesize, and evaluate information

3-5.RI.3. understand and discuss that web sites and digital resources may contain inaccurate or biased

information

3-5.RI.4. understand that using information from a single Internet source might result in the reporting of

erroneous

facts and that multiple sources should always be researched

3-5.RI. Research and Information Literacy—By the end of grade 5 each student will:

3-5.CT.1. use digital resources to access information that can assist in making informed decisions about

everyday matters

(e.g., which movie to see, which product to purchase)

3-5.CT.2. use information and communication technology tools (e.g., calculators, probes, videos, DVDs,

educational

software) to collect, organize, and evaluate information to assist with solving problems

3-5.CT.3. use digital resources to identify and investigate a state, national, or global issue (e.g., global

warming, economy,

environment)

3-5.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 5 each student will:

3-5.DC.1. discuss scenarios involving acceptable and unacceptable uses of technology (e.g., file-sharing,

social networking,

text messaging, cyber bullying, plagiarism)

3-5.DC.2. recognize issues involving ethical use of information (e.g., copyright adherence, source citation)

3-5.DC.3. describe precautions surrounding personal safety that should be taken when online

3-5.DC.4. identify the types of personal information that should not be given out on the Internet (name,

address,

phone number, picture, school name)

3-5.DC. Digital Citizenship—By the end of grade 5 each student will:

3-5.TC.1. use basic input and output devices (e.g., printers, scanners, digital cameras, video recorders,

projectors)

3-5.TC.2. describe ways technology has changed life at school and at home

3-5.TC.3. understand and discuss how assistive technologies can benefit all individuals

3-5.TC.4. demonstrate proper care in the use of computer hardware, software, peripherals, and storage

media

3-5.TC.5. know how to exchange files with other students using technology (e.g., network file sharing, flash

drives)

3-5.TC. Technology Operations and Concepts—By the end of grade 5 each student will:

3-5.CI.1. produce a media-rich digital project aligned to state curriculum standards (e.g., fable, folk tale,

mystery, tall

tale, historical fiction)

3-5.CI.2. use a variety of technology tools and applications to demonstrate his/her creativity by creating or

modifying

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works of art, music, movies, or presentations

3-5.CI.3. participate in discussions about technologies (past, present, and future) to understand these

technologies are

the result of human creativity

Sixth through Eighth Grade

6-8.CC. Communication and Collaboration—By the end of grade 8 each student will:

6-8.RI.1. use a variety of digital resources to locate information

6-8.RI.2. evaluate information from online information resources for accuracy and bias

6-8.RI.3. understand that using information from a single Internet source might result in the reporting of

erroneous

facts and that multiple sources should always be researched

6-8.RI.4. identify types of web sites based on their domain names (e.g., edu, com, org, gov, net)

6-8.RI.5. employ data-collection technologies (e.g., probes, handheld devices, GPS units, geographic

mapping systems) to

gather, view, and analyze the results for a content-related problem 6-8.RI. Research and Information Literacy—By the end of grade 8 each student will:

6-8.CT.1. use databases or spreadsheets to make predictions, develop strategies, and evaluate decisions to

assist with

solving a problem

6-8.CT.2. evaluate available digital resources and select the most appropriate application to accomplish a

specific task

(e, g., word processor, table, outline, spreadsheet, presentation program)

6-8.CT.3. gather data, examine patterns, and apply information for decision making using available digital

resources

6-8.CT.4. describe strategies for solving routine hardware and software problems

6-8.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 8 each student will:

6-8.DC.1. provide accurate citations when referencing information sources

6-8.DC.2. discuss issues related to acceptable and responsible use of technology (e.g., privacy, security,

copyright,

plagiarism, viruses, file-sharing)

6-8.DC.3. discuss the consequences related to unethical use of information and communication

technologies

6-8.DC.4. discuss possible societal impact of technology in the future and reflect on the importance of

technology in

the past

6-8.DC.5. create media-rich presentations on the appropriate and ethical use of digital tools and resources

6-8.DC.6. discuss the long term ramifications (digital footprint) of participating in questionable online

activities (e.g.,

posting photos of risqué poses or underage drinking, making threats to others)

6-8.DC.7. describe the potential risks and dangers associated with online communications

6-8.DC. Digital Citizenship—By the end of grade 8 each student will:

6-8.CI.1. apply common software features (e.g., spellchecker, thesaurus, formulas, charts, graphics, sounds)

to enhance

communication with an audience and to support creativity

6-8.CI.2. create an original project (e.g., presentation, web page, newsletter, information brochure) using a

variety of

media (e.g., animations, graphs, charts, audio, graphics, video) to present content information to an

audience

6-8.CI.3. illustrate a content-related concept using a model, simulation, or concept-mapping software

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6-8.CI. Creativity and Innovation—By the end of grade 8 each student will:

6-8.TC.1. identify file formats for a variety of applications (e.g., doc, xls, pdf, txt, jpg, mp3)

6-8.TC.2. use a variety of technology tools (e.g., dictionary, thesaurus, grammar-checker, calculator) to

maximize the

accuracy of technology-produced materials

6-8.TC.3. perform queries on existing databases

6-8.TC.4. know how to create and use various functions available in a database (e.g., filtering, sorting,

charts)

6-8.TC.5. identify a variety of information storage devices (e.g., CDs, DVDs, flash drives, SD cards) and

provide rationales

for using a certain device for a specific purpose

6-8.TC.6. use accurate technology terminology

6-8.TC.7. use technology to identify and explore various occupations or careers, especially those related to

science,

technology, engineering, and mathematics

6-8.TC.8. discuss possible uses of technology to support personal pursuits and lifelong learning

6-8.TC.9. understand and discuss how assistive technologies can benefit all individuals

6-8.TC.10. discuss security issues related to e-commerce

High School

9-12.TC. Technology Operations and Concepts—By the end of grade 12 each student will:

9-12.CC.1. identify various collaboration technologies and describe their use (e.g., desktop

conferencing, webinar, listserv,

blog, wiki)

9-12.CC.2. use available technologies (e.g., desktop conferencing, e-mail, videoconferencing,

instant messaging) to communicate

with others on a class assignment or project

9-12.CC.3. collaborate in content-related projects that integrate a variety of media (e.g., print,

audio, video, graphic, simulations,

and models)

9-12.CC.4. plan and implement a collaborative project using telecommunications tools (e.g., ePals,

discussion boards,

online groups, interactive web sites, videoconferencing)

9-12.CC.5. describe the potential risks and dangers associated with online communications

9-12.CC.6. use technology tools for managing and communicating personal information (e.g.,

finances, contact information,

schedules, purchases, correspondence)

9-12.CC. Communication and Collaboration—By the end of grade 12 each student will:

9-12.RI.1. develop a plan to gather information using various research strategies (e.g., interviews,

questionnaires, experiments,

online surveys)

9-12.RI.2. identify, evaluate, and select appropriate online sources to answer content related

questions

9-12.RI.3. demonstrate the ability to use library and online databases for accessing information

(e.g., MEL, Proquest, Infosource,

United Streaming)

9-12.RI.4. distinguish between fact, opinion, point of view, and inference

9-12.RI.5 evaluate information found in selected online sources on the basis of accuracy and

validity

9-12.RI.6. evaluate resources for stereotyping, prejudice, and misrepresentation

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9-12.RI.7. understand that using information from a single internet source might result in the

reporting of erroneous facts

and that multiple sources must always be researched

9-12.RI.8. research examples of inappropriate use of technologies and participate in related

classroom activities (e.g., debates,

reports, mock trials, presentations)

9-12.RI. Research and Information Literacy—By the end of grade 12 each student will:

9-12.CI.1. apply advanced software features (e.g. built-in thesaurus, templates, styles) to redesign

the appearance of word

processing documents, spreadsheets, and presentations

9-12.CI.2. create a web page (e.g., Dreamweaver, iGoogle, Kompozer)

9-12.CI.3. use a variety of media and formats to design, develop, publish, and present projects

(e.g., newsletters, web

sites, presentations, photo galleries)

9-12.CI. Creativity and Innovation—By the end of grade 12 each student will:

9-12.CT.1. use digital resources (e.g., educational software, simulations, models) for problem

solving and independent

learning

9-12.CT.2. analyze the capabilities and limitations of digital resources and evaluate their potential

to address personal,

social, lifelong learning, and career needs

9-12.CT.3. devise a research question or hypothesis using information and communication

technology resources, analyze

the findings to make a decision based on the findings, and report the results

9-12.CT. Critical Thinking, Problem Solving, and Decision Making —By the end of grade 12 each student

will:

9-12.DC.1. identify legal and ethical issues related to the use of information and communication

technologies (e.g., properly selecting

and citing resources)

9-12.DC.2. discuss possible long-range effects of unethical uses of technology (e.g., virus

spreading, file pirating, hacking)

on cultures and society

9-12.DC.3. discuss and demonstrate proper netiquette in online communications

9-12.DC.4. identify ways that individuals can protect their technology systems from unethical or

unscrupulous users

9-12.DC.5. create appropriate citations for resources when presenting research findings

9-12.DC.6. discuss and adhere to fair use policies and copyright guidelines

9-12.DC. Digital Citizenship—By the end of grade 12 each student will:

9-12.TC.1. complete at least one online credit, or non-credit, course or online learning experience

9-12.TC.2. use an online tutorial and discuss the benefits and disadvantages of this method of

learning

9-12.TC.3. explore career opportunities, especially those related to science, technology,

engineering, and mathematics

and identify their related technology skill requirements

9-12.TC.4. describe uses of various existing or emerging technology resources (e.g., podcasting,

webcasting, videoconferencing,

, online file sharing, global positioning software)

9-12.TC.5. identify an example of an assistive technology and describe its potential purpose and

use

9-12.TC.6. participate in a virtual environment as a strategy to build 21st century learning skills

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9-12.TC.7. assess and solve hardware and software problems by using online help or other user

documentation

9-12.TC.8. explain the differences between freeware, shareware, open source, and commercial

software

9-12.TC.9. participate in experiences associated with technology-related careers

9-12.TC.10. identify common graphic, audio, and video file formats (e.g., jpeg, gif, bmp, mpeg,

wav, wmv, mp3, avi, pdf)

9-12.TC.11. understand and discuss how assistive technologies can benefit all individuals

9-12.TC.12. demonstrate how to import/export text, graphics, or audio files

9-12.TC.13. proofread and edit a document using an application’s spelling and grammar checking

functions

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Curriculum Integration Strategies

In 2000, the Sturgis Board of Education first reviewed and adopted the

Sturgis Technology Curriculum. This curriculum was developed by Sturgis

staff and is fully aligned with the Michigan State Technology Standards and

Benchmarks. The six-year curriculum review cycle called for the review of

the technology curriculum again in 2004-2005 which is posted on our

website. The district has also used the Michigan Technology Standards for 8th

grade to evaluate our student’s technology literacy and our technology

curriculum.

In addition to stand-alone components of the Technology Curriculum, the

District continually integrates technology into all other curricular areas. Our

timeline to review the technology integration for each curricular area is

designated through the curriculum review cycle. Staff with expertise in each

curricular area and staff with technology expertise work together to define

grade level benchmarks, activities, and assessments.

In those years when formal curriculum review is not occurring for a specific

curricular area, various strategies will be employed to increase the repertoire

of instructional activities available to teachers, to integrate newly released

technology tools, and to expand learning opportunities for students.

Sturgis Public Schools has successfully completed eight years in the NCA

Transitions Accreditation model in which technology was a component of the

credentialing of students.

Recognizing that there are groups of students in Sturgis Public Schools with

special needs, (i.e., special education students, gifted and talented students,

ESL students, etc.), the District Technology Committee will work with task

forces representing each of these groups of students to identify technology-

based strategies to be employed to enable students who might not otherwise

achieve the curriculum to have success or to appropriately challenge

students at their instructional levels.

Information technology resources are employed to expand, strengthen, and

report on assessment of student learning. However, on-going identification of

assessment tools will be an initiative of the District Technology Committee.

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Student Achievement

Technology is an essential part of every classroom and office. It is a tool that

allows staff and students to do things they could not otherwise do, to do

current tasks better, and to increase productivity. Our staff uses database

management systems for finance, student information, inventory control, and

aspects of human resource management. District data is tracked mainly through

DataDirector. We use LevelData to connect our student demographics in

PowerSchool to DataDirector to ensure our student data is continually updated.

Curriculum is mapped through the aid of Atlas Curriculum Mapping software

which allows all teachers to map their own classroom and align it district wide.

Technology Delivery

Every computer in Sturgis Public Schools is networked and connected to the

Internet. Every teacher has a teacher computer as well as an iPad to allow

them the mobility needed to promote the 21st Century model of student

learning. Each classroom has a mounted data projector with a document

camera. Cable access is available in every classroom which is viewable through

the data projectors. DVD/VCR's are also in every classroom. Every K-12 student

is assigned a network login and email account through Google Apps. Each

building level has it's own specific permissions in the student email to allow for

a scaffolding approach to digital communication responsibility.

Each elementary classroom has ten student computers that allow teachers to

work with smaller groups of students while up to 10 students work on specific

tasks and skills assigned through software that allows the teacher to track

progress. Their media centers have at least ten computers and 10 mobile

computers to deliver NWEA MAP tests to students three times a year. Our third

through fifth grade building, Eastwood also has a mobile cart for student use.

Our Middle School has one computer lab and at least one mobile cart per

grade level. In our Math Mentoring classrooms we have two student computers

and several mobile computers for student use.

Our High School assigns one iPad to every student to use and take home

during their high school years. In addition to the classroom technology stated

above, each room has an AppleTV connected to the data projector for teachers

to display content from their iPad. We maintain a CAD computer lab, two

business computer labs and one open computer lab and a Collaborative lab

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with ten computers with ample work space for group work in the Media Center.

Eastwood, the Middle School and the High School each have a mobile digital

broadcast cart which can be broadcast anywhere on our network.

We subscribe to United Streaming and Worldbook Encyclopedia; utilize classes

from Michigan Virtual High School and Oddeseyware for credit and credit

recovery. We look to utilize Cloud-based services whenever possible and

subscribe to the following programs to allow anytime anywhere access to

curriculum.

Accelerated Reader

Education-City

Raz-Kids

Reading Eggs

Eggspress

Study Island

TypingPal

We use OpenClass as our main Online Learning Management System but allow

teachers to link their online content from other systems such as Moodle,

Edmodo and ClassConnect in OpenClass to give our students a single source

to all their online content.

Our network is configured to allow a secure outside connection that enables

our students and staff to gain access to their network drives and software

applications from any internet capable computer. Homework can be assigned,

completed and turned in via this resource. This extends the walls of the school

and enables better communication and accountability for all.

Our board policy allows student to bring their own technology into the

classroom for educational use so we have built up our wireless infrastructure to

manage the increased load and have tripled our internet bandwidth.

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Parent Communications and Community Relations

This technology plan will be available on our website. We will continue to

update our Parent Resources page to help educate the parents and community

on Internet safety, Homework Help, College Resources, Gifted and Talented

programs and other parenting websites.

We will continue to use PowerSchool to help communicate student related

information as well as the Daily Bulletin that is posted on our website and is

available without a log in. School calendars are also posted and updated

frequently on each school’s webpage.

We have a Social Media Coordinator that promotes and monitors Sturgis Public

Schools on Facebook, Twitter and Google+ as well as our website.

To assist those families that don't have access to the Internet or wireless at

home, we extend our school hours to allow students or parents to utilize our

wireless and open a computer lab in our centrally located district offices

Monday through Thursday from 6-9 PM.

Collaboration

One of the many trends in education today is the increasing reliance on

technology as a teaching and management tool. Computers and improved

telecommunications have created new and unique opportunities for teaching

and learning. We know that technology will help assure equity of access for

learners as it becomes easier to match tools to the unique learning needs of

students.

As important, technology can enhance the operation of schools and offer more

choices to students. Technology has turned out to be a major focus for

educational service agencies across the state and nation. Collaboration with

other service providers, business and industry are important in order to enrich

technology resources in our schools and enhance learning for all.

Sturgis Public Schools’ Collaborations:

In 2010, a county-wide technology consortium was formed that brought all

technology positions together. Our goal is to bring all networks together for

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ease of management and to allow for redundancy and uniformity in our

hardware, software and personnel. The group vision and management comes

from the Technology Directors form Three Rivers Community Schools and

Sturgis Public Schools, the Technology Manager and the Instructional

Technology Specialist from the ISD.

Sturgis Public Schools has benefited from collaborations created by the

Michigan Department of Education such as Michigan Virtual University. Sturgis

Area Business and Education Alliance (SABEA) provide avenues for the schools

to benefit from local business expertise. Sturgis Public Schools is a member of

KRESA WAN which connects most schools in St. Joseph and Kalamazoo

counties via fiber. This group of districts meets on a monthly basis to find ways

to utilize this network. Finally, Sturgis Public Schools supports the Sturgis

Community Education program with technology infrastructures and support.

Recognizing the value of collaboration, the project plan calls for increasing

collaborative partnerships. It is hoped that by working with Glen Oaks

Community College, Michigan Virtual High School, Universal Service Funds, and

other entities more opportunities for students and staff will be available at

more affordable rates. In addition, Sturgis Public Schools embraces the stance

of the 21st Century Community Learning Center Program, which calls for the use

of school facilities and resources to be employed for the advancement of the

community at large and to provide extended programming for students. We will

seek to make our resources available to others, including the non-public

schools in our district wishing to utilize them.

Adult Literacy Service Providers:

Community Education

Sturgis Public Schools supports an active Community Education program. As

part of that program, we offer coursework in a wide variety of technology skills.

Through this program the District makes its facilities available to people who

would like to offer their technology talents to teach adults.

Adult Education

Sturgis Public Schools has a dynamic Adult Education Program which regularly

uses technology to help students attain their General Education Diplomas. The

program uses Oddysseyware software through the Internet to make available

class offerings that would otherwise not be possible. Our teachers use

OpenClass to create a space where classroom material and discussions can be

accessed from any Internet capable computer.

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PROFESSIONAL DEVELOPMENT

Sturgis Public Schools has a demonstrated commitment to train staff in the effective use of

technology to promote student success and to provide the business support for school

operation. This plan provides for continuing professional development in order to reach both

technology and school improvement plan goals.

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PROFESSIONAL DEVELOPMENT

Recognizing that properly trained teachers are key to the successful

implementation of this plan, Sturgis Public Schools has developed a

comprehensive professional development plan to ensure that all District staff

are skilled users of technology and are familiar with the curriculum. To this

end, the following professional development goals have been established:

improve student achievement

improve staff and student competence with technology

implement technology tools into new and existing curriculum and instruction

improve technology planning within schools

create pilots and model projects for utilization of technology in learning

create a learning community with respect to technology and education

enable students to become quality users of technology

Our professional development plan:

involve participants in planning professional development

assess needs and assure a sound planning process

garner commitment and support from staff and district leadership

plan for adequate time and resources

provide continuity of programs over time

provide clear expectations for program participants

provide a conducive environment for learning

use adult learning principles

provide flexible scheduling and options for participants

provide effective trainers/presenters

use effective follow-up strategies

use sound evaluation procedures

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Staff development is necessary to assist the teaching staff in making the

paradigm shifts required to enable technology to best support instruction.

Teachers often will use technology in a fashion which is consistent with prior

teaching practices. Many times, this produces a misapplication of technology to

teaching and learning in the classroom.

Quality Indicators for Professional Development

The objectives of the professional development programs in information

technology that are made available to administrators, teachers and staff

members are consistent with the district’s vision and are designed to

help them advance goals for student learning in technology.

Information technology resources are effectively employed to support

the design and delivery of professional development programs and

follow-up assistance for teachers and staff.

The district’s planning process for professional development in

technology provides adequate support for the initiation, implementation

and the institutionalization phases of effective staff development

programs.

NSSE

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Sturgis Public Schools’ professional development plan calls for:

Involvement of participants in planning professional development

opportunities. A district committee, composed of representatives

from each subgroup, work collaboratively with the Technology

Steering Committee to establish professional development

opportunities. The committees use staff surveys to obtain input

from the entire staff to assist in the planning of professional

development and adjust the plan accordingly.

Assessing staff needs and the development of the plan to meet those

needs. We use the state's Technology Self Evaluation tool to

monitor and then provide specific professional development

opportunities for our staff. We have outlined basic skills

necessary for any staff member at Sturgis Public Schools to

help them identify their strengths and weaknesses. In addition,

anecdotal records and staff feedback from professional

development activities (in the form of survey) will be used

annually to identify staff needs.

Ongoing support from district leadership and staff. This support takes

the form of funding, time, resources, and policies, as well as the

collaboration of district administration and the teachers’ union

to accomplish goals. Sturgis leadership has a proven history of

commitment in the provision of hardware, infrastructure,

software, human resources, and professional development.

Providing continuity of programs over time: Curriculum drives

technology and, thus provides the structure for coordinated

professional development efforts. In addition, we utilize “train

the trainer” models and “support when needed” models, which

provide follow up professional development to the more

traditional workshop professional development activities provided.

Technology is a focused topic of discussion in our PLC's that

meet every week as a solution to issues in the classroom.

Providing clear expectations from program participants: Each structured

in-district professional development activity will involve a written

description of the learning objectives for the staff participants.

Whenever possible, written materials to support the training will

include specific skills to be acquired and step-by-step

instructions for performing the tasks. These instructions will also

be available from our Technology Integration website after the

class has been taught. Furthermore, every district teacher

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regularly benefits from the teacher evaluation process, which

results in a personal growth plan. These plans incorporate

technology goals as a substantial part of their evaluation

process.

Providing a conducive environment for learning: People learn best when

they have a need to know, therefore much of the professional

development that occurs will occur in the teacher’s classroom

as he or she contacts the building trainer, or “go to” person,

for assistance. In addition to meeting the teacher’s needs at

the optimal time for learning, professional development will

involve using the teacher’s machine, applications and data, i.e.

working with them in their own environments using the same

tools that they will use in the future. Structured professional

development activities will be provided in district labs with each

participant having access to a workstation and the materials

necessary for effectiveness.

Flexibility in scheduling and training options. Within each school's PLC

time technology solutions to current challenges are discussed

and reviewed by the group. We are changing our model of train

the trainers to a collaborative environment within the PLC but

still use that method at times when new technologies are

introduced on a school or district-wide scale. When

appropriate, contracted trainers will be brought in to provide

professional development. At other times, staff will be sent to

trainings, workshops, or conferences to obtain trainings

consistent with this plan. To flexibly meet the needs of all staff,

these trainings will occur as needed, after school, on

professional development days, etc. Staff may receive additional

compensation at levels identified in the Master Agreement for

their participation in professional development activities

Centralizing training resources: After a training event, documentation is

posted on the Technology Integration Website which all teachers

have the ability to add or change data at anytime, making it a

living resource. The district’s website posts new links specific to

specific resources and websites chosen for our students.

Students assisting teachers in technology: We recognize that our

students can be professional development resources. Many

times, students are more comfortable with technology, are more

apt to be aware of cutting-edge technology, and invest the time

to master applications that intrigue them, than staff might be.

We will continue to seek to utilize students in our efforts. Also,

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research will continue to be done on the use of students

assisting teachers to create lesson plans using the students’

technological skills with the teacher’s knowledge of the subject

matter.

Effective follow-up strategies: Immediately following structured staff

development training, staff will be surveyed for training

effectiveness and staff need. Staff development offerings will be

adjusted appropriately. In addition, as mentioned earlier, we will

provide hard copies of training materials, on-line support,

manuals/how to sheets, and other supports.

A record of classes that each teacher has taken will be kept on file. It

is important that all teachers possess the same basic

technology skills to be effective in today’s classroom. Minimum

technology requirements have been identified and articulated to

staff. New teachers will need to show competency in these

areas or take classes to improve their skill set.

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INFRASTRUCTURE

AN INFRASTRUCTURE WHICH SUPPORTS THE

DISTRICT MISSION, GOALS AND STRATEGIES

Schools serve diverse uses and functions. They need flexible designs to

accommodate these different activities and they must be durable enough to

stand up to continuous use. Historically, American school buildings are used

for 50-60 years. The facilities we are building today should be viable,

functioning institutions in the year 2055.

School districts need to consider the infrastructure carefully during the

technology planning stage. Relentless technological change is now a basic fact

of school technology planning. We can plan strategically, and build for the

continued evolution of technology through innovative architectural design based

on flexibility, diversity and expansion.

This section includes a description of the type of technologies to be acquired,

including specific provisions for interoperability among components of such

technologies and, to the extent practicable, with existing technologies.

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Description of Existing Technology and Needs Assessments

Existing Technology: A complete inventory of existing District technology

equipment is maintained by the District’s Technology Department and filed with

the district’s insurance company.

The district continually re-evaluates the usage of these key resources:

shared academic and administrative resources

enhanced curricular choices for students (via ITV, Internet/Web,

satellite)

compatible standards among all schools within the district

high speed data and communication exchange for administration and

instruction

access to the Internet/World Wide Web

access to higher education offerings

electronic delivery of video, and software resources

electronic links to business, industry and governmental agencies

video conferencing for meetings and staff development

Internet account management

local online forum for student projects and teacher

collaboration

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Quality Principles for Infrastructure Design

The acquisition of the following types of equipment and other technology

resources is based on the school’s vision for technology and the goals and

expectations for student learning:

-computers of sufficient power and sophistication to support student

achievement of the goals for their learning.

-computer-based equipment, such as CD-ROMs, printers & LANS.

-video resources such as television, cable, satellite and video disc players.

-telecommunications network and other technologies for two-way

communication of voice, data and graphics.

Sufficient power and wiring are available in the school to support the

school’s vision for technology, new or additional wiring and phone lines

are provided as needed.

Equipment is distributed to the most accessible sites in the school for

student and teacher use.

The information technology facilities (in classrooms and/or lab settings)

foster safe and easy use.

The school’s facilities provide the following conditions:

-adequate number of electrical outlets

-surge protection and grounding

-lighting protection

-back-up systems

-telephone outlets

-static reduction

-temperature and humidity control

-acoustical treatment (soundproofing for multimedia applications)

-lighting and light control

-security devices

The school’s facilities are easily accessible to persons with disabilities.

NSSE

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Descriptions of Technologies to be utilized:

Education

Integrate technology to track student academic progress.

Integrate technology for student standardized testing.

Integrate technology to track district standards and benchmarks.

Integrate software that allows the collection and disaggregation of student

information.

Develop training for the preceding uses of technology.

Each teach has their own web presence

High School teachers will maintain their digital curriculum through in a

Learning Management System. Currently we use OpenClass

PowerSchool

Maintain Home/School Connection

Track parental e-mail list.

Establish public kiosks throughout the district for parents to access

PowerSchool.

Web Site Improvements

Provide links to parent and student resources.

Maintain online job postings and applications.

Improve real-time information.

Add links to classroom websites

Provide online classroom management tool for staff and students

The District maintains a Facebook, Twitter and Google+ profile

Professional Development

Grade-level/Departmental meeting schedule

Utilize delayed start days during PLC's to share ideas on how technology

can meet the current challenges faced in the classroom.

Partnerships with local colleges to teach specific skills for college credit

District led sessions that meet needs for SBCEU's.

Technology as an Information/Data Management Tool Goals

Technology shall be a tool that allows staff and students to do things

they could not otherwise do, to do current tasks better, and to increase

productivity.

Use database management systems for finance, student information,

inventory control, and aspects of human resource management.

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District data will be tracked through use of interoperable database

management systems

Phone system

Increase VoIP connectivity with other districts

Research Managed VoIP systems as a possible solution

Utilize Soft Phone software

Connectivity

Maintain remote access to school resources for increased connectivity for

students and staff.

Re-evaluate necessary bandwidth each year.

Continue to build capacity in our wireless infrastructure.

Hardware

Student Computers

o Replace student computers every 5 years as warranties expire with

mobile devices

o Maintain labs where necessary

o Utilize nComputing devices for elementary buildings

Teacher Computers

o Replace teacher computers every 5 years as warranties expire

o Equip all teachers with an iPad

Office Computers

o Replace every 3 years and move to student use.

Presentation equipment

o Maintain classrooms with mounted data projectors and document

cameras

o Add AppleTV's where needed.

Printers/Copiers

o Research County-Wide solution to printer/copier management and

maintenance.

o Perform yearly maintenance

o Replace as needed

Servers

o Utilize Virtual servers

o Maintain Off-site back ups

o Maintain Network storage for staff and students

o

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Network Security

Continue improvements to District web filter.

Improve E-mail management.

Improve Spam filtering.

Improve virus filtering.

Improve data backup.

Improve power supplies.

Improve monitoring of Internet resources.

Operational Goals

Implement a full functioning well-equipped staff training center.

Centralization of technology management continues to grow as a means

developing dependable and affordable technology today and in the future.

Improve Technology Service

Continue to utilize centralized helpdesk management software

Implement rating system for closed help desk tickets to better monitor

how we're doing.

Security System

Maintain IP based camera security system

Add cameras as needed

Evaluation:

The District Technology Committee will be responsible for evaluating both

the process and the results of this plan’s implementation. The Committee

will use inventories, rosters, surveys, rubrics, assessments, and/or any

other tools necessary to accomplish this. In addition, the Technology

Department will convene at least weekly to report on hardware and

software initiatives. School Improvement Teams will further evaluate

results of this plan’s implementation, i.e. progress toward goals, by

analyzing student achievement data and other information related to each

building’s school improvement plan. In addition, the District has adopted a

document, which identifies a clearly articulated vision for district

technology and rubrics with which to measure progress toward the

attainment of that vision. The Sturgis Public Schools’ District Technology

Vision is found in the “Evaluation” section of this document. Progress

toward plan goals will be reported to the School Board and Community

annually as part of the P.A. 25 Annual Report activities.

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TECHNICAL ASSISTANCE

Sturgis Public Schools provide technical assistance to staff, students, and

parents through a comprehensive support network.

TECHNICAL SUPPORT

We have utilized “Michigan Technology Staff Guidelines,” and our own

experiences to develop the technical support component of our plan.

This is Sturgis Public Schools’ plan for addressing technical issues:

Technology department staff:

o District Technology Director who reports to the Superintendent for

Technology infrastructure, the Assistant Superintendent for

curriculum, and the Business Manager for finance

o Through the County Consortium we have a full time Support Analyst

and a full time Support Specialist and access to three network

administrators.

o We will add networking support staff through hiring or through

contracted services.

Annual assessment of existing equipment Outdated equipment will be

retired and the remaining equipment will receive necessary

maintenance and upgrading.

Rollover of workstations, laptops, printers, etc. every four years. Rollover

of peripherals and video equipment as needed.

Minor emergency repairs to be made by qualified and trained district

personnel in a timely manner keeping with the weekly building

schedule. Every effort will be made to handle each request as

quickly as possible. Major emergency repairs will be made by

contracted service within 10 school days of the occurrence.

District technology repairs are requested electronically through the

HelpDesk System and are maintained in a database accessible to

all users. This database also allows for data synthesis, supporting

the monitoring of this plan’s implementation.

System documentation, including an EDGAR inventory, is maintained and

upgraded when changes occur.

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System security aspires to provide high-level security for those systems

containing confidential student information. The primary concern

for security of other systems shall be to support student

instruction with security levels that do not prevent student and

staff access to applications and the Internet. The classroom

teacher shall be an active participant in ensuring appropriate use

of technology by students through articulation of expectations and

procedures to students and appropriately monitoring student use

of technology. The District complies with all Internet access

mandates including Internet filtering.

The existing electronic inventory will be immediately upgraded to reflect

recent acquisition of hardware. Every effort will be made to

purchase hardware and software in accordance with this plan

during the summer purchasing phase.

This inventory will be annually updated with the district insurance

company.

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Quality Indicators for Technical Support

The school’s information technology resources are continuously updated:

- Technology resources and materials are reviewed annually for currency and

for value to the curriculum in supporting student learning. Those resources

or materials that no longer support the goals of the instructional program

are withdrawn.

- Hardware is reviewed for possible replacement within at least five (5) years

of purchase and annually thereafter.

Equipment receives regular inspection and routine maintenance on at least an

annual basis.

- Properly trained technical personnel are hired or contracted to perform

maintenance and repair.

- Emergency repairs are made promptly.

- Records adequately document repair and maintenance of equipment.

A comprehensive security system is in place to safeguard the school’s

information technology resources.

The school maintains an up-to-date inventory of its information technology

resources.

- The school’s inventory includes software, hardware, printed information

and resource materials.

- All materials and equipment are classified, cataloged and processed at the

time of their acquisition.

- All materials and equipment are marked and documented.

- An electronic database serves as the management system of the inventory of

the school’s information technology resources.

The roles and responsibilities for the management and coordination of the use

of information technology resources throughout the school are clearly defined.

The school’s insurance policy provides adequate coverage for materials and

liability.

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PROJECTED COST

TECHNOLOGY BUDGET There are also many thousands of dollars budgeted throughout other

departments and categories district wide. The following are those areas directly

under the control or oversight of the District Technology Director. This page

summarizes the plan budget and funding sources for each fiscal year of the

plan.

Item 2012-2013 2013-2014 2014-2015

Salaries 86,000 88,000 90,000

Benefits 42,000 42,000 42,000

Consortium 189,000 192,000 195,000

Conference 1,000 1,000 1,000

Supplies 6,000 6,000 6,000

Contracted Services 15,000 15,000 15,000

Maintenance 3,000 3,000 3,000

License Fees 108,000 135,000 145,000

Internet 60,000 60,000 60,000

Equipment 45,000 45,000 45,000

Telephone 1,200 1,200 1,200

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COORDINATION OF RESOURCES

Sturgis Public Schools endeavors to utilize a variety of funding sources to accomplish

the goals of this plan, including donations, bond moneys, grant funds, Universal

Service Funds, and general fund dollars.

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FUNDING PLAN

Sturgis Public Schools solicits funds from two general types of funding sources to accomplish plan goals: Public funds - federal, state and local money Private funds - grants and donations from corporations, foundations, and individuals

The District Grant Writer and Business Manager are key players in ensuring that this plan is successfully implemented. Both of these staff members regularly attend Technology Committee meetings, administrative team meetings, and district level school improvement committee meetings. This enables the two to have input into the development of this plan and reasonableness of goals, from a financial perspective. In addition, it provides the Grant Writer with information and insights necessary to apply for and receive technology grants. The District budgeting process involves representatives from all district buildings and departments. This annual planning process involves the identification of technology funding priorities within the entire district budget. This ensures that all initiatives align with the District’s mission and school improvement plan, as well as budget goals.

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Sturgis Public Schools’ Technology Funding Process

The budget planning process is driven by the District’s vision for technology and the

goals and expectations for student learning. A consensus building model is employed

by representative staff to develop a school district budget, including a technology

component, to present to the School Board for approval

The budget planning process takes into account the following factors:

- Initial costs for equipment, software and other necessary infrastructure costs.

When possible REMC prices or bid procedures are used to identify these initial costs.

- Funding for ongoing costs (for upgrades and maintenance of hardware). The

District has used MSBO and MDE resources to estimate on-going costs, in addition

to actual costs of maintenance plans and software support.

- Equipment and software become obsolete and need to be replaced or upgraded

on an on-going basis. This plan calls for a 4-year replacement cycle. In the event

funds are insufficient to accomplish this, the cycle will be extended to 5 years. As

equipment is replaced, it may be redeployed in an area where the technology is

sufficient, it may be upgraded, or it may be removed from service according to

EDGAR policies.

- Substantial allocations for professional development to support

on-going training and staff development programs. The committee recognizes that

funding recommendations for technology include 30% of the total technology budget

being used for professional development. This plan calls for substantial amounts of

professional development, but does not hit 30% because we have been blessed with

building fund bond dollars, which enable us to accelerate acquisition of hardware.

The committee feels that the professional development called for in this plan is

sufficient, however, to ensure that hardware is used to effectively implement the

curriculum and the plan.

- a permanent line item in the district’s budget exists to support allocations for the

purchase, maintenance and updating of the district’s technology resources. In

addition, additional funds are provided to each building in supply and new equipment

accounts to enable schools to further maintain and/or customize technology to

support individual building school improvement plans.

The district takes full advantage of opportunities to stretch available financial

resources to further advance the vision for technology. We work closely with the city,

area businesses, Glen Oaks Community College, and others to share resources. In

addition, the District seeks funding through USF funds and other grants to support

initiatives.

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EVALUATION OF PROGRESS

Sturgis Public Schools has established a comprehensive evaluation plan, which will

measure both the process and progress of this technology plan. This evaluation process

allows for thoughtful modification of the plan as new information or research becomes

available.

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EVALUATION PLAN

A plan is only valuable if it is implemented. To ensure the success of this plan, the

following steps have been or will be taken:

The technology committee and other stakeholders have reviewed the project

plan, which details the steps that must be taken. In this process timelines have been

reviewed, resources considered, and the plan has been modified to assure that it is

reasonable and achievable.

The plan has been developed in layers. The first layer recognizes that there

are essential technologies that must be in place for the school to perform school business.

Steps to support these activities receive first funding and resource priority. The second

layer involves those components that are essential to deliver either the technology

curriculum or district curriculum to students. These activities receive the second priority of

funding and resources. Finally, those steps that will enhance our curriculum delivery, but

are not minimally essential receive the third funding priority. Thus, in identifying resources

to support this plan, we guarantee plan implementation of those essential components

through the use of guaranteed funding sources. We seek additional funds to provide the

plan enhancements. Note that enhancements also are intended to result in increased

student achievement and are designed to accelerate student learning and success.

The District Technology Committee, a subcommittee of the District School

Improvement Committee, works in conjunction with the District Grant Administrator and

Business Manager to monitor the plan implementation at least quarterly and report to

stakeholders. The Assistant Superintendent/Director of Curriculum is responsible for

ensuring that an annual report of progress is provide formally to the Board and community.

This plan calls for a number of assessments to be used on an on-going basis.

These assessments measure effectiveness of strategies, allowing for adjustments to be

made as needed. Thus, this is a living plan that will be modified as needed to promote

the highest degree of success.

Annually and at the conclusion of this plan, a review of the progress toward

goal accomplishment will identify those steps taken that have been successful, those that

demonstrated some success but should be modified in the future, and those that had

limited or no success. This will assist the District in not only adjusting the plan, but

developing a new plan based on best practice research and experience.

The District welcomes the opportunity to share successes and lessons learned

with others.

The following chart will be used to collect information about this plan’s implementation

and progress.

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EVALUATION PLAN - YEAR 2013

Required

Components

Accomplishments Progress

Toward Goals

Focus Areas

for

Improvement

Notes

Infrastructure

Curriculum

Integration

Collaboration

Professional

Development

Technical

Support

Supporting

Resources

Timetable

Cost/Funding

Coordination of

Funding

Resources

Acceptable Use

Policy

Communications

(Optional)

Impact on

Student

Achievement

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ACCEPTABLE USE POLICY

STURGIS PUBLIC SCHOOLS ACCEPTABLE USE POLICY

MISSION STATEMENT:

THE STURGIS PUBLIC SCHOOLS AND COMMUNITY WILL ENSURE THAT EVERY CHILD HAS ACCESS TO TECHNOLOGY THAT BEST

MEETS HIS/HER NEEDS WITHIN EACH CURRICULAR AREA SO THAT EACH CHILD WILL BE

BEST PREPARED FOR HIS/HER NEXT LIFE TRANSITION. ADOPTED 1998

THE DISTRICT IS COMMITTED TO PROVIDE AND MAINTAIN INFORMATION TECHNOLOGY RESOURCES FOR BOTH STAFF AND STUDENTS.

IT WILL ALSO STRIVE TO PROVIDE AN ATMOSPHERE THAT ENCOURAGES ACCESS TO KNOWLEDGE AND SHARING OF INFORMATION.

THE DISTRICT WILL MAKE EVERY EFFORT TO ENSURE THE INTEGRITY OF THE INFORMATION SYSTEMS, AS WELL AS THE PRIVACY OF

USER ACCOUNTS. IT IS ALSO THE DISTRICT’S POLICY TO PROVIDE TRAINING AND SUPPORT TO ALL USERS IN EFFECTIVE UTILIZATION

OF INSTRUCTIONAL TECHNOLOGIES. THE DISTRICT DOES NOT TAKE RESPONSIBILITY FOR THE ACCURACY OR QUALITY OF

INFORMATION RECEIVED BY THIRD-PARTY PROVIDERS, NOR WILL IT BE HELD ACCOUNTABLE FOR THE SECURITY OF ANY USER’S LOGIN

NAME OR PASSWORD. THE DISTRICT RESERVES THE RIGHT TO REVIEW AND EDIT ANY INFORMATION OBTAINED USING DISTRICT

INFORMATION SYSTEMS. ALL USERS OF DISTRICT INFORMATION TECHNOLOGY SHALL READ AND SIGN THIS ACCEPTABLE USE

AGREEMENT.

Any person using Sturgis Public Schools Information Systems who, without authorization, accesses, uses,

destroys, alters, dismantles or disfigures the District’s Information Systems, properties or facilities, as well as

those owned by third-parties shall be subject to disciplinary action. Such action may include, but is not

limited to: Warning Revoked Privileges, Financial Restitution, Suspension/Termination, and/or Legal Action.

SPS Network Acceptable Uses

The computer network at Sturgis Public Schools has been set up to allow Internet Access for educational

purposes. This includes classroom activities, research activities, peer review of assigned work and the

exchange of project related ideas, opinions and questions through email, network drives, message boards

and faculty web page access.

Student’s use of the Internet is contingent upon parent/guardian permission in the form of a signed copy

of the Acceptable Use Policy.

Material created and/or stored on the system is not guaranteed to be private. Network administrators

may review the system from time to time to ensure that the system is being used properly. For this

reason, students should expect that emails, material used on personal web pages, and other work that is

created on the network may be viewed by a third party.

Network users are expected to adhere to the Safety Guidelines found in this document.

SPS Network Unacceptable Uses

The network may not be used to download, install, distribute, copy or store any software applications

without prior permission from the network administrator The network may not be used for commercial

Sturgis Public Schools has developed an Acceptable Use Policy for students and staff.

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purposes. Users may not buy or sell products or services through the system without prior permission

from the network administrator.

The network may not be used for any activity or to transmit any materials that violate federal or local

laws. This includes, but is not limited to, illegal activities such as threatening the safety of another

person or violating copyright laws.

Network users may not use vulgar, derogatory or obscene language. Users may not engage in personal

attacks, harass another person, or post private information about another person.

Network users may not access Web sites, news groups or chat areas that contain material that is

obscene or that promotes illegal activity. If a user does accidentally access this type of information, he

or she should immediately notify a teacher or parent.

Use of a computer for anything other than a teacher directed or approved activity is prohibited.

User accounts shall only be used by the person authorized to use that account and Users assume all

responsibility for actions delivered through their account.

Users may not make alterations to hardware/software systems or settings.

Users may use their own laptop or handheld computer at school, but may not connect to the Sturgis

Public Schools network in any way with out express written permission from the network administrator.

Sturgis Public Schools is not responsible for loss or theft of such equipment.

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WEB PAGE POLICY AND PERMISSION

Identification of Students and Employees on the Sturgis Public Schools Website Student pictures and

projects may be displayed on the web page for educational and informational purposes unless otherwise

specified. Web pages will not contain a student’s address, phone number or full name, except in instances

when such a listing might also appear in public documents such as newspaper articles.

Content of Web Pages The content of school web pages must be consistent with the educational mission,

goals and objectives of the Sturgis Public School District and with the letter and spirit of Sturgis Public

School Board policies. Material placed on web pages is expected to meet academic standards for proper

spelling, grammar and accuracy of information.

District Based Home Pages Students may create Google Sites under their instructor’s supervision, but will

not include pages containing personal details such as address or phone number. Linking to a student’s or

staff member’s personal web page on an external site is not permitted.

EMAIL POLICY AND PERMISSION

Students will be supplied with their own email accounts hosted by Google. It is intended for educational

use in class. All policies outlined by Google and the following apply to students as well. Student email is

filtered for language and graphic images and should not be considered private.

Bulk mailing: Bulk mailing (mailing to a large list of people) should be done for work related mail only. For

example, a memo to the whole school etc. Please do not forward jokes around.

Unsolicited email: Unsolicited bulk email, which is defined as sending advertisements, chain letters or other

such junk mail to users or a large list of users is NOT ALLOWED!

Commercial Email: Using either email system for personal profit, such as running a home business is also

not allowed. If you have a need to use email for a home business please use another service provider.

Personal mail: You can use your account for personal mail as long as it does not conflict with any of the

policies in this document and it does not interfere with school.

Illegal activities: Simply put this is not allowed and the proper authority's will be notified.

Account sharing: If you share your account with someone it WILL BE SUSPENDED!

PERSONAL TECHNOLOGY GUIDELINES

Student owned Electronic Devices may be used for educational purposes under direct teacher

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supervision.

Acceptable Uses during school hours (7:30 am - 2:30 pm) Electronic devices and accessories must be stored appropriately when not in use.

Student devices may only connect to the SPS Public Wi-Fi access points. Devices with their own data plans may use their cell signal for Internet access.

All notifications on every device must be set to silent.

Unacceptable Uses at any time on school grounds

Users are prohibited to create or maintain a wireless hot spot.

Unauthorized video and audio recording on school grounds is prohibited

Unauthorized use of technology is prohibited.

Student owned devices may not use a network cable for Internet or Network access.

I have read and understand all of the information in this document and understand that this

form will be kept on file at school. I have reviewed and discussed this policy with my child. I

give my child permission to access the network as outlined above and use their school email

account. I also understand that my child’s work (writing, drawings, etc.) may occasionally be

published on the Internet and may be accessible on a World Wide Web server unless I have

specified otherwise.

Student Signature

Date:

Parent Name Printed:

Parent Signature:

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COMMUNICATIONS / PUBLIC RELATIONS

Sturgis Public Schools values the support of the community and endeavors

to maintain healthy relationships with students, staff, parents, and

community through regular and effective communications.

COMMUNICATIONS / PUBLIC RELATIONS

Sturgis Public Schools uses a variety of media to communicate technology

goals and progress toward attainment of those goals to stakeholders. Existing

opportunities provide our first level of communication. These include School

Board meetings, building level meetings, parent group meetings, district

newsletters, and the district webpage. These varied media are then

supplemented with press releases, annual progress reports developed in

conjunction with school improvement/NCA plans, fliers and other notices, and

e-mails. This plan calls for additional communication efforts to include

development of list serves, bulletin boards, and targeted surveys to increase

stakeholder input as well as provide information. As mentioned earlier,

technology committees and “go to” people provide both formal and informal

communication about initiatives.

Sturgis Public Schools also values funding sources and legislative initiatives,

which support integration of technology tools into curriculum delivery systems.

Therefore, the District welcomes visits from Michigan Department of Education

staff, other school districts, and key decision-makers. We also maintain a

presence at county and state level meetings to both collect information and

share experiences and needs.

Technology is also recognized to be a valuable tool in communicating with

parents about students’ attendance, performance, and educational plans. This

plan calls for increased opportunities for parents to be actively involved in their

child’s education by accessing attendance and grades on a “real-time” basis.

In addition, increased opportunities to obtain general school information and

contact school staff through e-mail and other tools will be implemented with

this plan.

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COLLABORATIONS

One of the many trends in education today is the increasing reliance on

technology as a teaching and management tool. Computers and improved

telecommunications have created new and unique opportunities for teaching and

learning. We know that technology will help assure equity of access for learners

as it becomes easier to match tools to the unique learning needs of students.

As important, technology can enhance the operation of schools and offer more

choices to students. Technology has turned out to be a major focus for

educational service agencies across the state and nation. Collaboration with other

service providers, business and industry are important in order to enrich

technology resources in our schools and enhance learning for all.

Sturgis Public Schools has benefited from collaborations created by the Michigan

Department of Education, including Michigan Virtual University and Marco Polo

professional development. Sturgis Area Business and Education Alliance (SABEA)

provide avenues for the schools to benefit from local business expertise. A

collaboration with the St. Joseph County technology consortium serves as a forum

for sharing resources and establishing a common standard among the county.

Sturgis Public Schools is also a member of KRESA WAN which connects most

schools in St. Joseph and Kalamazoo counties via fiber. This group of districts

meets on a monthly basis to find ways to utilize this network. Finally, Sturgis

Public Schools supports the Sturgis Community Education program with technology

infrastructures and support.

Recognizing the value of collaboration, this project calls for increasing

collaborative partnerships. It is hoped that by working with Glen Oaks Community

College, Michigan Virtual High School, Universal Service Funds, and other entities

more opportunities for students and staff will be available at more affordable

rates. In addition, Sturgis Public Schools embraces the stance of the 21st Century

Community Learning Center Program, which calls for the use of school facilities

and resources to be employed for the advancement of the community at large

and to provide extended programming for students. We will seek to make our

Recognizing that technology resources are ever-changing, requiring technology personnel to

maintain an intense learning curve, and recognizing that technology is an expensive tool,

Sturgis Public Schools has embraced collaborative processes which promote shared leadership

and decision-making and shared resources.

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resources available to others, including the non-public schools in our district

wishing to utilize them.

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SUPPORTING RESOURCES

This section identifies resources, such as services, software and print

resources, which will be acquired to ensure successful and effective use

of technologies that are acquired.

Sturgis Public Schools is committed to providing the resources to support teaching

and learning with technology. We recognize that these resources include

information, personnel, time and policies.

Quality Principles for Supporting Resources

Information resources- The district’s accessibility, loan and use policies

facilitate the use of the district’s information technology resources by students,

faculty, staff, administrators and the community.

Human resources-The deployment of human resources advances the

human resources advances the school’s vision for technology and student’s

achievement of the goals and expectations for their learning.

Time as a resource-Through the effective use of technology, time

becomes a resource for supporting student learning and enhancing the

productivity of the school, rather than a constraint limiting students’

opportunity to learn.

Policies as a resource- The policies for selecting software, hardware and

related information technology resources are consistent with the district’s vision

for technology and the desired results for student learning.

NSSE

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RESOURCES USED TO DEVELOP TECHNOLOGY PLAN

1. Required elements of a technology plan

http://techplan.org 2. 2010 State of MIchigan Educational Technology Plan

http://www.techplan.org/STP%202010%20Final.pdf 3. National Educational Technology Standards Project

http://cnets.iste.org 4. Michigan Curriculum Framework

http://www.michigan.gov/documents/Teaching_and_Learning_142494_7.pdf 5. Michigan Technology content standards and benchmarks

http://techplan.org/mets.html

Quality Principles for Technology Planning

The technology plan is embedded and supportive of an overall learning

plan focused on high achievement for all students.

The technology plan relates to, supports, and is integrated with other

educational plans at the school, district, state, and federal levels.

The district’s decision-making and planning processes are focused on

improving student learning.

The process of developing the district’s technology plan provides for

shared decision-making and collaboration among all those who

have a stake in the success of the region.

NSSE