Goal Five - Infrastructure: Learners and educators will have access to a robust, secure, and comprehensive infrastructure to support everywhere, all-the-time learning.
Bandwidth needs are increasing exponentially, both in schools and homes, as digital tools and services expand. A robust, secure infrastructure is necessary in order for schools to transform learning through digital opportunities. Digital equity is a concern as the classroom expands to include home, community, and other out-of-school and after-school learning activities. As schools move into digital content delivery, networks must provide access, no matter where a student might be learning. Networks must be designed and implemented with adequate bandwidth and infrastructure to ensure access to high-quality digital content for teaching and learning. Powerful learning devices are also a critical component of connectivity. All educators and learners must have access to and use devices for everywhere, all-the-time transformational learning.
Over the past ten years, significant infrastructure and readiness advancements have built a foundation that supports MI Roadmap (see section: The Foundation is Built). Progress includes infrastructure development, data hub deployment, data warehouse support, online assessment system implementation, and online curriculum content and professional learning resource development. Since 2012, Michigan capitalized on funds legislated specifically for making schools test ready. Through TRIG activities, the consortia model, and shared governance, statewide technology initiatives made a significant impact on teaching and learning while improving efficiencies. The Michigan State Education Network (MISEN) created through TRIG, forms the backbone network for school connectivity. The Device Purchasing Program has benefited from economies of scale and forecasting, resulting in more devices for learning at increasingly lower costs to districts. This work is foundational as Michigan moves forward in providing customized, transformational opportunities for all learners.
The use of data is also critical for personalized learning and continuous improvement. Educational data, including both student and educator data, is increasingly becoming accessible. This plan addresses data safeguards and raises awareness of the importance of ensuring all stakeholders practice responsible data use behaviors.
Strategy 1: Ensure learners and educators have equitable access to technology-rich, everywhere, all-the-time learning.
a)All learning institutions will have reliable, robust, and secure connectivity, meeting or exceeding the State Educational Technology Directors Association (SETDA) bandwidth targets for Internet access of at least 4.3 Mbps per user for a small district (fewer than 1,000 students), at least 3.0 Gbps per 1,000 users for medium district (1,001-9,999 students), and at least 2.0 Gbps per 1,000 users for large school districts (more than 10,000 students), and at least 10 Gbps per 1,000 users for internal wide area network (WAN) connections by 2020-2021.
a.Identify existing gaps in connectivity and provide strategic targets and supports through MISEN and other state and local initiatives to ensure that all learning sites are connected at SETDA targets.
b.Provide network management best practices to districts (e.g. Single Sign-on; Domain controller locations, etc.).
c.Disseminate best practices for technology infrastructure planning, including funding considerations for sustaining network infrastructure.
d.Expand collaboration and coordination in the E-Rate application and procurement process among school districts, consortia, ISDs, PSAs, libraries, and library systems. This is recommended as a potential State School Aid Act Section 22g District/ISD Consolidation Grant, maximizing upon economies of scale, and in accordance with the Universal Service Fund (USF) trend of preference to consortia applications for discounts.
e.Continue to pursue legislative support of the establishment of a State Matching Fund to be recognized by the Federal Communications Commission (FCC).
f.Explore partnership with the State of Michigan Department of Technology, Management, and Budget to create a Michigan State Master Contract (SMC) for E-Rate specific services.
b)Work collaboratively with partners to ensure that learners have affordable Internet access in the home and community.
a.Promote innovative methods for home access, (such as bus Wi-Fi, Wi-Fi in high poverty areas), work with providers to offer low-cost programs, and share innovative strategies.
b.Work with partner organizations and the community at large to promote subsidized Internet access options.
c.Partner with educational organizations to leverage available funding for community fiber build projects, promoting collaborative approaches to connecting communities.
c)Provide secure, seamless, cost-effective access to educational networks.
a.Collaborate with partners to ensure that educational institutions have robust and secure WI-FI on campus with enough access points to meet the changing capacity demands of 21st century teaching and learning.
b.Make recommendations on local intrusion prevention systems, cyber security, and creation of model policies around security breaches; and build a community of experts (Cisco certification, etc).
c.Work to ensure sustainability of district networks and provide guidance on Quality of Service (QoS) prioritization of network traffic to ensure students have the best access to OER content available.
d.Continue Geographic Information System (GIS) mapping of connectivity database to visualize inequities and target supports to districts and schools with connectivity issues.
d)Support schools in providing devices to learners, educators, and leaders for everywhere, all-the-time learning.
a.Encourage learning institutions to leverage collective purchasing power established through the TRIG Device Purchasing activity and REMC Association SAVE Bid.
b.Create opportunities for subsidized device programs for low-income learners, and encourage districts that have BYOD/BYOT to provide opportunities for equitable access, such as subsidized laptop programs.
c.Promote programs that allow devices to be taken home over holiday/summer breaks to promote continued learning.
d.Collect and analyze data on the number of devices going home with students over summer break.
e)Develop and support a comprehensive system for technology planning for ISDs and districts, ensuring sustainability of networks and devices.
a.Provide guidance to districts on lifecycle device management.
b.Promote the use of integrated asset management systems that provide real-time deployment of applications offering increased security and efficiency of learning software distribution.
c.Provide recommendations on technology hardware and software management in a cycle that is timely, proactive, and environmentally responsible.
Strategy 2: Provide learners and educators with access to high-quality digital content supporting transformational learning experiences.
a)Collaborate with partners to create a #GoOpen plan and fulfill #GoOpen commitments for open education resources (OERs).
a.Select and adopt a platform that serves as a statewide repository for Michigan’s OERs that allows for commenting on the use of learning objects, and ensures interoperability with common Learning Management Systems (LMS) used in Michigan.
b.Develop within Michigan’s educational community the technical capability to publish OERs to the learning registry.
b)Expand use and adoption of high quality OERs within teaching, learning, and assessment.
a.Increase awareness throughout the educational community of what OERs are and their benefits.
b.Establish guidance to help teachers access, curate, refine, and share OERs, and to create professional development modules regarding the use and vetting of OERs.
c.Develop a framework for educators’ inclusion of OERs in teaching and learning outcomes.
d.Develop a support system for #GoOpen districts (i.e. #GoOpen District Launch Packet).
Strategy 3: Support implementation of student data and privacy policies governing access to educator and learner data, and ensure that educators, students, and families understand their rights and responsibilities concerning data.
a)Establish a vision for privacy protection and the responsible use of educational data.
a.Work collaboratively to develop model responsible use policies (RUP) to promote responsible use of educational data and protect student privacy.
b.Work to ensure that districts use a common data standard.
c.Provide curricula for preparing students to properly use the Internet and school-provided or personal devices at school and at home.
d.Work with in-state educator preparation institutions to ensure that the required curriculum includes education on responsible use of data with particular focus on required protections of student data.
e.Provide best practice password policies for districts to implement with their personnel and students in accordance with nationally recognized standards.
f.Develop a privacy training program for educators and administrators. Require training be completed before access is provided to systems housing personal data (see Other Operating Procedures – Passwords and Security).
g.Implement Trusted Learning Environment practices in all Michigan school districts.
h.Develop best practices for technology procurement, systems review processes, and data and privacy considerations.
b)Collaborate with partners to create and provide interoperable data systems and technology tools to ensure the secure exchange of data across systems.
a.Develop guidance on the benefits of the data hubs in enabling efficient system integration and data security.
b.Provide data hub training resources and supports for districts without IT resources, and ensure efficient systems are in place to minimize maintenance requirements.
c.Develop guidance on vendor requirements for system interoperability and security within the data hub framework.
c)Incentivize and provide pathways for schools to create a digital record of each student’s educational journey.
a.Develop guidance on digitization plans, processes, and a model record/digital portfolio for preK-12 students that includes in-school and out-of-school experiences and competencies.
b.Develop guidance on digital data management, including secure transfer of digital CA-60s, retention of student and alumni records, and special circumstances such as school closings.
c.Investigate leveraging available state procurement opportunities for bids on digital student records.