Caro Community Schools District

DISTRICT TECHNOLOGY PLANNING TEAM

Name	Position
Brent and Susan Atkerson	McComb Parent Reps
Olga and Ronald Long	Schall Parent Reps
Mike and Vicki Reinbold	M.S. Parent Reps
Richard and Cindy Harrell	M.S. Parent Reps
Charles and Patty Witkovsky	H.S. Parent Reps
Donna Fiebelkorn	H.S. Parent Rep
Gary Mohr	H.S. Principal
George Rierson	H.S. Asst.Prin.Alternate, Ex-Officio
Barb Miklovic	H.S. Secretary Representative
JoAnn Nordstrom	M.S. Principal
Sue Chambers	Schall Principal
Dave Wheeler	McComb Principal
Mary Raymer	H.S. Representative
Mike Campbell	H.S. Alternate, Ex-Officio
Judy Hoagland	M.S. Representative
Terry Klein	M.S. Alternate, Ex-Officio
Linda Bates	Schall Representative
Bill Anderson	Schall Alternate, Ex-Officio
Kara Festian	McComb Representative
Phyllis Ford	McComb Alternate, Ex-Officio
Tammy Birkenmeier	Adult Learning Center
Amy Kuntz	Adult Learning Center
Dennis Anderson	Ex-Officio
Donna Henke	Ex-Officio
Daniel Mashue	Board of Education Liaison
Dennis Daniels	Board of Education Liaison
Kreg Sherman	Board of Education Liaison
Bill Pouliot	Technology Coordinator
Mike Wiederhold	AVC Technician

CURRICULUM

A. Goals and strategies, aligned with challenging State standards, for using telecommunications and technology to improve teaching and learning.

Alignment of Curriculum and Technology Standards

The essential first step in assuring that the technology plan goals will be met is the alignment of the district curriculum with the Michigan state technology standards.� Capturing the integration of these two frameworks began on paper, following the issuance of the state standards.� The initial work has shown that there are many aspects of the Caro Community Schools curriculum that are already in line with the technology standards.� The initial matrix of standards and curriculum is included in Appendix A of this plan.�

Implementation of Technologically Aligned Curriculum

Following the approval of the aligned curriculum, the focus of the work of the plan will shift to assuring that it is carried out in classrooms.� Each teacher, school and the district as a whole, will do this through an annual review of the level of use of technology.� The instrument used for this survey will be a nationally normed assessment such as LoTI or enGauge.� Each teacher will complete a baseline survey in the fall of 2003; in the spring of each successive year, the instrument will again be completed for purpose of comparison on both an individual and aggregate basis.�

Student Demonstration of Technology Skills

Whereas the previous two strategies reflect the input of technology into the curriculum and teaching, it is important that students demonstrate their technological skills and knowledge as one aspect of the outcomes of this plan.� For each subject at each grade level, student assessment will include requirements for demonstrated learning from and with technology.� This only begins with utilizing word processing for a writing assignment, and extends through to solutions to real world problems in physics and government.�

Career and College Resource Center

To provide support for the school-to-work transition, career and college resources will be added to the district website.� Locally generated materials, as well as links to local, state and national resources, targeted at specific age groups and interests, will be included on topics such as:��

Educational development plans

Career descriptions and outlooks - personal stories from community members

Career planning materials - resume writing, interviewing, job search, interest assessment

College preparation materials - examination centers, college selection guidelines, financial planning suggestions, scholarship sources

B. Strategies that are based in research and that integrate technology into curricula and instruction for purposes of improving student academic achievement and a timeline for this integration.

Utilization of technology in management of curriculum

Given the complexity of expectations for today's teachers and students, it is essential that there be support for all members of the school community to monitor progress on standards and curriculum.� Technology provides an ideal tool for helping with this process in the following ways:

Web-based database, password protected access by students, teachers, and parents:� Student progress on standards and curriculum outcomes will be reported in relation to the full framework of the curriculum.� Teachers will be able to determine student needs and focus instruction appropriately; students and their parents will be able to monitor their progress and adopt a long-term view of their learning.

Online teacher resource center:� Learning activities, lesson and unit plans that integrate the state technology standards will be established and maintained for use by the Caro Community Schools' teachers.� Referenced by grade level and subject, this will be a dynamic, evolving resource to support the expansion of the curriculum to take advantage of technologically sound practices.

C. Strategies for the delivery of specialized or rigorous courses and curricula through the use of technology, including distance-learning technologies.

Expanded learning opportunities will be available to students and staff through distance learning programs.� Students will enroll in courses offered by the Michigan Virtual High School for advanced placement credit, as well as for supplementary or alternative subjects.� In addition, distance learning will be developed as an alternative for homebound students and in cases of expulsion.�

D. Strategies to promote parental involvement and to increase communication with parents, including a description of how parents will be informed of the technology to be used with students.

Caro Community Schools' Website

The website will continue to expand to include a broader and more dynamic range of information, including teacher, administrator, class, and student WebPages.� In addition, an intranet will be established for staff purposes.�

A web-team will be established, under the direction of the Webmaster, to compile materials and monitor the effectiveness of the site.� Members of the web-team will include all segments of the community - students, teachers, staff, parents, and community members.�

Technology Open Houses

At least once each year, each building will highlight available technology, current use, staff skills, and student outcomes at either an existing event or at a separately scheduled technology open house.� These events will be publicized as community events, and they will be scheduled to maximize attendance by the community as a whole.�

Cable Education Channel

Use of Channel 3 will be expanded to cover district activities including athletic events, student performances, school board meetings, and parent education programs.�

E. Strategies for developing the program, where applicable, in collaboration with adult literacy service providers.

The Caro Learning Center, which houses the Adult High School Completion program, plans to begin integration of technology into the program by constructing a computer laboratory classroom.� Over the next three years, the lab and other technology will be made available for student use.

PROFESSIONAL DEVELOPMENT

F. Strategies for providing ongoing, sustained professional development for teachers, principals, administrators and school library media personnel to ensure that staff knows how to use the new technologies to improve education or library services.

In-service Training

The results of the annual review of the level of use of technology (see Curriculum) will be used to determine the technological needs of staff at the individual, building and district levels.� Based on the building and district level results, the Technology Committee will recommend professional development opportunities, appropriate to the available equipment and software.� These recommendations, made to the Director of Special Services, will support staff members in the development and enhancement of skills necessary to the fruition the goals and activities of this plan.

Individual Staff Support

Each staff member will be encouraged to pursue professional development activities to further his/her individual level of technology use.�� Teachers who are not minimally proficient in Office Pro will be encouraged to attend district sponsored in-service training for this software package.� The effective use of appropriate technology and other resources will be discussed with staff as part of the regular evaluation cycle.

G. Strategies and supporting resources such as services, software, other electronically delivered learning materials and print resources that will be acquired to ensure successful and effective uses of technology.

Technology Resource Center

In addition to the web-based activity and plan resource center, each school will house a Technology Resource Center for use on-site by staff and students. The catalog for each Center will be maintained on the intranet for cross-referencing and inter-school loan.

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INFRASTRUCTURE/TECH SUPPORT

HARDWARE � SOFTWARE

H. Strategies to identify the need for telecommunication services, hardware, software, and other services to improve education or library services, and strategies to determine interoperability among the components of technologies to be acquired.

Technology Staffing

Current Status:

We currently have one full time and two part time audiovisual technicians and one half time co-op student technician.� This is in line with the Michigan Technology Staffing Guidelines.

�

Proposed:

If the software programs and computers proposed in the funding and budget part of this plan are purchased we would need to hire at a minimum one and half more technicians to be in compliance with the guidelines.

Completion of assessment of technology staffing needs at the building and district levels, with resources committed to implement recommended staffing pattern.

Hardware and Software

Current status:

� A WAN connecting all four district buildings with fiber

� T1 Internet access to all four district buildings

� A 1 gigabyte backbone for the WAN with 100 megabit switches

� All buildings and classrooms are wired with Category 5 wire

� Every classroom has at least one network connected computer

� A computer lab/classroom of thirty computers in each building

� Purchased software including CCC, Accelerated Reader, STAR Math & Reading, Mavis Beacon, Type to Learn, Kid Board, Kid Pix, Microsoft Office, Grade Quick, and Skyward

� An IP phone system providing a phone service for every classroom and voice mail for every employee

A detailed list of current hardware and software is attached as Appendix B

Proposed:

Establish minimum standards for equipment and software to be provided to all teachers, students, and staff.

Assure that standard guidelines are met in each building.

I. Strategies to increase access to technology for all students and all teachers.

In order to accommodate technology to the needs of all students and staff, equipment will be distributed to the most accessible sites in the school for student, teacher, and administrator use.� In addition, technology in classrooms and in lab settings will foster safe and easy use.� Finally, school facilities will be easily accessible to persons with disabilities.

FUNDING AND BUDGET

J. Timeline and budget covering the acquisition, implementation, interoperability provisions, maintenance, and professional development related to the use of technology to improve student academic achievement.

The timeline and budget are spread out over a three-year period with most of the major expenditures planned for the third year, due to the uncertainty of state aid.� The district is pursuing a bond issue that will address some of the infrastructure needs addressed in this plan.� The earliest the funds from a successful bond issue would be available is the third year of this plan, i.e. 2005-2006.� The timeline will be adjusted as personnel and resources become available.

Timeline

The timeline below indicates the specific links between the goals of the technology plan as stated on page six of this document (and recapped here), and the goals and strategies outlined in the following sections:� Curriculum, Professional Development, and Infrastructure/Tech Support/Hardware/Software.�

Major goals of the technology plan

As a result of the implementation of the technology plan:

I.�� Faculty and staff will develop their skills and knowledge in identifying and utilizing information and communication technology in their day-to-day activities.

II.� Students will utilize information and communication technology in developing and demonstrating critical thinking and problem solving skills in all curriculum areas.�

III. Communication among community members, parents, staff, and students will be improved through utilization of appropriate technology.

Goals for district teachers and students:

In order to accomplish the major goals and to actualize the mission of the technology plan, students and teachers will:

a.� Develop attitudes and skills to utilize appropriate technology in delivery of instruction and demonstration of learning.

b.� Utilize technology in the management of the curriculum.

c.� Identify and develop skills for using technology in post-secondary work and education.

Goal	What	How
I, II	Staffing	Based on completed assessment of technology staffing needs, create position descriptions and recommend appropriate individuals to the Board.
I, II	Equipment and software	Establish minimum and standard equipment and software to be provided to all teachers, students, and staff.
		Assure that minimum and standard guidelines are met in each building.
Ia	Align curriculum and technology standards.	Building on initial curriculum/standards matrix, identify appropriate match within Caro Community Schools curriculum for each standards strand.
		Imbed identified technology standard strand into CCS curriculum materials.
Ia	Implement technologically aligned curriculum.	Conduct workshops for teachers, by grade level and by subject, on technologically aligned curriculum.
		Monitor teacher plans for integration of technology standard strands.
		Conduct annual review of level of use of technology. Baseline - August, 2003�� Interim - June, 2004 Interim - June, 2005�� Final - June, 2006
		Provide recommendations for professional development opportunities to Director of Special Services.
Ia	Technology Resource Centers	Identify space in each building for Center
		Establish position of Technology Coordinator for each building and hire them.
		Establish policies and procedures for use of Center resources, post on intranet.
Ia,b	Online Teacher Resource Center	Create Resource Center on staff intranet.
		Provide information and training, if necessary, on process of submitting materials for posting on Resource Center to staff.
Ib, II b	Web-based database for student progress.	Identify appropriate software, either linked to district website or establishing stand-alone site.
		Enter framework on software, post on web.
		Provide access information and training, as appropriate, to students, teachers, and parents.
IIa	Student demonstration of technology skills	Identify for each subject at each grade level student assessments that will demonstrate learning from and learning with technology.
		Display at least one product from each subject and each grade level at annual Technology Open House event.
IIb	Career and College Resource Center (on-line)	Form advisory group to identify appropriate links, gather primary source materials, and provide resources for WebPages.
IIab, Ia	Distance Learning�	Conduct annual survey of learning needs and interests not being met by current course offerings and professional development opportunities.
III	Caro Community Schools Website	Form web team, including students, teachers, and staff, parents, and community members.
		Post redesigned website, including staff intranet.
III	Cable Education Channel	Form Education Channel advisory group including students, teachers, staff, parents, and community members.
		Institute revised programming framework.

Budget

Total Cost: $ 1,442,939.38

The budget summary below reflects projected hardware and software costs by year for each building and for district-wide expenditures.� The detailed budget is included in Appendix C of this document.�

Year	2003 - 04	2004 - 05	2005 - 06	Total (by building)
McComb Elementary School	�$ 103,619.00	�$ 32,619.00	�$ 87,245.00	$ 223,483.00

Schall Elementary School	�$ 9,660.00	�$ 11,455.00	�$ 186,205.20	$ 207,320.20

Middle School	�$ 1,837.00	�$ 3,552.00	�$�� 168,085.00	$ 173,474.00

High School	�$ 1,350.00	�$ 0.00��	�$ 384,158.40	$ 385,508.40

Adult Learning Center	�$ 50,962.20	�$ 13,307.00	�$ 12,407.00	$ 76,676.20

District-wide	�$ 97,015.76	�$ 100,269.82	�$ 179,192.00	$ 376,477.58

Total (by year)	�$ 264,443.96	�$ 161,202.82	�$ 1,017,292.60	$ 1,442,939.38

K. Coordination of Resources

Strategies that will be employed to coordinate state and local resources to implement activities and acquisitions prescribed in the technology plan.

Funding for technology from the district's general fund is roughly $92,000 annually.� In addition, approximately $13,800 in federal funds is designated for technology-related expenses ($12,000 Title II Part D - Enhancing Education Through Technology and $1,800 Title V - Innovative Programs).� When general fund revenue from the state increases, the district will evaluate the general fund spending on technology to support the goals outlined in this plan.

The district will continue to support the pursuit of local, state, and federal grants for technology funding.� The Community Education Director will coordinate these efforts, and will oversee all phases of grants received.� Possible grant sources include the Technology Literacy Challenge, local foundations, and school PTAs.

MONITORING AND EVALUATION

L. Strategies that the district will use to evaluate the extent to which activities are effective in integrating technology into curricula and instruction, increasing the ability of teachers to teach, and enabling students to reach challenging State academic standards.

Monitoring

An annual report will be compiled by the Technology Committee by the end of the 2003-04 and the 2004-05 academic years, and will be posted on the Technology pages of the district website.� This report will include:

� the outcome of integration of technology use survey (ref. page 8);

� recommendations for the next year's professional development opportunities;

� a description of activities carried out and progress toward goals;

� a summary of unexpected outcomes;

� revisions to the plan for addressing unmet goals and strategies; and

� adjustments to goals and strategies to reflect new developments and opportunities.

Evaluation

A final report will be compiled by the Technology Committee by the end of the 2005-06 academic year, and will be posted on the Technology pages of the district website.� This report will include:

� a summary of goals met;

� a summary of unexpected outcomes;

� a summary of goals not met; and

� recommendations for continued technology development for the district.�

M. Acceptable Use Policy

Strategies are in place to monitor the district�s Acceptable Use Plan for staff and student use of the technologies. The district's Acceptable Use Policy and forms are included in Appendix D.

Procedures

Staff:� The AUP will be disseminated annually to all staff members at the beginning of each academic year.� For those staff members who are hired during the year, the AUP will be included in the initial orientation materials provided to the staff member.

Students:� Students will receive a copy of the AUP with the orientation materials provided when they will enter a Caro District school building for the first time.� Normally this will be Pre-K for McComb Elementary, 3^rd or 4^th grade for Schall Elementary, 6^th grade for the Middle School, and 9^th grade for the High School.� Each student and his/her parent(s) will sign the form, and return it to the school with initial registration or enrollment materials.� The AUP form will remain in effect until the student moves to a new building within the district, unless revoked in writing by his/her parents.�

The Librarian in each building is responsible for maintaining a record of the completed AUP forms.�

APPENDIXES

A.� Technology Standards/Curriculum Matrix

B.� Hardware/Software Inventory

C.� Detailed Budget

D.� Acceptable Use Policy and Forms

�� Caro Community Schools Curriculum

Michigan Technology Content Standards�� Caro District Student Exit Outcomes

All students will:�� The students will demonstrate that they are:

Use and transfer technological knowledge and skills for life roles (family member, citizen, worker, consumer, lifelong learner);

Using and Transferring

A.� Literate Individuals who are proficient in reaching, oral language, written language, and listening skills.

B. Proficient Communicators who effectively use oral, listening, and written language and technology skills to express and understand ideas.

C.� Creative Thinkers who identify, collect, organize, and use available resources and information to reason, make decisions, and solve complex problems.

D.� Good Citizens who are law abiding, participate in the democratic process, act responsibly with respect to the environment, contribute to the community and display good character.�

E. Effective Workers who use academic and personal management skills to work cooperatively with others by sharing a variety of ideas and opinions, regardless of cultural, racial, religious, or gender differences.

F.� Self-Sufficient individuals who are capable of adapting to a complex society.

Use technologies to input, retrieve, organize, manipulate, evaluate, and communicate information;

Using Information Technologies

Apply appropriate technologies to critical thinking, creative expression, and decision-making skills;

Applying Appropriate Technologies

Employ a systematic approach to technological solutions by using resources and processes to create, maintain, and improve products, systems, and environments;

Employing Systematic Approach

Apply ethical and legal standards in planning, using, and evaluating technology; and

Applying Standards

Evaluate the societal and environmental impacts of technology and forecast alternative uses and possible consequences to make informed civic, social, and economic decisions.

Evaluating and Forecasting

USING AND TRANSFERRING

Content Standard 1: All students will use and transfer technological knowledge and skills for life roles (family member, citizen, worker, consumer, lifelong learner).

Early Elementary	Later Elementary	Middle School	High School
*(Family Member)*
1.� Identify technology in the home.	1.� Compare/contrast the impact of technology in the home today and in the past.	1.� Identify a need and create or develop a new technology for the home.	1.� Identify a need and create or develop a new technology for the home. 2.� Identify an emerging technology and forecast impacts of that technology on the family.

*(Consumer)*
2.� Identify technological sources of information.	2.� Compare/contrast the impact of messages from different technological sources.	2.� Use technology to create a message that promotes a product/service.	3.� Participate in cooperative research and development projects, which study consumer satisfaction of comparable products and services.
			Use video and TV commercials to analyze persuasion and the difference between fact and opinion.� Create own commercial using video.
*(Consumer)*
3.� Identify technological means used to buy and sell products and services.	3.� Compare/contrast the technological means for financial transfer.	3.� Design and build a model of a technological system to buy or sell a product or service.	4.� Participate in a real world context, which uses a technological system for financial transfers.
		Create a simulation of planning and purchase of computer systems:� budget, requirements, disks or bundles, salesperson, and address long-range usefulness.	Play the Stock Market Game or other financial system simulation.
*(Citizen)*
4.� Recognize/explore technological systems in your community.	4.� Compare/contrast technological resources of two different communities.	4.� Demonstrate technological resources and systems that might be used to address social, civic, and economic issues.	5.� Identify a social, civic, or economic issue and propose a technological solution.

*(Worker)*
5.� Identify various technologically related careers.	5.� Identify job opportunities and ways technology is related to these opportunities.	5.� Use a variety of technological resources to explore career paths and identify areas of interest.	6.� Evaluate present and future job markets in technology related fields.

*(Life Long Learner)*
6.� Demonstrate the proper care of technological systems and components.	6.� Demonstrate the proper care of technological systems and components.	6.� Demonstrate the proper care of technological systems and components.	7.� Demonstrate the proper care of technological systems and components.
Practice proper care of computers in classroom and lab	Practice proper care of computers, printers, and other peripherals in classroom and lab.	Practice proper care of computers, printers, and other peripherals in classroom and lab.	Practice proper care of computers, printers, and other peripherals in classroom and lab.

USING INFORMATION TECHNOLOGIES

Content Standard 2: All students will use technologies to input, retrieve, organize, manipulate, evaluate, and communicate information.

Early Elementary	Later Elementary	Middle School	High School
*(Communication)*
1.� Input and retrieve information from a technological system (including the practice of word processing skills).	1.� Interpret, analyze and evaluate information with the assistance of technology (voice, data, video, graphics, etc).	1.� Demonstrate skill-using technologies to prepare, evaluate, and synthesize information collected and stored (voice, data, video, graphics, etc).	1.� Use technologies to demonstrate skills and a systematic solution to a problem(s) (voice, data, video, graphics, etc).
Introduction to computers - mouse, headphones Keyboarding - introduction to keyboard, typing first and last name, hand position, home row, key/finger accuracy Word Processing - initial menus, compose, add graphic, print, Desktop Publishing - type text, choose graphic, edit and print Skills for using scanners, CD-ROMs, calculators, and videos to obtain information.	Keyboarding - practice for speed and accuracy Word Processing - use all menus for creating, editing, printing, saving documents. Desktop Publishing - use all menus for creating, editing, printing, saving documents.� Create and use templates Telecommunications - Introduce on-line, access through signing on and off Multimedia - Learn how to create and import sound	Review and improve basic skills with computer software. Create a spreadsheet or database comparing information such as literacy rate, mortality rate, per capita income, etc.
*(Retrieve / Manipulate / Communicate)*
2.� Process information retrieved electronically.	2.� Use search strategies to locate and retrieve information electronically. 3.� Retrieve and communicate information using a technological system (voice, data, video, graphics, etc).	2.� Gather information about a given technological problem, develop possible solutions, and generate a best solution using multiple technologies. 3.� Retrieve, communicate and input information using a technological system (voice, data, video, graphics, etc).	2.� Given a scenario, develop multiple options and present the solutions using a variety of technologies. 3.� Retrieve, communicate, organize, evaluate, and manipulate information using a technological system (voice, data, video, graphics, etc).
Teach alphabetization using students' first and last names, and 'sort' Matching upper and lower case letters Type labels for classroom items	Create and import imagery from a variety of sources. Write stories and essays. Create multimedia reports and productions with graphics, text, and sound.	Strategies for online searching that aid in management and movement of data.
*(Evaluate)*
3.� Evaluate information received through technologies.	4.� Evaluate information received through technologies.	4.� Evaluate information received through technologies.	4.� Evaluate information received through technologies.
		Explain and use online resources that are appropriate for learner and topic. Evaluate search results making a decision about accuracy of the data and reformulate the search if necessary.

APPLYING APPROPRIATE TECHNOLOGIES

Content Standard 3: All students will apply appropriate technologies to critical thinking, creative expression, and decision-making skills.

Early Elementary	Later Elementary	Middle School	High School
*(Decision - Making)*
1.� Explore technological solutions to a problem.	1.� Compare and contrast technological solutions to problems of today and the past.	1.� Investigate how different cultures use technology to solve similar problems.	V. Apply technological procedures to overcome obstacles when implementing a solution to a problem.

*(Creative Expression)*
2.� Use a variety of technologies to express ideas (voice, data, video, graphics, etc).	2.� Use technology to communicate a solution for a variety of purposes (voice, data, video, graphics, etc).	2.� Use technologies as tools for creative expression and communication of ideas (voice, data, video, graphics, etc).	VI. Represent ideas using a combination of technologies aimed at reaching a diverse audience (voice, data, video, graphics, etc). �
Publish student art or stories on the web. Make designs of different size letters or design different size letters and fonts. Draw picture illustrating new words and letters learned. Write stories or poems about pictures - dictate or write, whole class or individual Create posters, ads, banners, invitations, cards, and reports.	Organize information for multimedia presentation Create and import imagery from a variety of sources, including sound. Produce class newspaper with articles from all students. Create presentation, with music that students have written, that includes graphics, pictures, poetry, or literature. Maintain daily log of nutrition, exercise, daily weather, or other data.	Create a multimedia portfolio of research, including video clips of an experiment, photographs of insect collections, inventions, or other science projects.
*(Decision - Making / Critical Thinking)*
I. �Identify several technological options to perform a task. 4.� Use technologies to organize thoughts in a logical process (voice, data, video, graphics, etc).	3.� Analyze problems and identify technologies and systems that could solve them. 4.� Use technologies to organize thoughts in a logical process (voice, data, video, graphics, etc).	3.� Use several technological methods to perform a given task and analyze advantages and disadvantages of each. 4.� Use technologies to organize thoughts in a logical process (voice, data, video, graphics, etc).	3.� Evaluate decisions using technology. 4.� Use technologies to organize thoughts in a logical process (voice, data, video, graphics, etc).
Use scanners and calculators. Do research with CD-ROMs Program VCR	Knowledge of individual software Individual project based on research topics, including electronic resources, from science, social studies, or school theme.	Knowledge of individual software.

EMPLOYING SYSTEMATIC APPROACH

Content Standard 4: All students will employ a systematic approach to technological solutions by using resources and processes to create, maintain, and improve products, systems, and environments.

Early Elementary	Later Elementary	Middle School	High School
*(Systems)*
1.� Use the basic terminology for a variety of technological systems (i.e. input, process, output, feedback).	1.� Construct technological systems, which use input, process, output, and feedback.	1.� Construct technological systems that exhibit continuous improvement.	1.� Design and construct technological systems that exhibit continuous improvement.

*(Graphic Technological Solutions)*
2.� Presents technological solutions using sketches and drawings.	2.� Presents technological solutions using scale and proportion in sketches and drawings.	2.� Presents technological solutions using scale and proportion in multi view sketches and drawings.	2.� Creates working drawings from sketches to meet appropriate industrial standards.
		Graphing calculators to discover solutions visually.
*(Measurement)*
3.� Use measurement to determine lengths, widths, and heights to construct and record technological solutions to problems. 4.� Transfer and record measurements from technological solutions to problems.	3.� Use measurements of dimension (length, area, volume) to construct technological solutions to problems. 4.� Transfer measurements for the purposes of marking and layout in producing technological solutions to problems.	3.� Use measurements of dimension and capacity as criteria to produce and analyze technological solutions to problems. 4.� Transfer measurements within appropriate tolerances for the purposes of producing technological solutions to problems.	3.� Use measurements of dimension and capacity as criteria to produce and evaluate technological solutions. 4.� Transfer measurements within appropriate tolerances for the purposes of producing and evaluating technological solutions to problems.
	Research the application of specific math skill in real life.
*(Processes)*
5.� Explore and compare tools used in cutting, forming, fastening, and finishing materials to produce technological solutions to problems.	5.� Analyze, select, and use the appropriate tools for cutting, forming, fastening, and finishing materials to produce technological solutions to problems.	5.� Use industrial tools, materials, equipment, and processes to produce prototypes and technological solutions to problems.	5.� Use industrial tools, materials, equipment, and processes to produce prototypes and technological solutions to problems.
	Knowledge of individual software Use a digital camera to take a picture of an object, have students draw from the two- and three-dimensional representation.� Discuss the differences in each approach. Use simulation software in problem solving.	Compare and contrast software packages. Evaluate websites. Simulation software used in problem solving.
*(Safety)*
6.� Use appropriate tools, materials, equipment, and processes in a safe manner to design a technological solution to a given problem.	6.� Show/demonstrate the appropriate use of tools, materials, equipment, and processes in a safe manner to design a technological solution to a given problem.	6.� Forecast potential hazards, establish guidelines for safe behavior, and demonstrate the understanding for common safety practices in a technological environment.	6.� Investigate, analyze, and assess potential safety hazards, establish guidelines for safe behavior, and adhere to common safety practices while around or participating in the technological solution to a problem.

*(Systematic Approach)*
7.� Identify the components (input, process, output, feedback) and follow a basic systematic approach (process folio) to design technological solutions to a given problem.	7.� Demonstrate a basic systematic approach to design a technological solution to a given problem using a process folio.	7.� Apply a systematic approach to identify a current societal need that requires technologies, determine and assess solutions, select the best solution, develop the product, process, or service that meets the need, and evaluate.	7.� Apply a systematic approach to design solutions to technological problems using investigation, analysis and idea development, proposals, planning, making a prototype of the solution, testing and evaluation of the prototype, and self assessment.
	Draw strategy plans for games, such as football or basketball, and then try them on the field or court.
*(Technological Products & Systems)*
8.� Create a simple quality prototype using appropriate tools, materials, equipment, and processes to solve a given technological problem.	8.� Design/redesign a quality technological prototype to meet a societal or environmental need.	8.� Design/redesign a quality technological prototype to meet a societal or environmental need using investigation, analysis and idea development, proposals, planning, making a prototype of the solution, testing and evaluation of the prototype, and self assessment.	8.� Adapt solutions to the needs and values of individuals, groups, society, and environment when designing/redesigning problem solutions and creating a quality end product to meet the need.

*(Resources)*
9.� Identify how resources and processes are used to help people in society accomplish tasks to achieve a technological solution to a problem.�	9.� Demonstrate how the appropriate use of resources and processes affect the environment and societal needs to achieve a technological solution to a problem.	9.� Compare and contrast different resources and processes to evaluate technological solutions to a problem.	9.� Analyze resources and processes to choose the best combination to create a technological solution to a problem.
	Create a stack explaining actions and reactions, or causes and effects.

APPLYING STANDARDS

Content Standard 5: All students will apply ethical and legal standards in planning, using, and evaluating technology.

Early Elementary	Later Elementary	Middle School	High School
*(Planning & Evaluating)*
1.� Practice ethical and legal standards related to technology in the home and at school (e.g. follow classroom rules, respect personal property, etc).	1.� Explain the need for laws and regulations related to technologies (e.g. safety, proper care and use tools, etc).	1.� Hypothesize legal and ethical factors in the design and development of a new product (patents, copyright).	1.� Analyze and interpret the impacts of differing ethical and legal standards in the age of global competitiveness. 2.� Explain the associated rights and responsibilities of applying for legal documents (e.g., patents, copyrights).

*(Planning & Using)*
2.� Recognize legal authority in situations involving technology and the well being of others.	2.� Identify legal and ethical problems resulting from technological achievements.	2.� Provide examples of situations where the use of technology might be affected by legal or ethical considerations.	3.� Establish an action plan to solve a technology related problem and assess the plan applying ethical and legal principles.

*(Using & Evaluating)*
3.� Participate in the creation of a rule related to technology and explain its impact on others.	3.� Adhere to copyright, patent, and freedom of information, state, and federal laws as related to the uses of technology.	3.� Follow established guidelines and laws of privacy and ownership related to technology.	4.� Analyze current and emerging issues (e.g., ethical, social, environmental, legal, political, privacy) related to technology. 5.� Identify and evaluate solutions for solving the ethical problems associated with using tools, equipment, materials, and processes in a technological problem.
	Acceptable use of communication technologies.	Practice electronic mail skills to communicate with the online community.
*(Using)*
4.� Explain how individuals are responsible for their technology related actions and decisions.	4.� Practice ethical and legal selection and use of technological resources.	4.� Understand and practice ethical and legal standards for technologies.	6.� Understand and practice the concept of lifelong learning about technology within an ethical/legal context. 7.� Analyze the extent to which organizational purposes and actions are compatible with personal standards in the effective and appropriate use of technology.
		Learn and model ethical, legal, and responsible behavior in the online community.

EVALUATING AND FORECASTING

Content Standard 6: All students will evaluate the societal and environmental impacts of technology and forecast alternative uses and possible consequences to make informed civic, social, and economic decisions.

Early Elementary	Later Elementary	Middle School	High School
*(Economic)*
1.� Describe how a technology could be used in a career or occupation.	1.� Demonstrate how people in different occupations and careers use technology to do their work.	1.� Investigate the effects of the growth and development of technology on careers and occupations. 2.� Analyze present and future job markets in specific technology related careers and occupations.	1.� Evaluate current uses of technology on one's personal career and occupational goals. 2.� Analyze and forecast the effects of technology on one's personal career and occupational goals.
	Students write reports about musicians and their work. Download and analyze data from weather satellites via internet resources. Draw strategy plans for games such as football or basketball, and then try them on the field or court.	Utilize software in setting up a bank, telephone company, refreshment business, or keep track of finances.	Create presentation on life, history, and use of technology by a musician or artist, or comparing two musicians.
*(Civic / Social)*
2.� Give examples of the effects of technology on life in the past and present.	2.� Forecast the possible effects technology could have on our society.	3.� Compare and contrast how technological development affects and impacts different groups, communities, and cultures in our society.	3.� Evaluate the direct and indirect effects and impacts of technological developments on national and international issues.

*(Social)*
3.� Compare and contrast individuals' experiences and decisions about technology.	3.� Show examples of how technology affects and impacts one's current life.	4.� Identify, compare, and contrast technological impacts and the effects they could have on one's current and future life.	4.� Forecast the impact of technology on individuals in our future society, based on present trends.

*(Civic / Social / Economic)*
4.� Identify the advantages and disadvantages from the application of a technology to a civic, economic, or societal problem.	4.� Identify the advantages and disadvantages from the application of a technology to a civic, economic, or societal problem.	5.� Illustrate the social, environmental, civic, and economic consequences of a particular technology. 6.� Provide examples of technological solutions that have led to social, civic, economic, or environmental problems and propose methods for addressing these problems.	5.� Propose guidelines for appropriate and effective use of technology in our society as a whole or in a specific sector of society. 6.� Formulate a position and support it about the roles of the government and private sector in creating and influencing policy concerning the use of technology.

*(Civic / Social)*
5.� List and describe safe and unsafe aspects of technology in relation to oneself and others.	5.� Classify and discuss the safe and unsafe factors of technological applications as they apply in the home, school, community, and/or the workplace.	7.� Investigate current technological applications and present possible safe and unsafe consequences in the continued use of these applications.	7.� Frame and support a position confirming that a technological application is safe and appropriate for individuals and society in general.

*(Civic / Social)*
6.� Identify how technology has impacted the environment.	6.� Describe how technological advances have impacted society and the environment.	8.� Identify and explain how environmental factors contribute to the development of technology and their impacts on society.	8.� Identify and explain how environmental factors contribute to the development of technology and their impacts on society.

*(Social)*
	7.� Recognize and explain the historical impact of technological solutions to problems and societal needs.	9.� Recognize the historical impact on the development of technology in relationship to the production of tools, equipment, and products.	9.� Assess the historical development of technology regarding the production of tools, equipment, and products in relationship to current societal and environ- mental needs.

*(Civic / Social / Economic)*
7.� Study and predict the consequences of the development of a new technology.	8.� Research and predict the consequences of the development of a new technology.	10.� Research, present, and defend forecasts of consequences of new technological developments.	10.� Propose, research, and justify the introduction of new technologies.

Caro Community Schools

POLICY STATEMENTS REGARDING

ACCEPTABLE USE OF COMPUTER AND ON-LINE SERVICES

Preamble

The District provides access to technology resources including access to the Internet. These resources allow interaction internally within the district and externally to systems located all over the world. These resources have a limited educational purpose. This purpose is to provide access to electronic resources to promote and enhance student, staff, and board member learning consistent with district educational goals and objectives. This acceptable use policy ensures that use of the network by students, staff, and board members is done in an appropriate manner. Network use is a privilege and not a right. Users are obligated to respect and protect the rights of every other user and act in a responsible, ethical, and legal manner. Failure to abide by this policy may result in loss of privileges, disciplinary action, and/or legal action.

District Resources

Educational technology resources consist of any two-way interactive communication devices and voice/ video, data, such as, but not limited to, telephones, computer hardware, computer software, communication lines and devices, graphing calculators, terminals, printers, CD-ROM devices, scanners, digital cameras, LCD projectors and any other technology devices.

Internet Safety Measures

The Superintendent shall be responsible for directing appropriate District technology staff, or technology consultant staff, to bring all computers used by children and adults into full compliance with all federal requirements regarding Internet filtering software to assure that District discounts for Internet access and internal connections under the federal E-rate program are not jeopardized.

Student Internet activities will be monitored by the District as much as possible to ensure that students are not accessing inappropriate sites. Each District computer with Internet access shall have a filtering device or software that is designed to block access to visual depictions that are obscene, pornographic, inappropriate for students, or harmful to minors.

Acceptable Uses/Net Etiquette

�(This list is not intended to be all-inclusive):

Classroom activities as assigned and sanctioned by the school/teacher.

Research activities for classroom assignments.

Peer review of assigned work.

The exchange of school project-related ideas, opinions and questions via e-mail, message boards and other means.

1. Accessing information via the Internet for limited educational purposes such as:

Local, state, national and worldwide information and news; correspondence with scientists and scholars; collaboration with peers on projects and problem-solving strategies.

2. Accessing, via the Internet, the Science Learning Network (SLN), Library of Congress, Educational Resource and Information Center (ERIC), Smithsonian Museums, university library catalogues, and other like sources in the pursuit of legitimate curricular goals.

3. Proper e-mail and Internet etiquette is acceptable and expected, and should include:

�Being polite and courteous in all communications and language.

�Assisting others in the use of the system, and helping others who are looking for ideas or information.

�Posting and sharing information that is interesting and helpful to other users.

�Always using the network as a resource to further one�s own education and that of others.

�Being mindful of network security, and immediately reporting any bugs, errors, or security problems to the system administrator.

Unacceptable Uses

�(This list is not intended to be all-inclusive):

1. Transmitting or downloading any material in violation of any U.S. or state regulations. This includes, but is not limited to, material that is copyrighted, threatening, harmful, sexist, racist, sexually explicit, obscene or protected by trade secrets or representing the work of others as your own.

2. Accessing non-educational multi-user (chat rooms) talk sessions or a �recreational� game.

3. Engaging in any unauthorized commercial activity, product advertisement, or political lobbying.

4. Use of the school�s equipment by for-profit business or non-school sponsored community activities is generally not acceptable. Applications for such use should be submitted by request and shall be reviewed on a case-by-case basis by the system administrators or advisory committee.

5. Use of technology to distort the truth, to lie, or to misrepresent someone else.

6. Use of any technology intentionally to harm or harass anyone.

7. Vandalism � defined as any attempt to harm, destroy, or disrupt the operation of the network, hardware, software, or the data of any other user on the system or any other system. This includes, but is not limited to, the uploading, creation, or knowing transmission of computer viruses.

Waiver of Warranty/Disclaimer

The school district makes no warranties of any kind, whether expressed or implied, for the services it provides. This includes loss of data resulting from delays, non-deliveries, missed deliveries, or service interruptions caused by unforeseen network problems or a user�s errors or omission. Use of any information obtained via the Internet is at the user�s own risk. The district specifically denies any responsibility for the accuracy or quality of information obtained through its services. The district does not guarantee that materials stored on the system will be private. Network administrators may review the information stored on the system to determine whether it is being used properly.

Safety Warning

As a school district participant, it is expected that you will be respectful of the rights and privacy of others. When engaging in activities on web pages, e-mail, and two-way communications, the following guidelines should be strictly adhered to:

Never ask for or give information about (you, friends, teachers, locations).
Never list personal information, pictures, last names, or rosters on websites or web pages.
Never give your login id and password to anyone for any reason.
Never leave a computer that you have been using unattended without logging off.
Students you shall not reveal your identity in any way. This includes your name, personal address, phone number, location, city, school name, team name or any other information that may give others information to identify you in any way.
Do not reveal the identity of others. This includes their name, personal address, phone number, location, city, school name, team name or any other information that may give anyone information to identify others (friends, teachers) in any way.
Tell your parents, teacher, or other adult immediately if you come across information or individuals that make you feel uncomfortable in any way.
Immediately tell an adult if you receive anything that is inappropriate, threatening, or uncomfortable.
Never agree to get together or meet with anyone you meet online without permission of an adult.
Never send photographs or anything else without permission of an adult.
Never use, or accept, abusive language, threats, or harassment.
Never get involved with discussions on violence, hate issues, race or ethnic issues.
Never violate ethical issues.
Never send or receive copyrighted software or software that you have not created.

Consequences for Violation of Policy/Rules

Any user violating or demonstrating the intent to violate any of the guidelines set forth in the acceptable use policy may face disciplinary action. Depending on the nature and severity of the policy violation or number of past violations, the district may take one or more of the following disciplinary actions (Possible Consequences may be, but are not limited to, the following):

1. Restitution

Replacement cost

Reimbursement of cost for repair

Reimbursement of technician time

2. Restriction or loss of use of technology resources

If technology is an essential component of education or job function it should be revoked only as a final option.

3. Legal action

4. Law enforcement notification

Responsibility for unauthorized charges, expenses and fees

Mandatory training / in-service before further use is allowed

Student Form

Caro Community Schools

TECHNOLOGY ACCEPTABLE USE POLICY AGREEMENT

This form must be signed and returned to the school office before any school technology resources may be used.

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Internet/Computer Usage Permission

(Parent or guardian must sign if applicant is under 18 years of age)

Students have read or had read to them and hereby agree to comply with the Caro Community School�s Acceptable Use Policy. They further understand that any violation of the policy is unethical and may constitute a criminal offense. Should they commit any violation of the policy, their access privileges may be revoked, and school disciplinary action and/or appropriate legal action may be taken.

STUDENT'S FULL NAME (Please print)

First _________________________ Middle In. _______Last____________________________

BUILDING ____________________________ GRADE ______ TODAY�S DATE______________________

USER SIGNATURE____________________________________BIRTHDATE _____________

As parent/legal guardian of the student signing above, I have read and agree to the conditions set forth in the Caro Community Schools' Technology Use Policy. I understand that this access is designed for educational purposes. I also recognize it is impossible for the Caro Community Schools to restrict access to all controversial materials and I will not hold them responsible for materials acquired on the network.� I understand I am responsible for supervision of my child�s use of the Internet outside of school. I hereby give permission for my child to access school technology resources and certify that the information contained on this form is correct.

PARENT OR GUARDIAN�S NAME (Please Print)________________________________________________

PARENT SIGNATURE ___________________________________________DATE_____________________

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Web Page/Photo Usage Permission

(Parent: please check one)

_____Yes, I do give permission for my child�s photo without his/her name to be published on the district web page at www.caro.k12.mi.us or on the Internet as part of a �team� or other large group photo.

_____No, I do not give permission for my child�s photo without his/her name to be published on the district web page at www.caro.k12.mi.us or on the Internet as part of a �team� or other large group photo.

PARENT SIGNATURE ___________________________________________DATE_____________________

(Valid till student moves to a different building in the district or revoked in writing by the parent)

Staff

As with any Board approved policy, staff must comply with the Caro Community Schools' Technology Acceptable Use Policy. Any violation of the policy is unethical and may constitute a criminal offense. Should a staff member commit any violation of the policy, his/her access privileges may be revoked, and school disciplinary action and/or appropriate legal action may be taken. The classroom teacher is responsible for explaining the district acceptable use policy to his/her students to the best of his/her ability.

Caro Community Schools District

TECHNOLOGY PLAN SUMMARY SHEET