Middle Cities Education Association
Creating Opportunities for the Urban Learner

Middle Cities will post job vacancies for Central Office Administrators, principals and assistant principals in our monthly edition of Newsbrief. We will also post this information on our website. Included in each posting will be the district, position available, posting dates and district contact person for more information. To have your district's job vacancies included in Newsbrief and on our website, please e-mail the information to Patricia Perry, pperry@middlecities.org or fax it to (517) 347-0383.

Revised School Code (Excerpt)

On December 13, 2000 the advisory board to the School Evaluation Services (SES) of Standard & Poor's met and received the following update information about that initiative:

• By March 2001 an analysis based on over 1,800 pieces of data for each district will be completed for every school district in the state. This analysis will be shared with superintendents before it is publicly released.

• Five school districts will be testing the accuracy of this system within the next few weeks. Of the ten districts being considered for test sites 5 Middle Cities' districts have volunteered to participate.

• During January the SES will send a list of activities and timelines to all superintendents. A draft of this list will be sent to Middle Cities as a member of the board and this draft information will be shared with Middle Cities' districts.

Middle Cities will post job vacancies for Central Office Administrators, principals and assistant principals in our monthly edition of Newsbrief. We will also post this information on our website. Included in each posting will be the district, position available, posting dates and district contact person for more information. To have your district's job vacancies included in Newsbrief and on our website, please e-mail the information to Patricia Perry, pperry@middlecities.org or fax it to (517) 347-0383.

The current School Aid Act appropriates $110 million for the purchase of computers and other technology initiatives.  The primary responsibility for developing the system to implement the Teacher Technology Initiative (TTI) is the Michigan Virtual University (MVU).

In addition, Jamey Fitzpatrick, Vice President of Development and Education Policy, will be the Lead-In speaker at the December 13, 2000 Super Wednesday Task Force meeting to discuss the MVU's progress on the TTI.  Please click here for further detail.

Middle Cities will post job vacancies for Central Office Administrators, principals and assistant principals in our monthly edition of Newsbrief. We will also post this information on our website. Included in each posting will be the district, position available, posting dates and district contact person for more information. To have your district's job vacancies included in Newsbrief and on our website, please e-mail the information to Patricia Perry, pperry@middlecities.org or fax it to (517) 347-0383.

The site redesign has been an ongoing project for MDE. It was constructed to guide the user toward items of interest.

The new MDE web site now features the following:

• A new MDE search engine provides the user with a tool to find relevant information easily. The search engine, when queried, searches the entire State of Michigan Internet network for information. Visitors to the site can find the search engine, entitled Search MDEnet, at the top of the left taskbar.
• The site is now more topic oriented and is organized into relevant categories to make searching easier for our visitors. Links to frequently visited topic areas are found on the left taskbar below the search engine.
• A modernized design improves the overall look and usability of the home page.
• Internet resources are now categorized into user groups, such as parents, teachers, school administrators, and students. These sections of the web site, however, are open for everyone to use.
• Content has been recently updated to mirror recent departmental office restructuring. This new content also provides the user with direct access to the MDE personnel directory.

Visit MDE's updated website at www.mde.state.mi.us

Middle Cities Congratulates Dr. James Ray, Michigan's Superintendent of the Year

The Michigan Association of School Administrators announced that James E. Ray, Superintendent of Flint Community Schools, has been selected as Michigan's 2001 Superintendent of the Year. The selection is part of the American Association of School Administrator's National Superintendent of the Year Program. As the Michigan honoree, Dr. Ray will become a finalist for the National Superintendent of the Year Award.

The person selected as the National Superintendent of the Year will receive a $10,000 college scholarship for a student in the high school from which the honoree graduated, or the high school now serving that area. The scholarship is provided by ServiceMaster Corporation, which is sponsoring the program along with the American Association of School Administrators.

MASA will recognize Dr. Ray at its Midwinter Conference in January, 2001. His name will be inscribed on a commemorative plaque which is on display at the MASA office in Lansing.

Dr. Ray was recognized for his strong leadership, communication skills, professionalism, community involvement and the success of students that has taken place during his tenure at Flint.

Middle Cities congratulates Dr. Ray on his selection!

Following the November 1 "Lead-In" presentation by Michael Williamson, Deputy Superintendent of the Michigan Department of Education, members of the Middle Cities Public Relations Task Force brainstormed on appropriate responses to what could be bad news for many of our schools.

The Michigan Department of Education is expected to release accreditation results under the new Accountability Based Accreditation system in mid-November – early December. It is reported that the number of "unaccredited" schools will change from the current list of six (6) to upwards of six hundred (600). A sampling of the suggestions of members of the Public Relations Task Force, in bullet format, is included for your use as you prepare your district’s response:

• "Be as proactive as you can be – no alibis, no excuses, don’t whine, don’t try to dodge the issue --- be honest and up front"
• "Be clear and consistent in your message – we accept the challenge to raise achievement – we should be raising the bar – expecting more of our students – we agree with that – although we may not agree with the process being used. (e.g. This is a building that was accredited yesterday, today it isn’t. The school hasn’t changed – the system has!)"
• "Focus on the student – not the system – yet you must let them know that the system for accreditation has changed."
• "Beat them to the punch – start communicating with your public --- before the bad news hits the media – get to your editorial board or the editor of your local newspaper before they receive the departments release."
• "Talk to the people in the building – make sure they know what is going on and make sure they know how to respond --- even consider having a building response ready."
• "Make sure the school has an action plan ready – look at the School Improvement Plan for modifications necessary to address the problem. If the building did particularly well on one or two other subject areas, highlight this, but acknowledge that you will have to focus more on the area of need --- and that it may take some time – no quick fix!"
• Let your Board of Education know what’s coming – make sure they know how the accreditation process has changed and how it will impact your schools; again, keeping the proactive tone!
• Get to your parents and students ahead of time --- maybe even at parent-teacher conferences – so they don’t find out about it, first, by reading it in the newspaper. Again, keeping the proactive tone: "Yes, we have a good school, but we have to get better – we want our children to do well – we expect more from them – it’s a good thing to raise the bar, etc. etc."

Although not mentioned at the "brainstorming" session, it might also be helpful to review your strategy with the strategy that will be used in your ISD to assure that you are talking the same language, sending the same message, etc. If you have additional suggestions that you would like to share, please send them via email to btunnicliff@middlecities.org, or by FAX (517) 347-0383 and we will include them on our website.

Overview of Accountability Based Accreditation presented by Dr. Michael Williamson, Deputy Superintendent, Michigan Department of Education, to the Middle Cities Super Wednesday Task Force meetings on November 1, 2000.

11/1/00

Michigan Superintendent of Public Instruction Arthur Ellis today announced he will serve as interim director of the State's new education information collection agency.

Ellis told the State board of Education members at the board's monthly meeting in Lansing that he has agreed to lead the Michigan Center for Educational Performance and Information (CEPI) on an interim basis.  He also will maintain his position as Superintendent.

In other news, the Board received reports from the Department of Education's Office of School Excellence on the unique challenges of middle school education.  Department staff presenting the report to the Board noted that October is national young Adolescents Celebration month.

The middle school education report discussed scientific research related to human growth, and its impact on education of early adolescent pupils.  Staff reported that, for most students, this period is marked by heightened brain growth that increases the challenge for teachers.  Staff noted that developmental characteristics of this age group can have drastic impact on academic and out-of-school activities.  It is viewed as a critical development period when many students face the greatest risk of failing.

"Early adolescence is a challenging period for young people," said State Board President Dorothy Beardmore.  "The changes children experience as they begin to grow make learning, and teaching, an even greater challenge."

The Board presented a resolution honoring Patricia Nichols for 26 years of service to Michigan education.  Nichols, who retires November 22, first came to Michigan from Syracuse, New York, in 1972.  After working as a health education consultant in Birmingham Public Schools, Wayne University and Troy Public Schools, she joined the Department of Education's Health Education Unit in 1988.  Her lasting marks on Michigan education include developing facets of the state's comprehensive health education program and Governor John Engler's Reading Readiness Plan for Michigan.

"We wish Patricia Nichols well in her retirement" Beardmore said.  "She is a valuable member of the Department of Education's tam.  She is known and respected throughout the education community for her hard work and her commitment to excellence.  She will be missed."

The next meeting of the Michigan State Board of Education is November 16 in Lansing.

Durant III Lawsuit

As a follow-up to the presentation by Dennis Pollard to the MCEA superintendents on 9/27/00, it should be noted that on October 18, 2000 the MASA Council adopted an amendment (seconded  by Walter Burt of Pontiac) to encourage members to participate in Durant III and related Headlee Amendment litigation.  This position mirrors the position taken by MASA in May of 1999 relative to Durant II litigation.

School Aid Surplus

Recently the proponents of vouchers have used TV ads to tout a billion dollar surplus in the School Aid Fund (SAF).  Interesting but untrue.  The surplus is significantly lower as is noted in the following article written by Michael Emlaw, Vice Chair of the anti-voucher coalition, All Kids First!  It should be emphasized that to the extent there is any residual revenues in the SAF it has been reported to be there at least in part to address special education (Headlee) litigation claims.  (See next item.)

Billion Dollar Surplus?

School administrators have been stunned to learn, via TV ads, that Michigan has a $1 billion surplus in the state education budget.  It's not true.

When the legislature was debating the state school aid act and projecting for three years (2000-01, 2001-02, and 2002-03), estimates were made about the amount of revenue that could be available, in order to determine the foundation amounts that could be established.  Those estimates were given to the legislature and state aid was established for a three-year period.  The spending guideline that was used was to appropriate state aid to leave a balance of $350 million in the School Aid Fund at the end of the third year.

All available revenue was considered for the three-year period.  And then the foundation amounts, etc. were established, leaving the $350 million balance to guard against the unexpected, or perhaps, a new Durant judgement.

It appears that the pro-voucher forces have seized on an early estimate of revenue, without regard for the fact that the money has already been spent for state aid.  While the Governor's vetoes have (temporarily) increased the projected September 30, 2003 balance somewhat, there is no billion dollar surplus.  Indeed, any balance is arguably owed to Michigan districts for special education costs.

Just another example of self-serving manipulation of the facts.

Middle Cities will post job vacancies for Central Office Administrators, principals and assistant principals in our monthly edition of Newsbrief. We will also post this information on our website. Included in each posting will be the district, position available, posting dates and district contact person for more information. To have your district's job vacancies included in Newsbrief and on our website, please e-mail the information to Patricia Perry, pperry@middlecities.org or fax it to (517) 347-0383.

District:  Benton Harbor Area Schools
Position:  Group Director for Elementary Education
Deadline:  December 1, 2000
Contact:  Nora Jefferson, (616) 927-0600

District:  Benton Harbor Area Schools
Position:  Assistant Sup’t for Business & Finance
Deadline:  December 1, 2000
Contact:  Nora Jefferson, (616) 927-0600

Lindy Buch, Supervisor, Curriculum, Birth-Grade 12, Michigan Department of Education presented information to Middle Cities task force members at the October Super Wednesday program on the All Students Achieve Program (ASAP).  Lindy's presentation included ASAP purposes, basic information, specific funding information and contact persons.  View her PowerPoint presentation on the All Students Achieve Program here and find general information on the program here.

New Director Of Membership Services Appointed

Bill Tunnicliff, recently retired Superintendent of Flushing Community Schools, joined the MCEA staff on October 2. Bill will assume many of the duties previously provided by Marcia Leone in the area of communications, membership services, working with the task forces and assisting Executive Director Ray Telman in governmental relations and legislative issues.

Bill brings to MCEA 38 years of service in public education in Michigan, having served as a teacher, coach and school administrator in Jackson, Bloomfield Hills, Battle Creek, Mt. Morris and Flushing. He retired June 30 after 16 years as Superintendent in Flushing. Prior to that, he was Superintendent in Mt. Morris from 1981-84. Bill had extensive involvement with MCEA during its formative years while Principal of Battle Creek Central High school and Assistant Superintendent for High School Instruction, Personnel and Employee Relations.

The new Director of Membership Services represented Region V on the Michigan Association of School Administrator's Legislation Committee for 6 years from 1990-96 and served as Chairperson of the MASA Legislation Committee from 1992-94. He is no stranger to the legislative process and working with Ray Telman on legislative matters.

Bill is excited about his new role, recognizes the challenges facing urban educators and is committed to the mission and value statements of Middle Cities.  

Middle Cities is excited to have Bill join its staff and invites you to welcome him to the Middle Cities family.

Lindy Buch, Supervisor, Curriculum, Birth-Grade 12, Michigan Department of Education, will present information about the process and the timeliness for districts to consider when applying for Section 32 grants. Her presentation will include an opportunity to ask questions about the new All Students Achieve Program.  For more information, click here.

Oakland Schools was the first district on which a Michigan Campaign Finance Act (MCFA) complaint was filed for their activities related to the constitutional amendment. Since that time the proponents of this proposal (Kids First Yes) have filed additional complaints on other districts.

Following please find excerpts from letters sent by Secretary of State Candace Miller, as well as the Compliance & Rules Division of the Michigan Department of State. These communications make it clear there are some legitimate concerns as to whether the Oakland schools violated section 57 of the MCFA.

Secretary of State letter

Compliance & Rules Division letter

Following please find the essential elements of a letter from the Michigan Department of Career Development regarding the status of Carl D. Perkins Vocational Technical Education  Act funding.

On September 21 the State Board of Education will be asked to approve grant application criteria for the All Students Achieve Program (ASAP).  This program is funded by a $50 million appropriation for three years which is provided for in section 32(f) of the recently passed State Aid Act.  It is anticipated grant applications may be available in October 2000.  Read the proposed grant application here.

You and your staff may subscribe to a new statewide electronic mail list that facilitates the exchange of program questions and answers related to the TTI. To join the TTI list, send an e-mail message to majordomo@inghamisd.org, leave the subject line blank, and in the body of the e-mail message type "subscribe tti." If your e-mail includes a signature file, please delete it in this e-mail. Participation in the TTI e-mail list will allow educators to ask specific questions and receive authorized program answers in a timely manner. In order to facilitate effective program information sharing and reduce e-mail traffic for all list participants, Michigan Virtual University (MVU) will electronically post only those inquiries that are relevant to the TTI and not duplicative.

You can expect to receive a second program update on the status of TTI later this fall. In the meantime, if you have questions, please contact the MVU at (888) 532-5806.

Michigan Virtual High School (MVU)

Section 98 of the recently passed School Aid Act provides $18 million over the next 3 years to establish a MVHS. Following please find a September 6, 2000 draft of Frequently Asked Questions about the MVHS.

9/18/00

The Michigan Department of Education completed its summary of the recently passed school aid act (PA 297).  This summary not only reduces the size of this act to only 40 pages but also includes an index with clear descriptions of these new and amended school aid act sections.  It is a "must have" document for folks who use the school aid act.

You may view the summary here.

Background Information for Superintendents' Meeting at Fall Round Up
(From Act No. 297, Public Acts of 2000, Approved by the Governor* July 26, 2000
Filed with the Secretary of State July 26, 2000 - EFFECTIVE DATE: July 26, 2000
*Item Vetoes)

Sec. 97. (1) From the state school aid fund money appropriated in section 11, there is allocated an amount not to exceed $110,000,000.00 for 1999-2000 only for payments to districts for the teacher technology initiative.

(2) From the allocation under subsection (1), there is allocated to each district an amount per eligible teacher not to exceed $1,200.00, or the actual cost, whichever is less, to provide 1 or more of the following:

(a) A computer and remote internet access for the use of each eligible teacher, or a certificate redeemable for a computer and remote internet access. A district shall acquire computers and remote internet access for eligible teachers in a manner approved by the department of management and budget and the Michigan virtual university in order to qualify for funding under this section.

b) If agreed to by a majority vote of the school building's teaching staff who would otherwise receive a computer under this section, with the concurrence of the school building's administration, 1 or more of the following:

(i) Building-level or classroom-level technology improvements.

(ii) Teacher professional development in technology.

(3) Funding to a district under this section shall be allocated as follows:

(a) A maximum of 10% shall be paid based on the number of classroom teachers employed by the district, as certified by the district in a manner prescribed by the department of management and budget. To be eligible to receive additional payments under this section and to avoid a deduction of the payment under this subdivision in a subsequent state school aid payment, a district must certify that not less than 10% of its teachers are eligible teachers under subsection (4).

(b) The remainder of the allocation shall be paid to a district with the next available state school aid payment calculated after the district certifies to the department of management and budget the eligibility of its teachers under subsection (4).

(4) An eligible teacher is a teacher who is employed full-time in an elementary or secondary school operated by a district, who is providing classroom instruction, and who is certified by the district as meeting all of the following:

(a) Meets the minimum technology competencies identified by the Michigan virtual university.

(b) Has completed an assessment prescribed by the Michigan virtual university of his or her technology literacy and will take a follow-up assessment within 1 year after receiving a computer.

(c) Develops a document that briefly describes how he or she plans to use the computer to enhance his or her own professional growth and teaching. This document is to be retained within the teacher's professional file.

(d) Agrees in writing to comply with the teacher technology initiative fair use policy and with a policy concerning teachers who cease to be eligible teachers, as prescribed by the department of management and budget and the Michigan virtual university.

(5) The department of management and budget shall develop a policy concerning equitable reimbursement by an eligible teacher who ceases to be eligible after receipt of a computer under this section.

(6) Funds allocated under this section that are not expended in the state fiscal year for which they were allocated may be carried forward to the next 2 subsequent state fiscal years.

Sec. 98. (1) From the general fund money appropriated in section 11, there is allocated an amount not to exceed $15,000,000.00 for 2000-2001, and an amount not to exceed $1,500,000.00 each fiscal year for 2001-2002 and for 2002-2003 to the department to provide a grant to the Michigan virtual university for the development, implementation, and operation of the Michigan virtual high school.

(2) The Michigan virtual high school shall have the following goals:

(a) Significantly expand curricular offerings for high schools across this state through agreements with districts or licenses from other recognized providers.

(b) Create statewide instructional models using interactive multimedia tools delivered by electronic means, including, but not limited to, the internet, digital broadcast, or satellite network, for distributed learning at the high school level.

(c) Provide pupils with opportunities to develop skills and competencies through on-line learning.

(d) Offer teachers opportunities to learn new skills and strategies for developing and delivering instructional services.

(e) Accelerate this state's ability to respond to current and emerging educational demands.

(f) Grant high school diplomas through a dual enrollment method with districts.

(g) Act as a broker for college level equivalent courses, as defined in section 1471 of the revised school code, MCL 380.1471, and dual enrollment courses from postsecondary education institutions.

(3) The Michigan virtual high school course offerings shall include, but are not limited to, all of the following:

(a) Information technology courses.

(b) College level equivalent courses, as defined in section 1471 of the revised school code, MCL 380.1471.

(c) Courses and dual enrollment opportunities.

(d) Programs and services for at-risk pupils.

(e) General education development test preparation courses for adjudicated youth.

(f) Special interest courses.

(g) Professional development programs and services for teachers.

(4) Funds allocated under this section that are not expended in the state fiscal year for which they were allocated may be carried forward to a subsequent state fiscal year.

A draft version of Frequently Asked Questions (FAQ) has been developed to address Governor Engler's Teacher Technology Initiative.

PROGRAM DESCRIPTION

1. What is the goal of this program?
The goal of the Teacher Technology Initiative (TTI) is to support teaching and learning in Michigan's public schools and public school academies through a significant one-time investment in Michigan's K-12 teachers. To accomplish this, teachers will be provided with a personal computer, software, remote Internet access (dial-up) and Web-based professional development.

2. When will the program start?
This program is scheduled to begin in the fall of 2000.

3. How long does the program last?
It is anticipated that the state will facilitate an agreement for the computer hardware, software and Internet connectivity for a period of up to three years.

4. When will my school have program information?
This F.A.Q. is the beginning of program information. More detailed program information will be available September 2000.

5. Will teachers or districts be required to participate in this program?
Michigan's K-12 teachers will be encouraged to benefit from this innovative program. However, the state will not require districts or teachers to participate.

6. What role will Michigan Virtual University play in implementing this program?
The Michigan Virtual University (MVU) has been asked by Governor Engler to provide leadership in working with state government and the entire education community to oversee the design and development of this project. MVU plans to work collaboratively with various teacher, school, association, and business stakeholder groups to facilitate an effective statewide implementation.

7. How will teacher professional development be provided and who will offer it?
The Michigan Virtual University (MVU) is securing a statewide license agreement for a set of online course offerings in the area of basic computer and information literacy for all participating teachers. These courses will be available at no cost to schools and teachers this fall and may be eligible for State Board of Education Continuing Education Units (SB-CEUs). In the future, MVU will broker online graduate-level credit courses and programs for teacher professional development from Michigan colleges and universities.

Through existing programs and services, local and intermediate districts, colleges and universities, and private sector training companies will continue to play a leadership role to assist educators in building advanced technology integration skills. Efforts are underway to develop a Web site that helps teachers build communities of practice around teaching with technology. Beginning in 2000-2001, a district may count up to 51 hours of professional development for teachers (including training in the use of technology) as hours of pupil instruction.

8. Will technical support be provided to participating teachers?
The statewide competitive bid process will call for vendor-provided technical support services, including Web-based interactive tools, e-mail access and telephone support. Technical support services will focus exclusively on basic equipment troubleshooting and not on the instructional technology integration needs of teachers.

School district administrators and technology coordinators will decide the extent to which additional technical support is provided to teachers. Districts will also make final decisions related to how new computers may or may not be integrated into existing school networks.

9. What happens to the computer equipment if a teacher retires, becomes ineligible or leaves the district?
As part of a fair use policy agreement, educators who retire, become ineligible or discontinue employment with a district would return the loaned equipment to the district allowing it to be assigned to eligible replacement staff.

10. Where can I go for additional information about TTI?
Detailed program information including forms, policies and other documents will be available through program Web pages, listservs, and phone contacts that will be established in the near future.

FUNDING

11. Who will pay for the computers, software, and remote Internet access for Michigan teachers?
Governor Engler and the Michigan legislature approved $110 million in funding for this project as part of a supplemental bill to the 1999-2000 state school aid appropriation. There is allocated to each district an amount per eligible teacher not to exceed $1,200, or the actual cost, whichever is less, to implement this program. Funds not used in FY2000-2001 may be carried forward to the next two state fiscal years.

12. Can a building split its funds between computers, professional development, and other technology-related improvements?
The intent of this legislation is to provide teachers with a computer package that includes hardware, remote Internet access, and software. Alternatively, a majority of the school building's teaching staff who are eligible to receive a computer under this program may vote to use or split the funds among the original program intent and/or the two options below with the concurrence of the school building's administration:

(a) building-level or classroom-level technology-related improvements, and/or
(b) teacher professional development in technology

Examples of building-level or classroom-level technology improvements might include instructional computing-related tools such as software and online information services; peripheral devices such as scanners, printers, data projectors and digital cameras; and building or classroom-level network infrastructure. District-level systems such as wide area networks, servers, and infrastructure are not eligible items. It is important to note that decisions regarding the use of funds will be made at the school building level.

13. When will districts receive the funds related to this program?
Funds will begin to be made available to districts with eligible teachers in late fall 2000 as part of state aid payments.

14. If the school district already provides remote Internet access for its eligible teachers, can it use the funds allocated for Internet access to upgrade the computer systems?
The competitive bid process will ask vendors to provide an option for a price reduction if the district elects not to use the contractor's solution for remote Internet access.

PARTICIPANTS

15. Who is eligible to participate in the program?
Certified teachers who provide classroom instruction and are employed full-time in a Michigan public elementary or secondary school operated by a district are eligible to participate in this program. Under the school aid act, "district" means a public school district or a public school academy.

16. Who is not eligible to participate in this program?
Certified teachers who are not full-time employees of the district or who do not provide classroom instruction such as administrators, library/media specialists, counselors, teacher aides, etc. are not eligible to participate in this program. Educators who work as teachers of pre-kindergarten, community education, or adult education or in non-public schools also are not eligible. At the district's discretion, ineligible educators may be given the (personal or district funded) opportunity to acquire the same hardware, software and Internet connectivity available to eligible public school teachers through a discounted statewide program.

17. Does a certified teacher need to perform classroom instruction full-time or can a teacher be a full-time employee and only perform classroom instruction for part of that time?
A teacher would be eligible because he/she is a full-time employee of a district and provides classroom instruction.

18. What happens if my district chooses not to participate?
If a district chooses not to participate, teachers in that district are not eligible to participate and the district will not receive an increase in its state aid payment(s) equal to $1200.00 per eligible teacher or the actual cost.

19. When will I get my computer?
It is possible that districts could begin ordering computers in the fall after eligible teachers and their districts have completed the steps in the application process.

APPLICATION PROCESS

20. What does a district need to do to participate in this program?
Districts must certify that participating teachers are eligible full-time employees, provide classroom instruction, and meet the other program eligibility requirements (listed in FAQ questions 21, 22 & 23). Teacher eligibility documentation must be completed and submitted by the district in order to participate and receive the program funds.

21. What will be required of participating teachers?
Teachers will be required to do the following as a condition of participating in this voluntary program:

A.  Before the computer may be ordered, teachers will need to do the following:

1. Complete a Web-based self-assessment survey that collects information on technology-related skills and areas of interest for future technology related professional development. Information gathered through this Web-based self-assessment tool will be used primarily for community building and the identification of professional development needs and sources of technology expertise and assistance within school buildings. This tool could also be used as a practical resource to develop a comprehensive statewide "snapshot" to gauge the technology skills of Michigan teachers and monitor the progress of the Teacher Technology Initiative. Data reported at the regional and statewide levels will be aggregated and the identity of individual teachers will not be revealed.
2. Describe how they plan to use the computers to enhance their own professional growth and teaching in the classroom through an open-ended section within the Web-based self-assessment. A printed copy of the plan is to be retained within the teachers' professional files.
3. Demonstrate a minimum level of computer-related technology competencies as defined by MVU (see FAQ question 23).
4. Agree in writing to comply with the Teacher Technology Initiative fair use policy. This policy will include provisions concerning teachers who cease to be eligible teachers.

B.  After the computer is received, participating teachers will take a follow-up Web-based self-assessment within one year of receiving a computer.

22. When is the earliest a district can order the computers?
A district can order computers when it can certify that the following steps have been completed:

• eligible teachers are identified
• eligible teachers complete the self-assessments and submit their plans for how they will use the computers to enhance their own professional growth and teaching
• eligible teachers demonstrate a minimum level of computer-related technology competencies
• eligible teachers comply in writing with the Teacher Technology Initiative fair use policy

23. What are the minimum and the long-term computer-related technology competencies that teachers should be able to demonstrate?
MVU has identified a set of tasks and performances as the minimum level of computer-related technology competencies for program participation. The following tasks and related competencies are intended to be practical and authentic and will meet the eligibility requirements listed in FAQ #21A, items 1, 2, and 3.

Task #1: Complete, submit, and print the Teacher Technology Initiative Assessment survey on the Web.

Basic Competencies Demonstrated

• Turning on a computer
• Launching a software application (Internet browser)
• Navigating to the assessment Web site
• Successfully logging onto a secure, password-protected Web site
• Completing and submitting an online form
• Printing a completed online form

Task #2: Send an e-mail message to the building principal, department chair, or other teacher with suggestions about specific ways the school could support teaching and learning with technology.

• Basic Competencies Demonstrated
• Sending e-mail from a browser or e-mail client
• Basic word processing
• Engaging in communication and collaboration around technology

MVU has endorsed the International Society for Technology in Education (ISTE) National Educational Technology Standards for all Teachers (NETS 2000) [http://cnets.iste.org/teachstand.html] as the eventual long-term competencies for professional development in the domain of teaching with technology. The Teacher Technology Initiative Assessment is aligned with the NETS standards and individual items representing "learning gaps" may be identified through the assessment. It is anticipated that teachers will select one or more competency learning gaps that are interesting and meaningful to them and set a goal to increase their ability and confidence in those competencies during the year. Growth in competencies should be reflected by the TTI follow-up assessment completed within the first year of the program. To achieve their goals, teachers could complete courses from the online library of course offerings secured by MVU for the TTI program. Additionally, teachers could contact individuals in their school buildings who are proficient in the selected competencies and are willing to share their knowledge and expertise. Teachers may also choose to participate in technology-related professional development opportunities available through the school, local district, intermediate school district, or other provider.

EQUIPMENT

24. What process will be used to determine the equipment that will be available?

A competitive bid process will be used by the Department of Management and Budget and MVU to specifically encourage the hardware manufacturers, software companies, Internet service providers and others to propose highly innovative and flexible solutions.This process is intended to produce significant pricing discounts and novel acquisition approaches including possible sponsorship opportunities, bundled packages, and other unique cost-saving options that yield high educational value. Depending on the results of a statewide competitive bid process the computer equipment could either be purchased or leased by districts and then placed on loan to individual teachers. 

25. What will be the technical capacity of the computers provided through this program?

Minimum technical specifications have been developed and endorsed by a committee of educators and will be included in the bid process.   The computers will be multimedia-capable systems including modems and Ethernet cards.  All vendor responses will be reviewed in accordance with the standards.  Vendor proposals that do not meet the minimum specifications will be disqualified.  Provisions may be included to allow an opportunity to purchase system upgrades and peripheral devices to expand the computer system functionality.

26. Are desktop computers included in the program?

The intent of the initiative is to address the challenge of “anytime anywhere learning” which calls for the use of computers in multiple locations.  It is expected that use of computers at home and in various locations for professional development activities will be significant and that laptop computers have the greatest capability to support this flexible usage. However, some teachers may decide that a desktop computer may be a more flexible solution for particular circumstances and that option is allowed under this initiative.

27. How will districts know which computers are available?

A Web site will be developed announcing the results of the competitive bid process that will identify the selected vendors and products available.  Depending on the bids districts may be able to add additional options at their own expense either at or after the point of purchase.

28. Must all staff in a building or district select from the same manufacturer or equipment types?

This is a local decision as each district/building has the responsibility to order the equipment and may elect to purchase from any or all identified vendors.

29. How will computers be selected for individual teachers?

The competitive bid process will solicit vendor responses that promote a multi-vendor, multi-platform, and multi-operating system approach for participating schools. Schools will be able to select specified models and brands only from the authorized vendors selected as a result of this program’s competitive bid process. Teachers will have a choice of laptop or desktop computers while districts will make the final decision on the model and brand.

30. Who owns the computers?

Depending upon the results of the statewide competitive bid process, the district will either lease or own the computers.  The district will be required to place the equipment on long-term loan to eligible teachers.

31. Why don’t teachers own the computers?

Options allowing teacher ownership were not pursued because of potential sales and income tax liabilities to the teacher.

Middle Cities' Annual Fall Round Up promises to deliver a full and informative day for all Task Force members.  Come and get reacquainted as Task Forces plan for the coming year.  Also enjoy our first Lead-In program of the year on Vouchers from Michael Emlaw, Vice Chair, All Kids First!, and help us celebrate the presentation of the Robert and Patricia Muth Excellence in Leadership Award.  For more details on this year's Fall Round Up, please see our agenda.

The New Interpretation Of The Campaign Finance Law: What You Can And Cannot Do

Rulings issued in July 2000 by the Michigan Secretary of State’s Elections Bureau provided the first decisions interpreting the Michigan Campaign Finance Act (P.A. 388 of 1976) since it was amended.

The rulings make a distinction between information on "issues relevant to the function of the public body" and "ballot questions." The ruling states: "The section (of Michigan’s Campaign Finance Law) does not allow the production of factual information regarding candidates or ballot questions, but instead issues."

Further, the Bureau finds that "…the legislature wished to allow public bodies to use resources to discuss issues, not influence elections. If a public body produces or disseminates factual information that assists or opposes a candidate or ballot question, it has made an (impermissible) expenditure."

Finally, the Elections Bureau concludes from certain prior Attorney General rulings that: "A public body may produce and disseminate factual information - not speculation, not opinion, but fact - regarding issues if it is done in a balanced, fair and objective manner and it concerns issues relevant to the function of the public body."

Under this ruling, therefore, a school district can:

1. Prepare and disseminate factual information on the issue of school vouchers or the issue of tuition tax credits. Such information could define what they are, how they work, where they are in effect, what the research says about their effectiveness, and the like.
2. Prepare and disseminate factual information on the issue of enrollment growth or the issue of preparing students to deal with technology. Such information could report student enrollment numbers, building capacities, current numbers of computers, research on these topics or potential solutions such as a bond issue.
3. Such factual information on these issues must be fairly presented with good and bad features included.
4. School time may be appropriately used by school employees (such as the Superintendent) to objectively inform others about these issues, consistent with the guidelines above.
5. School publications may be used to objectively inform others about these issues, consistent with the guidelines above.
6. School building space can be used to objectively inform others about these issues, consistent with the guidelines above. Such use of building space does not create an "open forum" under the law (where you would be required to approve space for those supporting or opposing a proposal), because you are only using public facilities to provide objective, factual, balanced information.
7. (Per a draft declaratory ruling issued earlier this month and subject to further revision) a Board may adopt a resolution supporting or opposing a ballot question, and may have a full discussion of a ballot question at its meeting. The Board members or the Superintendent could share their views with each other at the meeting and answer questions from those in attendance or reporters.

Under this ruling, a school district:

1. Cannot use any district resources to provide information (other than legally required notices) on a ballot question, e.g. the proposed constitutional amendment, or a specific bond issue or millage question once it has been placed on the ballot. At that point it becomes a "ballot question" not "an issue relevant to the function of the public body."
2. Cannot speculate about possible results of ballot proposals which could be construed to support or oppose, e.g. "many kids will be hurt if a bond issue doesn’t pass" or "amending our constitution would allow the legislature to implement a tuition tax credit plan" or "our kids will not be prepared for today’s world if we don’t get additional money to buy more technology for our schools."
3. (Per a draft declaratory ruling issued earlier this month and subject to further revision) Cannot allow the Superintendent or the Board to use any district resources of materials or time to disseminate their views supporting or opposing a ballot question, even though the Board has the legal right (above) to adopt and place into the record a resolution supporting or opposing a ballot question. "Any communication regarding a ballot question that is not balanced, fair and objective would clearly assist or oppose the question, resulting in an illegal expenditure."

Many school attorneys and school law experts believe this interpretation is contrary to previous court decisions, Attorney General opinions and the prior interpretations of the Elections Bureau itself. We know that there is a high probability that there will be an appeal or further review. Meanwhile, this is the law and it needs to be observed.

The Michigan Teacher Technology Initiative to provide a computer and internet access to eligible classroom teachers is included in the state school aid act that became law last month. The funding allocation is $110 million for 1999-2000 only; there is no funding for subsequent years although unspent funds can be carried over for the next two fiscal years.

It’s important, therefore, for decision-makers to understand that there is no commitment from the state to fund any ongoing costs beyond the allocation for 1999-2000. School administrators are urged to be cautious about decisions made in this next school year which may require ongoing operational commitments that must subsequently be funded from the district’s general operating budget.

The administration of the program has been given to the Department of Management and Budget (DMB) and the Michigan Virtual University (MVU). While specific details remain to be released by the program administrators, the legislation itself provides the following general procedures:

1. The district will certify to DMB the number of elementary and secondary teachers who: a) are full-time, b) are providing classroom instruction, c) meet minimum technology competencies established by the Michigan Virtual University, d) have completed an assessment of their technology literacy as developed by MVU, e) agree to take a follow-up assessment a year later, f) develop a written plan that describes how they will use a computer to enhance professional growth and teaching.
2. These eligible teachers will receive a computer and remote internet access or a certificate for same from the district under procedures to be developed by DMB and MVU. The maximum amount is $1,200 per teacher, or actual cost, whichever is less.
3. On a building-by-building basis, the eligible teachers could, by majority vote and only with the principal’s concurrence, decide to spend their allocation on building-level or classroom-level technology improvements or teachers professional development in technology.
4. Initially, 10% of the estimated district allocation will be paid based on the number of classroom teachers employed by the district; the balance is to be included in the next school aid payment after the district certifies the number of eligible teachers.
5. DMB will develop policies for reimbursement by an eligible teacher who received a computer but who ceases to be eligible.

For school administrators, a key decision will be whether or not these computers will be purely for each teacher’s use personal at home, or whether the computers will also be integrated into the district’s technology network.

Before agreeing to integrate these computers into the district’s network, be sure to get good advice and counsel about the possible ongoing financial commitments. For example, two technology consulting firms had advised the Michigan School Business Officials organization that the annual "Total Cost of Ownership" (TCO) concept needs to look beyond hardware and software costs to include installation costs, system upgrade costs, infrastructure costs and training costs. They report a study by the Gartner Group (1999) that shows the annual TCO of end user computing ranges from $2,160 to $3,790. Compare that to the one-time allocation of $1,200 in this legislation. Of course, if the decision is to enable the teacher to use the computer personally at home only, there is no ongoing district commitment.

A decision by teachers in a particular building to invest this money in building-level or classroom-level technology improvements may also commit the district to ongoing expenditures. Superintendents should work closely with their principals (who must approve this option) to insure that any one-time expenditure in this area can be sustained in the future within the regular operating budget.

The Department of Management and Budget and the Michigan Virtual University are hoping to release program details shortly.