September 24, 2012*

MARQUETTE AREA PUBLIC SCHOOLS

Technology Priorities Report and Rationale 2012

Recommendations
Technology Think Tank 2012-2013

The mission of the Marquette Area Public School District, a nurturing leader of educational excellence, is to embolden all of our students to succeed as global citizens through a system distinguished by personalized, relevant and challenging experiences, utilizing the diverse resources of our vibrant Lake Superior community and our world.

Technology Priorities
Report and Rationale

Contents
Narrative ....................................................................................................................................................... 2 Recommended Technology Priority List ....................................................................................................... 4 Detailed Description of Recommended Items .............................................................................................. 5 Moving Forward .......................................................................................................................................... 11 Summary ..................................................................................................................................................... 13 Appendix ..................................................................................................................................................... 14 A. Stakeholders Graphic .......................................................................................................................... 14 B. Membership Roster ............................................................................................................................ 15 C. Compudyne Assessment ..................................................................................................................... 16 D. Compudyne Assessment: First Priorities ............................................................................................ 29 E. Action Plan Template .......................................................................................................................... 33

Technology Priorities Report and Rationale

Narrative
Introduction: This document provides a summary of the recommended technology priorities within Marquette Area Public Schools. This list is the result of work completed by MAPS district staff (teachers, support staff, administrators), contributors from Northern Michigan University (NMU), Marquette-Alger Regional Educational Service Agency (MARESA), Compudyne and members of the community, who have been regularly meeting as a Technology Think Tank (TTT) since January, 2012. Using a variety of instruments to identify critical problems and needs, TTT members validated the concerns, reviewed possible solutions and designed the following list of items to help the district support students utilization of 21st Century technology skills.

A Vision for the Future: Imagine what a day could look like for tomorrows technology-enabled student. It starts with the students bus ride to school. Using her handheld device, Sandy texts Rachael to find out if she was able to complete problem 12 from the previous nights physics assignment. At the same time, John, sitting across the aisle, checks for late breaking results from the high-jump competition to finalize his presentation on the use of interactive technology in high-performance athletic training. Simultaneously, Mr. Maki, in his classroom, uses his tablet computer to make sure that the video clips he edited the night before are sequenced correctly to illustrate how Olympic athletes leverage the laws of physics to gain a competitive edge. Later, during class and following a brief instructional session, Mr. Maki asks students to use their individual wireless devices to complete an assessment that provides instant results demonstrating subject-matter comprehension. In this example, teachers and students alike never gave the technology a second thought. There was no trip to the lab. Everyone was accustomed to having information access at their fingertips. Teachers prepared course materials independent of their physical location and posted their materials online knowing that pupils were able to access the material at home and at school. Students were encouraged to use the same technology they use outside of class to take control of their own learning. This scenario may seem futuristic and beyond practical. However, much of the technology described above is already used in many districts around our region and the country. Teachers are making pedagogical changes to instruction that incorporate various types of electronic technology and a majority of students and parents already incorporate technology in their daily living. There is an undeniable and growing need for fast, reliable Internet access, robust facilities, and district policies that support the use and acquisition of technology in teaching and learning. The TTT feels there is urgency to address these needs without delay. The infusion of technology into instruction is inconsistent and some students lack the preparation needed to be successful beyond graduation. MAPS currently lacks certain critical, integrated technology that is essential in successfully delivering K-12 instruction. This is the situation as it exists today. By addressing the items detailed below, MAPS can achieve a vision that helps improve student learning in a technology enabled, sustainable environment.
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Best practices confirm that technology needs to be integrated into daily teaching. It must be valued as part of the core curriculum. What parent wants to send their child to a school that fails to provide an appropriate learning environment? Technology is a critical component of that learning system. MAPS must prepare students for real world jobs. The real world uses technology so must teaching & learning. Technology needs to be a priority. As a nurturing leader of educational excellence, part of the mission of Marquette Area Public Schools is to embolden all of our students to succeed through a system filled with relevant and challenging experiences. Technology is so vital in the world today that it can no longer be treated as an afterthought. In order for the technology priorities presented in this report to move from concept to completion, MAPS will need to solicit stakeholder support, develop detailed plans for individual priorities and, in some cases, secure additional funds if established budgets are not sufficient to support the initiative.

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Recommended Technology Priority List

The following is a list of the top 21 recommendations based on research surveys, study, and group discussions. Found On
Page 4 Item 1 Item 2

Provide wireless network access to district resources and the Internet. Provide robust technology support that includes computers and peripherals, software applications, networks, servers, and the timely completion of work orders. Define what applications are supported by the District. Develop and implement a policy (philosophy) regarding the district's desire to increase student and staff access to technology. Develop minimum technology proficiency standards for district staff and provide training necessary to achieve standards. Develop and communicate a plan for on-going software and hardware replacement. Develop a mechanism for the request, approval and purchase of new classroom technology tools. Develop a policy related to use of STUDENT owned technology in the district. Develop a policy related to use of STAFF owned technology in the district. Provide off campus access to network drives and server files. District commitment to technology related professional development and recognition. Ongoing review and update of Internet filtering policies (increase access). Devise a plan to address National Educational Technology (NET) standards and Michigan Educational Technology Standards (METS) for students, teaching staff, and administrators. Provide software and hardware training opportunities for student information system, surveys, e-mail and other applications. Simplify student's ability to access homework and assignment files from off campus. Develop a comprehensive, cost-effective plan to provide seamless "always-on" printing, scanning and photocopying. Provide multi-media projection in every classroom. Provide official MAPS e-mail address for all students and district staff. Provide ongoing Internet safety training for staff and students. Optimize cord and outlet configuration in all rooms. Assess suitability of current classroom furniture to provide learning environments that support teaching and learning. Implementation to follow assessment. Develop and implement a method for assembling technology needs and sharing information with the public.
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Detailed Description of Recommended Items

Item 1 Provide wireless network access to district resources and the Internet. What: The ability to connect a variety of mobile devices to network services throughout the district. Why: Having a wireless network would allow the use of mobile devices which would then reduce the need for dedicated computer labs and the restrictions that are inherent in their use. It can alleviate scheduling conflicts, and space requirements inherent to computer labs. This would remove barriers that currently restrict teachers and students ability to connect to the outside world. Item 2 Provide robust technology support that includes computers and peripherals, software applications, networks, servers, and the timely completion of work orders. Define what applications are supported by the District. What: Resolve technical issues on a timely basis. Standardize supported hardware and software. Streamline work orders and the methods used in managing repairs and maintenance. Why: It is not possible to support everything. Standardization improves response time, reduces wasted seat time, conserves resources, reduces frustration, motivates teachers to continue technology integration and use of classroom tools. Item 3 Develop and implement a policy (philosophy) regarding the district's desire to increase student and staff access to technology. What: Increase access to technology by students and staff. Expresses district support for technology. Why: Provides guidance and structure for ongoing technology acquisition and upgrades. Shows that leadership supports this goal and helps to clearly communicate the need for increased access and use of technology to all constituents. Clarifies the districts commitment to technology and assists in the budgeting process as purchasing priorities are evaluated. Item 4 Develop minimum technology proficiency standards for district staff and provide training necessary to achieve standards. What: To be an effective teacher, teachers must possess a minimum set of proficiencies to utilize technology. Why: Instruction of the 21st century requires higher level teacher competencies. All district staff (teachers, support staff, and administrators) must know how to utilize technology to ensure enhanced, consistent instruction.

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The following are recommendations based on research surveys, study, and group discussions by the Technology Think Tank.

Item 5 Develop & communicate a plan for on-going software and hardware replacement. What: A plan for ongoing hardware and software replacement. Why: To remain current with rapidly changing 21st century technologies, technology must continually be refurbished. It is also essential that new technologies be reviewed and assessed for integration. A technology acquisition plan ensures that a base level of technology will be available to create equitable and standardized teaching resources across the District. A wellpublicized plan helps manage expectations. Item 6 Develop a mechanism for the request, approval and purchase of new classroom technology tools. What: Create a process to ensure adequate and appropriate technology by grade level and subject area. Why: Meet specific instructional needs based on grade level, facilitate collaborative tool sharing, and standardize the process. A well designed system for helping teachers purchase classroom technology ensures that new tools can be easily acquired as funds allow. It ensures that technology is going where it is most needed. Item 7 Develop a policy related to use of STUDENT owned technology in the district. What: Student owned technology is prevalent and a policy is needed to guide its use within the district (includes classroom settings and all areas in the school). Why: To leverage available technology without incurring additional costs. Without a specific policy, use of student technology is prohibited within the district. Students are often more comfortable using their own tools; allowing in-district use would facilitate learning and shorten the learning curve as new technologies become available. This adjustment to policy will also increase student ability in manipulating technology beyond entertainment in real world applications preparing them for success beyond their K-12 career. Item 8 Develop a policy related to use of STAFF owned technology in the district. What: Staff owned technology is prevalent and a policy is needed to guide its use within the district (includes classroom settings and all areas in the school). Why: To leverage available technology without incurring additional costs. Teachers often are more comfortable using personal equipment. A policy covering this use will guide the integration of this technology into the overall district infrastructure. It will speed technology infused instruction and model for students the myriad ways devices can be used for learning.

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Item 9 Provide off-campus access to network drives and server files. What: Enable district staff, and students with the ability to access files from anywhere off campus. Why: Access to files and educational materials should not be limited to on-campus use only. One way to leverage the most benefit from expensive technology upgrades is to expand its availability from a traditional school day to a 24/7 schedule. Technology systems (ex. Virtual Private Networks- VPN) can be used to manage and secure network access. Expanded network availability improves efficiency and effectiveness to support the concept of learning any time and in any place as we cross the home-school barrier. Item 10 District commitment to technology-related professional development and recognition. What: Constituents need to know that the district values the development of technology skills and how it contributes to student achievement. This will be demonstrated in the assignment of time for professional development and administrative recognition of staff proficiency. Why: Recognizing that technology becomes quickly dated, it is clear that hardware/software proficiency skills must constantly be refreshed. The use of technology in teaching must also evolve quickly. A commitment to keep teachers up-to-date with new methods of using technology in the classroom is essential. It also directly impacts recruitment and retention of talented faculty which in turn facilitates a thriving district with high achievement. Item 11 Ongoing review and update of Internet filtering policies (increase access). What: Federal law requires that Internet access be filtered to prevent student exposure to inappropriate content. Why: The implementation of filtering can be customized at the district level and by its nature, is a dynamic process. If filtering is too restrictive, it can unnecessarily impede learning by blocking access to legitimate educational material. A responsive, on-going review of Internet filtering and how it is accomplished will maximize access to documents and streaming media that teachers must have in order to keep instruction relevant and current. Item 12 Devise a plan to address National Educational Technology Standards (NETS) and Michigan Educational Technology Standards (METS) for students, teaching staff, and administrators. What: National and state standards have been developed to guide teacher and student in the proficient use and application of technology. Why: Meeting state and national technology standards helps insure that MAPS graduates students capable of being successful in a global economy. Specifically, it will help improve the students ability to compete for jobs in a technical market place and provide increased success as they move on to post-secondary educational opportunities.

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Item 13 Provide software and hardware training opportunities for student information system, surveys, e-mail and other applications. What: MAPS uses a variety of computerized systems to conduct business and communicate with the community. Why: The reliance on computerized tools to manage business requires that time be allocated to make sure that all employees are properly trained in the use of these systems. Given the complexity of these systems, it is unrealistic to expect mastery of their use without understanding not only how these tools should be used, but what to do when systems fail. Item 14 Simplify student's ability to access homework and assignment files from off-campus. What: As learning increasingly moves to an on-line environment, access needs to occur not only on-campus but off-campus as well. Why: The concept of homework is a time-honored tradition and learning off-campus in a new e-environment must be embraced as a valuable component of the educational process. Students who begin assignments in class need to have access from locations away from school in order to complete projects, papers and a variety of multi-media presentations. Removing artificial barriers to electronic content helps to create an environment that encourages learning in a way that better fits busy and often complex family lifestyles. Item 15 Develop a comprehensive, cost-effective plan to provide seamless "always-on" printing, scanning and photocopying. What: District staff needs reliable access to multi-function imaging devices that deliver printing, scanning and photocopying services. Imaging services must be conveniently available across the network and training must accompany these devices so that district staff may be self-sufficient in their use. Why: In its current configuration, MAPS relies on distributed printing and photo copying technology to produce instructional materials. The variety of printers and copy machines often provides needless duplication and increased cost. Current technology allows these functions to be grouped and centrally managed to provide greater functionality at a lower cost. Implementing this technology would reduce support time and increase efficiency. For example, scanning often can be used in place of photocopying if assignments are created as PDF documents and uploaded to an instructors web site for student access and use. Satisfying this priority can have a positive impact on both the budget and staff productivity. Item 16 Provide multi-media projection in every classroom. What: Allow teachers the option of displaying electronic images on a large-screen display device (data projector, or LED style flat screen display). The size, types, quantity, distribution and location of displays will be determined by the number of students needing to simultaneously view the projected images, their viewing angle to the display, room lighting conditions, costs for acquisition and on-going replacement and suitable locations for installation.
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Why: Traditional overhead and opaque projectors are quickly becoming obsolete as electronic devices (computers, tablets, smartphones, document cameras, etc.) offer new opportunities for enhanced teaching and learning through the use of image magnification (I-MAG). I-MAG electronic projection is the only method for whole-class viewing of multi-media material that incorporates audio and video content. A single device can do it all and is now considered a fundamental teaching tool that should be available to all students in every classroom. Item 17 Provide official MAPS e-mail address for all students, faculty and staff. What: An e-mail address (yourname@mapsnet.org) is issued to each member of the district staff as well as each student enrolled at MAPS. Mail service can be accessed through a traditional web browser client but also supports POP and IMAP protocols as well. Why: Educational organizations nationwide increasingly recognize that with the advent of mobile computing, e-mail is quickly becoming a universal communications tool. Robust e-mail service offers organizations the opportunity to quickly and efficiently communicate with constituents and colleagues while cutting costs normally associated with U.S. Postal Service mail. The TTT believes that teachers who use e-mail can increase the frequency of contact with students and parents regarding homework assignments, critical due dates and educational opportunities that sometimes become available on short notice. E-mail can also be used for MAPS business between district staff. As the official notification tool, e-mail eliminates time and place issues associated with collecting printed materials and reduces photocopying / postage costs. When used appropriately and in concert with browser-based tools, e-mail can increase communications efficiency while simultaneously freeing valuable human and financial resources for other needs. Item 18 Provide ongoing Internet safety training for staff and students. What: Training to educate students and staff about current Internet-based threats to their safety and well-being. These include threats based on social networking and chat concepts, bullying issues, financial scams, and others. Why: Safety of students and staff is of paramount importance to MAPS, and this safety extends beyond just the physical. In addition, federal law requires that the district provide such training annually to all students. Item 19 Optimize cord and outlet configuration in all rooms. What: Look at current cord and outlet configuration in rooms, and evaluate in terms of current and projected future instructional uses. Arrive at an optimal configuration for each room and implement this (re)configuration. Why: Configuration of rooms has not been revisited in a long time, while instruction and related tools have changed markedly in recent years. Teachers and students end up working around current limitations, which results in frustration and wasted instructional time.

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Item 20 Assess suitability of current classroom furniture to provide learning environments that support teaching and learning. Implementation to follow assessment. What: Provide a framework that studies the ideal physical learning environments needed in grades K-12 and the types of room configurations and furniture that facilitates classes taught in these spaces Why: MAPS classroom furniture has not been updated in a number of years except when maintenance issues or new facilities required new furniture. The concept of active learning has been around for decades but now takes on new importance as technology becomes a key component in teaching and learning. Current classroom furniture does not always support active learning where students work in collaborative groups. Existing classroom furniture can serve as a barrier to the collaborative learning process. For example traditional lecture-style teaching that uses tables and chairs arranged in rows with all eyes forward often becomes less important in these types of situations. Round tables, chairs that are easily moved, 360 degree whiteboards that surround the classroom, acoustical floors and walls, raised flooring, directional lighting, window treatments and a host of other architectural designs are some of the elements to be considered in changes to existing classroom environments. Item 21 Develop and implement a method for assembling technology needs and sharing information with the public. What: Develop a comprehensive plan that communicates Marquette Area Public Schools successes, expectations, needs, policies and procedures to its various constituent groups. Why: A vehicle is needed to build support for MAPS seeking to fund its instructional technology (for example, bond, endowments, gifts, grants, sinking fund). This comprehensive plan could serve as that vehicle. This communication plan could be expanded beyond technology alone and serve to build strong understanding of the District and to foster a partnership between MAPS and the wider community of parents, taxpayers, civic officials, business persons, and others. Strong partnerships between school organizations and their communities are hallmarks of successful districts.

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Moving Forward
In order for the technology priorities presented in this report to move from concept to completion, MAPS will need to solicit stakeholder support, develop detailed plans for individual priorities and, in some cases, secure additional funds if established budgets are not sufficient to support the initiative.

Stakeholder support Members of the TTT have worked hard to identify the MAPS most pressing technology needs; and they recognize that many of the priorities presented in this report are systemic and have implications far beyond the addition or replacement of hardware. In some cases, the concepts embodied in these priorities may alter the way MAPS instruction is delivered and how students learn. As a result, it is imperative that all stakeholders fully understand each priority and how it fits with the districts overall educational goals. Support not only includes concurrence, but also an ongoing commitment to follow the progress made during implementation and to provide help as appropriate when needed. The chart in appendix A details the various stakeholders involved in the implementation of these priorities and the communications needed to insure that individual priority goals are achieved.

Priority development and implementation This report details the what and why associated with each technology priority but by design, does not include the how. Successful implementation of these priorities will require that a detailed plan be prepared for each item. The TTT believes that Technology Priority Action
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Committees should be established as each priority is selected for implementation. These Priority Action Committees may be selectively comprised of district staff, students, community members, and industry professionals. Their task is to prepare comprehensive plans that delineate how each priority is to be managed for completion. As work progresses on these priorities, fiscal, policy, legal, technical, and operational considerations must all be reviewed to ensure the projects success. In some cases, intermediate Administrative and Board approvals may be required, depending on the complexity of each initiative. Financial support The TTT recognizes that while some priorities can be implemented at little or no cost, others have financial implications that extend beyond established budgets. In these cases, priority work groups will prepare plans that include sufficient information to support and justify additional funding. In particular, the work groups recognize that public support of technology initiatives often hinges on the direct impact specific projects have relative to teaching and learning. Clear, concise and compelling information related to TTT priority initiatives will help all stakeholders understand the logic in funding these technology needs.

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Summary
The priorities outlined in this report are reflective of a careful, thoughtful analysis of the most critical technology issues faced by MAPS students and district staff. In communities across the nation, technology has changed the way students learn and enhanced teacher efficiency. The evidence is beyond anecdotal; technology is directly linked to student success! A district wide commitment embracing the many advantages technology affords teaching and learning is an important step in helping to ensure that MAPS can meet the emerging state and federal standards. The acquisition and implementation of emerging technologies coupled with robust professional development and the requisite, ongoing, support will help ensure that graduating students have the proper skills to either continue their education or successfully enter the workforce. The endorsement of these priorities by all stakeholders is critical if current challenges found in the acquisition, use and support of technology are to be improved. With proper planning and implementation, the priority items found in this report can and will help transform learning within MAPS and make a strong contribution to efforts that make our schools the first choice of families living in our area.

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Appendix
Table of Contents A. Stakeholders Graphic .......................................................................................................................... 14 B. Membership Roster ............................................................................................................................ 15 C. Compudyne Assessment ..................................................................................................................... 16 D. Compudyne Assessment: First Priorities ............................................................................................ 29 E. Action Plan Template .......................................................................................................................... 33

A. Stakeholders Graphic

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B. Membership Roster
Dan Don David Jean Fran Jaime Paula Amanda Erika Eric Colleen Marc Craig Kim Shirley Jason Jeff Ashley Kathryn Jodi Bill Steve Becky Eric Rich Pam Mindey Bonnie Mike Debbie Tesse Garee Name Ball Barr Blair Crunkleton Darling Davis Diedrich Erspamer-Berry Goudzwaard Hammerstrom Hayes Hefke Lindstrom Matulewicz Menhennick Moody Nemacheck Nicholas Russell Ryoti Saunders Schmunk Simmons Smith Sommers Spady Talus Willcock Woodard Veiht Sayen Zellmer MAPS Community Community Bothwell Community Bothwell Bothwell Alt Ed Superior Hills High School Cherry Creek High School Technology Alt Ed Bothwell Community Community Superior Hills Bothwell Superior Hills Bothwell Community High School Community Community Sandy Knoll Sandy Knoll Bothwell Superior Hills MAPS MAPS MAPS Position Network & Systems Tech NMU Student Retired Teacher Teacher Retired Tech Support Teacher Teacher Teacher Teacher Teacher Teacher Teacher MAPS Tech Manager Teacher Teacher Compudyne Compudyne Teacher Teacher Teacher Principal MARESA Teacher NMU Compudyne Teacher Teacher Teacher Principal Superintendent Admin Operations Facilitator

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C. Compudyne Assessment

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D. Compudyne Assessment: First Priorities

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E. Action Plan Template

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