appear to provide any additional information that was not already known within the GPPSS.

(1)

Integration of Instructional Technology in the Grosse Pointe Public School System

Executive Summary

In the Grosse Pointe Public School System, we are at a pivotal tipping where we must set the platform for

preparing students for the educational environments of 21st_{century learning. Our students were born in a digital}

world where access to resources and information has been and will continue to be just a click away. We must begin now to establish the essential components to effectively design the classroom and the educational settings to best meet the evolving student learner and the standards of quality instructional practices.

In March of 2012, representatives from a Plante Moran study presented to the GPPSS Board of Education their findings in an audit of current instructional and operational technology and their assessment of technology structure and design. In brief summary, their findings were:

•The district is hampered with aging technology;

•There is inadequate bandwidth across the district and there is a digital gap that exist within the district; •There is a need for a clear vision and direction that is effectively concise and understood amongst the stakeholders across the district with a coordinated and aligned plan for positive change.

Although, the summary document shared by Plante Moran did address the areas of concern. The report did not Although, the summary document shared by Plante Moran did address the areas of concern. The report did not appear to provide any additional information that was not already known within the GPPSS.

In order to move forward with clear intent and direction for changes and upgrades in the technology within GPPSS, the GPPSS Board of Education adopted a “Resolution for Technology Related Information Items” at the Board meeting in May, 2012. There were 5 critical areas that must be addressed per the resolution as presented and sponsored by Board Members Mr. Brendan Walsh and Ms. Lois Valente. The critical areas were:

•Wide Area Network and Bandwidth

•PC Refresh and Desktop Computing Alternatives •Wireless LAN and Wi-Fi

•Microsoft vs. Alternatives

•Application, Web Platform, and Other Related Concerns

Per review of these identified item areas, a common thread of limited maximum capacity for bandwidth across the district exists that confines the capacity to perform the necessary operations of educational programming and performance both inside and outside of the classroom. Also, as presented in the Board Resolution, there are “significant financial operational implications for the district and the taxpayers.”

(2)

Integration of Instructional Technology in the Grosse Pointe Public School System

Executive Summary

As the GPPSS works on determining the necessary improvements in our WAN (Wide Area Network), our Bandwidth, our Aging Desktop Computers, and our Wireless Equipment and Installation, the GPPSS should also maintain a focus on the necessary and appropriate digital devices that provide ALL students with the necessary access to learning and resources that will enhance their education. We must move forward in an additional

discussion on how to provide the most appropriate, cost-efficient, and integrated instructional technology tools for our educators, students, and parents.

In preparation for a rapidly changing educational landscape in how we teach/instruct students, how we assess students (Smarter Balanced Assessment, NWEA) and evaluate teachers, and how we establish curriculum standards (Common Core), we need to begin and expedite the preparation for these changes in a systematic manner that will lead us toward a more efficient and a richer/deeper quality of education for ALL students in the GPPSS. The time is now to begin the dialogue of transformation and redesign of instructional practices that best fit the needs of our students who are “digital natives” and ensure their success as 21st_{century learners. The first stage of}

needs of our students who are “digital natives” and ensure their success as 21st_{century learners. The first stage of}

this dialogue includes an understanding and commitment to the “Student Learner Profile” that helps define the skills necessary for our students to be successful. As administrators and educators in GPPSS, we have been collaborating and obtaining feedback on the components of the Student Learner Profile from staff in each school. We have also worked to align the profile with the Continuous Improvement Plan of GPPSS and the Long-Term Targets. Our success can be found in students who exhibit the profile of being a:

Knowledgeable and Continuous Learner Motivated, Inspired, and Persistent Learner

Creator and Contributor

Effective and Collaborative Communicator Critical Thinker and Problem Solver

(3)

Integration of Instructional Technology in the Grosse Pointe Public School System

Executive Summary

At the forefront, our technology plan must be about student learning. When many districts across the country discuss the need for instructional technology in their schools, the focus and direction tends to immediately go to the tools and the learner platform that they will adopt. Before a learner platform is agreed upon, the most important discussion should be on the learning and how we may best meet the needs of our students where the instructional technology is a facilitator of information, resources, collaboration, and project-based outcomes. In 2010, the U.S. Department of Education produced a public document entitled, “ Transforming American

Education: Learning Powered by Technology.” This public document provides a basis for establishing areas of focus within the school district and shares a model to be considered for goal-setting and related objectives. From this document, there are 5 Focus Areas with corresponding objectives. They are:

Learning: Engage and Empower Assessment: Measuring What Matters Teaching: Prepare and Connect Infrastructure: Access and Enable Infrastructure: Access and Enable Productivity: Redesign and Transform

Applying the knowledge and assessment of where we have been and where we are now with our utilization of instructional technology in the GPPSS, it is critical that we enhance and accelerate the discussion of the

educational, financial, and operational needs of the district. In moving forward, there are three (3) groups that would need to come together with specific tasks and directives. The three (3) groups are:

GPPSS Board of Education Technology Steering Committee External Professional Consultants

Teacher Technology Learner Task Force

From this triangulation of committee interest and conclusion, a shared document with the common vision of the actions and necessary steps to move us forward with our technology is imperative. From a financial resource perspective, we are limited in our general funds to offset the costs associated with potential proposed

infrastructure and programming changes. The recommendations from these groups will need to include a plan for how to achieve the goals of the GPPSS and how to obtain the necessary support from the Grosse Pointe

(4)

Grosse Pointe Public

School System

Introducing

TECHNOLOGY FOR TODAY,

TOMORROW, AND BEYOND

(5)

(6)

(7)

1. Establishing a Discussion on the

Current

Current Use

Use of Technology

of Technology

in our Classrooms

Objectives

for Tonight’s

Presentation

in our Classrooms

2. Identifying

Future Trends and Needs

in the Development of a

Sound and Effective Infrastructure,

Quality Professional Development Program for Educators, and

Solid and Efficient Use of Technology in the Classroom

(8)

International Society for Technology in Education

(ISTE) Standards for Students

(9)

STEPS TOWARD SUCCESS

The Student

Learner

Profile

Mission,

Vision, and

Goals for

Technology

Learning in a

Digital Age

(10)

The Key Traits of the

Student Learner Profile

(11)

Knowledgeable and Continuous

Learner

Knowledgeable and Continuous

Learner

Motivated, Inspired, and

Persistent Learner

Motivated, Inspired, and

Persistent Learner

Creators and

Contributors

Creators and

Contributors

Effective and

Collaborative

Communicators

Effective and

Collaborative

Communicators

Critical Thinkers

and Problem

Solvers

Critical Thinkers

and Problem

Solvers

Global Citizens

of Character

Global Citizens

of Character

Student Learner Profile

(12)

MISSION, VISION, AND

GOALS FOR TECHNOLOGY

(13)

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Learning: Engage and Empower

Assessment: Measuring What Matters

Teaching: Prepare and Connect

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Infrastructure: Access and Enable

Productivity: Redesign and Transform

(14)

Engage and Empower

All Learners will have engaging and empowering

learning experiences both in and out of school

that prepare them to be active, creative,

knowledgeable, and ethical participants in our

globally networked society.

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Measuring What Matters

The GPPSS will leverage the power of student

data information and assessments to

continuously improve consistent instructional

practices that align with common core standards

and Universal Design for Learning practices.

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(16)

Prepare and Connect

Professional educators will be supported

individually and in teams by technology that

connects them to data, content, resources,

expertise, and learning experiences that enable

and inspire more effective teaching for ALL

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Access and Enable

ALL students and educators will have access to a

comprehensive infrastructure for learning when

and where they need it.

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Redesign and Transform

The GPPSS at all levels will redesign processes

and structures to take advantage of the power of

technology to improve learning outcomes while

making more efficient use of time, money, and

staff.

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(19)

LEARNING IN A

DIGITAL

DIGITAL AGE

AGE

DIGITAL

DIGITAL AGE

AGE

(20)

• Providing Immediate Access to the

World

• Establishing a Project Based

Learning Environment

• Learning through Effective

Exploration and Research

• Continuous and Accurate

Up-to-Date Information

http://www.apple.com/education/iboo

ks-textbooks/

Learning in a Globally Digital Age

• Alignment with

Common Core Standards

• Electronic Textbook and Material

Access 24/7

• Interactive/Engaged/Collaborative

Learning Environments

(21)

Supporting our Digitally Native Students in our

Classrooms, Buildings, and Community

(22)

Let’s begin our Journey to Transform and

Empower our Students’ Learning through

Technology

(23)

Establish a

GPPSS Board of Education Technology

Steering Committee

THAT WILL

::

Work with Central Office Administration to

Review the Impact on Policy and

Administrative Procedures associated with

Integration of Technology both Within and

Outside of the school setting;

Review and Provide Input on Proposals for

Improvement of District Technology

Infrastructure that Serves the District Now and

Collaboration

Improvement of District Technology

Infrastructure that Serves the District Now and

In the Future;

Review Cost Analysis and Funding Sources for

Implementation;

Establish District Goals that Reflect and

Support the Implementation of a Visionary

Technology Plan that Meets the Needs of ALL

Students;

Coordinate with Central Office Administration

a Schedule of Town Hall Meetings and Key

Stakeholders within the Community to

Establish a Shared Understanding of

Technology

And Learning

(24)

Partnering with

External Consultants

External Consultants on

on

Infrastructure Needs and Cost

Analysis

THAT WILL:

Provide Sound, Experienced, and

Professional Expertise in the Field of

Education to Identify and Enhance the

Core Needs of the District;

Assist in the Necessary Modifications of

Collaboration

Assist in the Necessary Modifications of

Any Plans that Fit Within the Unique

Physical Structures and Spaces within the

District;

Effectively Analyze and Recommend the

Most Cost Efficient Tools to Support the

Instructional Needs of the Classroom;

Align with the Future Needs of Students

Technology

And Learning

(25)

Identify and Coordinate a

Teacher

Technology Learner Task Force

THAT

WILL

:

Identify Appropriate Hardware and

Software Needs that Enhances the Flow

of Instructional Practice and Activities for

ALL Students;

Identify, Model, and Assist ALL Teachers

Collaboration

Identify, Model, and Assist ALL Teachers

to Incorporate the ISTE Standards and

Performance Indicators for Teachers;

Collaborate and Develop with the

Administration a Professional

Development Plan that Provides

Differentiated Support to ALL Educators

in the District;

Identify Funding Sources that Enhance

Applications and Programs Throughout

the District.

Technology

And Learning

(26)

Grosse Pointe Public

School System

Introducing

A PROPOSED 2013

TECHNOLOGY BOND

(27)

2013 TECHNOLOGY BOND – POINTS TO CONSIDER

History of Past and Current Taxation in

the Community;

Specific List of Infrastructure,

Hardware, Software, and Training

Needs in the District with Associated

Costs;

Establish Alignment with our

Technology Plan and Our District

Goals;

Develop a 2013 Technology Bond

Program Frequently Asked Questions

Document;

(28)

Identify ALL Stakeholder Groups in

the GPPSS Community;

Accurately Identify the Technology

Needs for Each School Building and

Share the Information with the

Community;

2013 TECHNOLOGY BOND – POINTS TO CONSIDER

Develop a 2013 Technology Bond

Communication Plan and Timeline;

and,

(29)

(30)

Engage and Empower

All Learners will have engaging and empowering

learning experiences both in and out of school

that prepare them to be active, creative,

knowledgeable, and ethical participants in our

globally networked society.

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Engage and Empower:

Objectives

1.1 Revise, create, and implement standards and learning objectives

using technology for all content areas that reflect 21

st

_century

expertise and the power of technology to improve learning.

1.2 Develop and implement learning strategies and practices that use

technology to engage and challenge all different types of learners.

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1.3 Develop and enhance learning that makes technology available to

all learners at anytime, at any pace, and at anywhere.

1.4 Advance the student’s connection and understanding of STEM

(science, technology, engineering, and mathematics) learning

through more engaging and relevant resources by the use of

technology.

Reference: U.S. Department of Education, Office of Educational Technology, Transforming

American Education: Learning Powered by Technology, Washington, D.C., 2010

The report is in the public domain. Authorization to reproduce this report in whole or in part is

granted.

(32)

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Measuring What Matters

The GPPSS will leverage the power of student

data information and assessments to

continuously improve consistent instructional

practices that align with common core standards

and Universal Design for Learning practices.

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t

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Measuring What Matters:

Objectives

2.1 Effectively implement and analyze quality assessment measures that

give students, educators, parents, and other stakeholders timely and

actionable feedback about student learning to improve achievement

and instructional practices.

2.2 Build the capacity of GPPSS educators to understand and use

technology to improve assessment materials and processes for both

formative and summative uses.

2.3 Explore assessment technology resources that provide simulations,

collaborative learning environments, virtual and global connections,

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collaborative learning environments, virtual and global connections,

and visual tutorials that engage and motivate learners while

providing assessment feedback on skill acquisition and status.

2.4 Develop and explore how Universal Design for Learning can enable

the best accommodations for all students to ensure that we are

assessing what we intend to measure to validate the effects and

results of the applied accommodations.

2.5 Comply with policies that regulate and enable a model of

assessment that assists in determining the effectiveness of

curriculum through the ongoing gathering and sharing of data on

student learning.

(34)

Prepare and Connect

Professional educators will be supported

individually and in teams by technology that

connects them to data, content, resources,

expertise, and learning experiences that enable

and inspire more effective teaching for ALL

Te

a

ch

in

(35)

Prepare and Connect:

Objectives

3.1 Expand opportunities for educators to have access to

technology-based content, resources, and tools where and

when they need them.

3.2 Leverage social networking technologies and platforms to

create communities of practice that provide career-long

personal learning opportunities for educators within and

across schools and within and across global learning

environments.

3.3 Use technology to provide all learners with online access to

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3.3 Use technology to provide all learners with online access to

effective teaching and learning opportunities.

3.4 Provide professional development with learning experiences

powered by technology to increase their digital literacy and

enable the educator to create compelling assignments for

students that improve learning, assessment, and instructional

practices.

3.5 Enhance the professional learning communities across the

district in direct analysis and discussion of the use of

(36)

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Access and Enable

ALL students and educators will have access to a

comprehensive infrastructure for learning when

and where they need it.

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(37)

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Access and Enable:

Objectives

4.1 Ensure students and educators have broadband access to the

Internet and adequate wireless connectivity both in and out of

school.

4.2 Ensure that every student and educator has at least one Internet

access device and appropriate software and resources for research,

communication, multimedia content creation, and collaboration for

use in and out of school.

4.3 Support the development and use of open educational resources to

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4.3 Support the development and use of open educational resources to

promote innovative and creative opportunities for all learners and

accelerate the adoption of new open technology-based learning

tools and courses for students and members of our GPPSS

community.

4.4 Establishing a GPPSS infrastructure and capacity for evolving

learning opportunities and setting the foundation for trained

educators in effective use of technology-based instruction.

(38)

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Redesign and Transform

The GPPSS at all levels will redesign processes

and structures to take advantage of the power of

technology to improve learning outcomes while

making more efficient use of time, money, and

staff.

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(39)

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Redesign and Transform: Objectives

5.1 Develop and adopt a common standard of educator practice

and evaluation that includes technology use in a meaningful

and productive way.

5.2 Support the reframing of the educational and learning

environments to center around a demonstration of

competencies and project-based learning instead of around

seat time planning.

5.3 Develop useful metrics for the educational use of technology.

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5.3 Develop useful metrics for the educational use of technology.

5.4 Design, implement, and evaluate technology-powered

programs and interventions to ensure that students progress

seamlessly through the GPPSS and emerge prepared for

college and careers.

5.5 Our education system at all levels will redesign processes and

structures to take advantage of the power of technology to

improve learning outcomes while making more efficient use

of time, money, and staff.