School
District of
Information
Literacy (Library Media) & Technology Plan
July 1, 2007 –
June 30, 2010
Approved by Board of
Education: May 17, 2007
Signed:
_________________________________________________
Dr. James Fitzpatrick, District Administrator
Plan Contact: John
J. Ottow, Director of Computer Technology
920-563-7813
jjo@mail.fortschools.org
Executive Summary
The purpose of this plan is to continue to integrate Information Literacy and Technology standards into the standard practices of delivering curriculum and to evaluate these standards within District assessments.
The School District of Fort Atkinson has had Technology planning in place since 1994. The purpose of this technology plan is to further integrate and strengthen the district goals for increasing student achievement with Information Literacy with Technology goals.
This plan is to support what is known in the District as “The three questions” as outlined by Richard DuFour:
- What do we want our students to know?
- How will we know when they know it?
- What will we do for students who need additional help or challenges?
The success of this plan will be evaluated in several ways:
· Is the plan being followed?
· Are students and teachers skills matching up to state standards?
· Has student achievement in core curriculum areas improved?
Table of Contents
Title
Page 1
Executive
Summary 2
Introduction
Mission Statement of the School District of
Information Literacy and Technology Mission
Statement 4
Plan Rational 4
Background
Community and District Demographics 6
Demographics 7
Information Literacy and Technology Planning
Committee 8
Planning Process 8
Needs Assessment /Current
Status
Analysis and Assessment of
Progress Toward Previous Plan’s Goals 9
Analysis of Effective Teaching
and Learning Practices 15
Analysis of Access to Information
Resources and Learning Tools 17
Hardware Assessment 17
Analysis of Support Systems and
Leadership 17
Goals and Action Steps 18
Budget
Coordination Funding Worksheet 27
PI-34 27
Adult
Literacy 27
Dissemination
to Stakeholders 27
Appendixes
A Grades K-5 Library Media and
Technology Curriculum 29
B Elementary IMC Report Card 36
C Budgets 37
D Obsolescence Plan 39
E Defining Computer Uses and
Financial Responsibility 44
F Board Policy on Access to and Use
of the Internet 46
G Copyright Policy 47
H Materials Selection 53
I Materials Reconsideration 56
J Interlibrary Loan 58
K Teachers self-assessment survey 59
L URL’s of Policies and Plan 64
M Bibliography 65
Introduction
Mission Statement of the School
District of Fort
The School District of Fort Atkinson is committed to delivering the quality opportunities and services each student needs to achieve his or her academic and personal potential.
Information Literacy and Technology Mission
Statement
Increasing student achievement must be the major product of Information Literacy and Technology instruction.
- All students will have equal access to information literacy and technology opportunities.
·
All students will develop common sets of
information literacy and technology related skills, which will be used for
learning and work.
·
Data collection and analysis from assessment
tools will be used to increase student achievement.
Plan rational
The District, under the direction of the Director of Instruction and with oversight of the Board of Education, is implementing a systemic process of curriculum alignment, uniform assessment and modified instruction. This process is based on the “Three Questions” as outlined by Richard DuFour:
- What do we want our students to know?
- How will we know when they know it?
- What will we do for students who need additional help or challenges?
This approach has been institutionalized in elementary
math. The District’s scores in
standardized assessments have risen favorably.
When compared to other Southern Lakes school districts,
The District is in varied stages of redefining processes in other subject areas and grade levels. Some of the components of this redefinition have been:
- Creating an expanded report card for elementary schools
- creating rubrics to be used by teachers, administrators, and parents to assess student progress, and evaluating skills on a quarterly basis.
- Creating a K-5 Library Media and Technology Curriculum
- Creating a K-5 Library Media and Technology Report Card
- Creating standardized assessments for all subject areas and grade levels
Extensive analysis of WKCE, Report Card, Quarterly Assessments and other data using the Just 5 Clicks analysis tool.
The Elementary and
Secondary Education Act (ESEA) and No Child Left Behind (NCLB) are changing the
national education agenda by focusing on student assessments and measuring
Annual Yearly Progress. In the same
vein, the School District of Fort Atkinson will place evaluations for
Information Literacy and Technology skills directly into student assessments in
core curricular areas thus changing the priority given to Information Literacy
and Technology proficiencies.
The School District of Fort Atkinson has had technology
planning in place since 1994. Yearly technology updates to that plan have been
in place for 1995-96 and 1996-97. State approved plans have been in place from
1997-June 30, 2007. District planning is
done by the District Technology Advisory Committee. The current state-approved technology plan
(2004-2007) can be found at: 
http://admin.fortschools.org/comptech/TechPlan/TechPlan.htm
Background
Demographics:
The School District of Fort Atkinson is a District of 2,652 students: one high school, one middle school, four elementary schools and one alternative high school:
Fort Atkinson High School 911 students
Fort Atkinson Middle School 578 students
Luther Elementary School 282 students
Purdy Elementary School 383 students
Rockwell Elementary School 260 students
Crossroads Alternative High School 22 students
Free and Reduced lunch students 579 21.4%
English Lange Learners (2005-2006) 297 12%
Involvement
Members of the
Technology Planning Committee
Dr. James Fitzpatrick District Administrator
Naomi Gray District Director of Instruction
Jeff Zaspel Principal,
Rob Abbott ` Principal,
Chris Laue Asst.-principal,
Cassandra Jacobs IMC
Director,
Rich Bostwick IMC
Director,
Sarah Horwath IMC
Director,
Carolyn Barels IMC
Director,
Michelle Maniaci IMC
Director,
Phyllis Schicker IMC
Director,
Nathan Klement Student,
Sarah Paske Student,
Tom Kohl Tech. Ed. Teacher, FAHS
Brian Yearling English Teacher, FAHS
Todd Linse Social Studies Teacher, FAMS
Theo Hansen Phy. Ed. Teacher, FAMS
Martha MacWilliams 5th
Grade Teacher,
Sandi Scott Duex Parent
Marvin Olsen Parent
Rob Roy Education Advocate, AT&T
John Ottow Director of Computer Technology
The following stakeholders have provided input for this plan.
Carrie Chisolm Board of Education
Kent Koepke Board of Education
Deb Milan Parent
Marilyn Aslenbrenner Parent
Tona Barnes Parent
Kathy Connor Language Arts Teacher, FAMS
Linda Kan Parent
Planning Process:
- October 2006 – January 2007, District Library and Technology staffs met to develop planning process, compile data and develop planning process.
- January
19, 2004, public forum was held at
- February 2004, planning process expanded to include principals, teachers, parents and community members.
- March 30, 2004, Full Information Literacy (Library) and Technology planning committee met to review draft of partial plan. (Items D, E, F and G of the DPI suggested outline.)
- April 27, 2004, Review and approval of goals and action plans by planning committee.
- May 9, Review of entire plan by planning committee.
- May 20, 2004, submission for approval of Information Literacy and Technology plan to the Board of Education.
Needs Assessment /Current Status
Analysis and assessment of
progress toward previous plan’s goals
The following were
goals from the 2004-2007 Technology plan; comments
on the progress in achieving those goals and objectives are in italics:
Action Plan for Information and Technology Literacy Plan, 2004-2007
Goal 1: Improve student performance in information
gathering.
Objective: Measure students’ information
gathering performance using common assessments incorporating Big6
elements. Analyze assessment results and
identify student performance weaknesses. Revise K-12 curriculum and instructional
practices to improve vertical alignment and meet Wisconsin
Leader(s) assigned to this
goal and others who will be working on this goal. IMC Directors with the assistance of teachers Mandy Tamblyn, and Megan
Eske.
Action Steps:
1. The Big6 (or equivalent) framework will be chosen to deliver K-12 instruction of Wisconsin’s Model Academic Standards for Information and Technology Literacy skills related to research.
2. K-12 Library Media Specialists will be trained in the Big6 instructional strategy.
3. In-service training will be provided to K-12 teachers to familiarize them with Wisconsin’s Model Academic Standards for Information and Technology Literacy for 4th, 8th and 12th grades.
4. 4-12
teachers will be introduced to the Big6 and how they relate directly to
District and
5. K-12 Library Media Specialists, with the assistance of the Director of Instruction, will develop Big6 student and teacher guides.
6. Identify
areas in the curriculum where research is involved and incorporate assessments
on Big6 where appropriate.
Time Frame
Start Date: June 2004
Due Date: May 2007
Completion Date:
§ Actions steps 1, 2 and 5 – 2004-2005 school year.
§ Actions steps 3, 4 and 6 - 2005-2007 school years.
Fiscal Note (Estimated
costing)
IMC Directors in all buildings will attend further Big6 training. Funding is currently in place at each building to support professional development for IMC Directors.
Evaluation (How will we know the goal has been met?)
ü
All Library
Media Specialists will be trained in Big6 instructional strategy.
ü K-8 curriculum revisions will be completed by August 2005. The 9-12 curriculum will be completed by August 2007.
ü Students will be using Big6 framework in research projects.
Analysis of the effectiveness of Goal 1
(May 2007):
Five district library media specialists attended Big6 training at CESA 2 during the spring semester of the 2004-2005 school year. The remaining district LMS attended training prior to that school year.
Big6 has been implemented into the 4th and 5th grade Information and Technology Literacy curriculum. Library media specialists are responsible for teaching Big6 concepts to students, and collaborating with teachers so that the concepts are taught in an integrated manner, rather than in isolation. Because Big6 is a general research process, there are many curricular areas where the skills can be emphasized. Fourth grade examples include, Wisconsin Native American tribes, Wisconsin counties, vertebrates, and a Newbery book report. Fifth grade examples include a biography newspaper and a Civil War project. Each school implement Big6 within the curricular areas that best fit their students.
Students are evaluated on the Big6 research process via the district’s library and information technology report card, which was implemented in the 2006-2007 school year. The fourth and fifth grade report card includes the following line: “Utilizes the research process.” A corresponding rubric describes proficiency for this line as “Uses the Big 6 to do research including: defines given task, lists possible resources and selects best to use, locates resources, extracts appropriate information (take notes), organizes information and create the final project, self-evaluates process and product.” Each media specialist assesses students in a variety of ways when Big6 is taught during the projects/curricular areas described above. Students are given several tools to guide them through each step of the research process and are then graded with a 4, 3, 2 or 1. 3 is considered proficient.
Big6 will eventually be utilized at the middle and high school levels as well. The middle school initiated a pilot program in the 2005-06 school year where sixth grade social studies classes were instructed in the Big6 and wrote their research papers using it. It was a success. Sixth grade social studies classes used Big6 again in 2006-07.The plan is for it to be introduced school-wide in the 2007-08 school year.
At that time, all staff will be familiarized with the concept; formal usage will take place in the social studies sector. Any other subject areas are free to (and will be encouraged to) use the strategy in their research efforts. Use of the concept will be more of a reinforcement than introduction as most students will have been exposed to the concept in previous years.
Once the middle school has completed implementation, the high school will make plans to do the same.
Goal2: The State of Wisconsin Information and
Technology Literacy standards will be reviewed in relationship to the Fort Atkinson
School District
Objective:
- Evaluate the current coverage of Wisconsin Information and Technology Literacy standards.
- Utilizing the data collected through objective A, identify which standards require direct instruction and those that can be integrated into content areas.
- Develop a document that specifies where and how Wisconsin Information and Technology Literacy Standards are covered in the School District of Fort Atkinson
- A sub committee will be formed to address the aforementioned objectives as well as to explore assessment options and determine correlates to instruction and student achievement.
Leader(s) assigned to this
goal and others who will be working on this goal.
Directors
of Instruction and Computer Technology will oversee the operation of this
action plan with assistance from the committee.
Action Steps:
1. Establish a committee.
2. Committee
establishes a method to evaluate current coverage of Wisconsin Information and
Technology Literacy standards and the consistency at which it is delivered.
3. Using data collected, the committee divides the standards into those requiring direct instruction and those that can be integrated into content areas.
4. The committee will identify the where, when, how, by whom and which standards will be addressed.
5. This plan of accountability will be documented and communicated to all stakeholders.
6. Once
this plan is in place and communication and implementation have begun, the
committee will explore assessment options and determine correlations to
instruction and student achievement.
Time Frame
Start Date: June 2004
Due Date: Steps 1 – 5 will be completed by May 2005
Completion Date: May 2006
Fiscal Note (Estimated
costing)
Integration of Information Literacy and Technology Standards into curriculum areas will take place during scheduled curriculum planning meetings. These meeting are funded by office of Director of Instruction. In-house personnel will perform professional training. Additional funding not required.
Evaluation (How will we know the goal has been met?)
ü Committee will be established, meetings will occur and minutes will be kept.
ü A summary report of current coverage of Wisconsin Information and Technology Literacy Standards will be constructed by the committee
ü Using input from the Director of Instruction, Library Media Specialists, and content area representatives from elementary, middle and high schools, the committee will create a document that divides standards into those requiring direct instruction and those that can be integrated into content areas.
ü The committee will identify the where, when, how and by whom the standards will be addressed through an accountability plan.
ü The plan will be communicated throughout district.
ü Specific
objectives to address action step #6 will be in place prior to the 2005-06
school year.
Analysis of the effectiveness of Goal 2:
As of May 2007 Goal 2 has met with limited success for the following reasons:
·
This
goal was a product of the Technology and Informational Literacy Planning
Committee and was not widely accepted by administration or teachers.
·
The
District was already well entrenched in a curriculum alignment process,
separate from Technology and Informational Literacy standards.
·
The
District was and is undertaking a process for common assessments. This process along with curriculum alignment
and other Board of Education Strategic Goals created a “full plate” in the eyes
of teachers and the Director of Instruction office. Thus putting “Goal 2”
beyond the grasp for 2004-2007.
A positive outcome
relating to goal 2 was the documentation and implementation of K-5
Informational Literacy curriculum and Elementary IMC Report Card.
Goal 3: Review and
modify (where needed) existing Board of Education policies, student handbooks
and other Administrative Rules to reflect current standards. Also, review and
update (where needed) collection maps, hardware and software inventories and
other resources needed to best support Goals 1 and 2.
Objective:
- Align Board Policy 363.2 Access to and Use of Electronic Communication and the Internet to best protect our students under CIPA guidelines.
- Align district policies, handbooks and practices relating to compliance with copyright laws.
- Develop district policies, handbooks and practices relating to unauthorized disclosure, use and dissemination of personal identification information regarding minors.
- Develop district policies, handbooks and practices relating to materials selection, materials reconsideration and Inter-library loan.
- Update collection maps, hardware and software inventories. A determination will be made if additional resources are needed to support Goals 1 and 2. If additional resources are needed, they will be acquired.
- Create framework for Intra-library loans (within district) and inter-library loans with Dwight Foster Public Library and the Mid-Wisconsin Federated Library System.
Leader(s) assigned to this
goal and others who will be working on this goal.
IMC
Directors and Director of Computer Technology will oversee the operation of
this action plan with assistance from the committee.
Action Steps:
1. Establish a committee
2. Individuals
or sub-committees will take responsibility in implementing objectives.
3. Board of Education action may be required.
4. Progress on all objectives will be documented and communicated to all stakeholders.
5. Once
all objectives are achieved, results of actions will be reported to Technology
Advisory Committee and Board of Education.
6. Expand
inter school catalogs and inter-library loans.
7. Formalize
Inter-library loan procedures with Dwight Foster Public Library.
Time Frame
Start Date: June 2004
Due Date: May 2005
Completion Date: May 2006
Fiscal Note (Estimated
costing)
Web-based card catalog software will be purchased from 2004-2005 building budgets. It is unlikely that any additional costs will be incurred implementing policy and handbook changes.
Evaluation (How will we know the goal has been met?)
ü Committee will be established, meetings will occur and minutes will be kept.
ü Policies and procedures developed will be compared to policies and practices of comparable districts.
ü Board of Education will make needed changes to District policies.
ü Collection Maps and inventories will show adequate support for Goals 1 and 2.
ü All school library catalogs will be assessable to all community members.
ü Students and teachers will have full access to Dwight Foster Public Library resources.
Analysis of the effectiveness of Goal 3:
Objectives:
a. Align Board Policy 363.2. Revised Nov. 18, 2004.
b. Align district policies regarding copyright. Approved School Board policy 771.1 – Copyright, on December 15, 2004. Posted on the district webpage at http://www.fortschools.org/policies/Policies700.htm#P7711
c. Develop district policies related to disclosure
of personal information relating to minors.
Completed May 2005 and posted on the district webpage at http://www.fortschools.org/IMCHandbook/#WebPublish.
d. Develop district policies and handbooks
related to materials selection, reconsideration and Inter-library loan.
Completed May 2005 and posted on the district webpage at http://www.fortschools.org/IMCHandbook/
e. Update collection maps, hardware and
software inventories.
f.
Create framework
for Intra-library loans (within district) and inter-library loans with Dwight
Foster Public Library and the Mid-Wisconsin Federated Library System. As of May 2006, all district school library catalogs are now linked via the
internet and can be searched and materials shared, via the use of
InfoCentre. Because of major hardware
and software upgrades and reorganizations within Dwight Foster and the Federated
Library system, no inter-library loan process has yet been formalized. We continue to work on an informal basis with
both of these organizations. Once they
have completed their migration to a new system, we will again pursue this
portion of the goal.
Analysis of effective teaching and learning practices
The Three Questions
At all levels the District currently does an
exhaustive analysis of student learning or is in the process of implementing or
is planning such exhaustive analysis.
The analysis of student learning calls for a mapping of all “content strands” every student is expected to understand in every subject and every grade. For a single subject this may be more than 1000 content strands. These content strands are based on the State Standards for the subject areas. This mapping is to answer Dufour’s first question, “What do we want our students to know.”
Analysis calls for common assessments to be given quarterly to every student in every subject area. These assessments are designed to show minimum proficiency in content strands. Teachers then input results of the quarterly assessments into an on-line data warehouse and analysis tool, Just5Clicks.
In addition, at the K-5 level, the District uses a custom designed on-line, standards-based Report Card. The data from this report card is uploaded into Just5Clicks.
Teachers and Administrators have timely access using Just5Clicks to results of quarterly assessments, Report Cards, WKCE data, SRI (Scholastic Reading Inventory) data and other data to make accurate assessments of student learning. This analysis is designed to answer Dufour’s second question, “How will we know when our students know [what we want them to know]?”
The analysis triggers additional learning opportunities for students that are not showing adequate progress or need additional challenges. These additional learning opportunities Answer Dufour’s third question, “What will we do for students who need additional help or challenges?
Analysis of Elementary Student Proficiency
The Library Media and Technology Curriculum at the elementary level was designed to correlate to the classroom curriculum and the State Standards for Information and Technology Literacy. The fourth grade standards were used as the starting point for the curriculum which shows the development of the necessary skills required to reach these standards at the fourth grade level and beyond.
With the development of a curriculum comes accountability, specifically, student assessment. The Library Media and Technology Report Card was created and added to the regular report card, much in the same way as the Art, Music, and Physical Education report cards. The report card is used by the library media specialists to assess and monitor the progress and proficiency of students throughout the elementary grades. The curriculum and the report card ensure that all students will have been exposed to and have had experience using the technology and library media skills specified by the state standards.
The Library Media and Technology report card was first implemented during the 2006 – 2007 school year and the reporting method correlates to that which is used by the state in all assessments (Advanced, Proficient, Basic, And Minimal). Reporting is done twice a year at the second and fourth quarters. After this initial implementation year, the report card will provide the data needed to analyze progress and student exposure in the area of library media skills and technology skills. This information will then be compared to the state standards and the curriculum will be evaluated to determine if the district is reaching these standards.
8th grade assessment of student technology and informational
literacy skills
In order to develop baseline of
data of current
Teacher Self
Assessment
In addition during the 2006-2007 school years, a self-assessment of technology skills was given to all teachers. The survey and complete results of the assessment can be found in Appendix K. The self-assessment showed:
- Teachers felt that they had adequate knowledge and skill in word-processing, e-mail and general use of technology. 26% felt that word-processing helped their students reach a greater understanding of the subject matter.
- Teachers felt that they had could use additional instruction in the use of spreadsheets, databases and data analysis tools.
- Although most teachers did not have the skill to create their own web content, many teachers felt that web resources helped their students reach a greater understanding of the content subject matter. About half of the teachers also felt skilled in using electronic encyclopedias.
- This is contrasted by a high percentage of teachers having unfamiliarity with Big6 or other systematic information approach.
- Most teachers felt that they had adequate skill using presentation software with many teachers using presentation software to bring students to the “transformational” use of technology, where the use of technology brought students to a greater understanding of the content subject matter.
Analysis of access to information resources and learning tools
All schools have made on-going commitments to providing
adequate access to information resources and learning tools. For more than 8 years:
§
Every classroom has had at least one computer
§
All classrooms have had high 10/100 Ethernet and
high-speed Internet
§
Multiple networked laser printers have existed in
all buildings.
§
Adequate funding has been in place for ample and
appropriate software purchases.
§
All teachers, interns and long-term subs have had
e-mail accounts.
§
Students have had Home directories for storing files
§
High School and Middle School students have had
access to district resources from home by using Citrix terminal services.
§
Scanners, digital cameras, and video equipment have
been available for teacher and student use.
Hardware
assessment:
Approximately 1000 desktop
computers, Student: computer ratio – 2.7:1
High
School 380
11
computer labs (2 wireless laptop labs)
Middle
School 270
5
computer labs (1 wireless laptop lab)
Purdy
Elementary 115
2
computer labs
Luther
Elementary 75
1
computer lab
1
computer lab
Rockwell
Elementary 78
1
computer lab
Luther
Administration 28
Every classroom has a television, cable and access to
adequate AV resources
Hardware for student computer labs, classrooms, offices as
well as network infrastructure and support is funded through the budget of the
Director of Computer Technology.
·
Budgets are found in Appendix C.
·
Replacement of computers is done following the
District Obsolescence Plan, Appendix D.
·
Technology support is prioritized following the
document “Defining Levels of Technology Support”, Appendix E
Analysis of support systems and leadership
§
Technology is being supported on a daily basis by:
o IMC directors that are the first line of
technical support.
o The
Director of Computer Technology that coordinates support.
o The
District Network Administrator
o UW-Whitewater
Technology Interns
o High School student assistants.
|
Year |
FTE – computer support |
Full-time support |
Part-time UW-W Interns |
IMC Directors |
|
2006-2007 |
4 |
1– Dir. Computer
Technology. .5 Tech. support 1- Network Adm |
3 -UW-W Interns, 12-20hrs./week each |
6 – One in each
building. Approximate .25 technology
support |
|
2007-2008 |
4 |
1– Dir. Computer
Technology. .5 Tech. support 1- Network Adm |
3 -UW-W Interns, 12-20hrs./week each |
6 – One in each
building. Approximate .25 technology
support |
|
2008-2009 |
4 |
1– Dir. Computer
Technology. .5 Tech. support 1- Network Adm |
3 -UW-W Interns, 12-20hrs./week each |
6 – One in each
building. Approximate .25 technology
support |
|
2009-2010 |
4 |
1– Dir. Computer
Technology. .5 Tech. support 1- Network Adm |
3 -UW-W Interns, 12-20hrs./week each |
6 – One in each building. Approximate .25 technology support |
Goals
and Action Plans
Provide students with 21st
Century Skills
The School District of Fort Atkinson will provide every child with the knowledge and skills needed to succeed as effective citizens, workers and leaders in the 21st century.
Communication
Action Plan – All stakeholders will increase communication to best allow technology
to increase student achievement.
Research rationale,
Communication Action Plan
How teachers use technology in the
classroom can influence whether students develop the knowledge and skills
consistent with the real-world application -- skills necessary to succeed in
the 21st century. These
skills include higher order thinking; connectedness to the world beyond the
classroom; and communication/collaboration skills (Lemke, 2001; enGuage: 21st
Century Skills). Research suggests that
technology must be integrated into the larger instructional framework to ensure
students attain these skills. Sandholtz
et al. (1997) found that students who use technology within the curriculum
context develop important workplace skills, such as locating information,
displaying data, and constructing persuasive arguments. Furthermore, researchers who evaluated
Groups / people
responsible for Action plan:
Administrators / Director of Computer Technology
- Form a district Technology and Information Literacy Committee
- District committee meets bi-monthly
District Technology Committee
·
Review and
adopt the 21st Century real-world skills identified by the Technology
Committees at each building.
·
District
committee will define the responsibility of each building in District
Technology and Information Literacy goals.
- Discuss
and develop a district position on asynchronous learning opportunities for
all students.
- Identify
and author a document of real-world technology skills that all students
should be taught
- Discuss and develop the place of asynchronous learning opportunities for all students in the forms of class management software, online learning objects, and online course work
- Create district–wide opportunities for sharing examples of possibilities and best instructional practices with technology
- District committee will monitor progress of plan and assessment of goals at all levels.
Administrators
- Form
building “Technology Committees” at all buildings
- Encourage
pupil services to discuss a graduation portfolio technology requirement
- Engage in discussion and decision
making with pupil services and technology department about the possibility
of requiring an online course for graduation
- Work
with Technology Committee to plan and budget for technology spending
buildings are responsible for above Obsolescence Plan
- Discuss
and develop a building position on asynchronous learning opportunities for
all students in the forms of class management software, online learning
objects, and online course work
Building Technology Committees
- Align identified real-world technology skills with existing curriculum
- Write
into curriculum suggested technology that can be utilized to teach these
skills
- Discuss
and begin to develop asynchronous learning opportunities for all students
in the forms of class management software, online learning objects, and
online course work
- Develop
procedures in each building for requesting, evaluating, and prioritizing
technology purchases
- Increase
teacher understanding of technology funding process and availability of
funds
- Create opportunities for sharing examples of possibilities and best instructional practices with technology
- Form building-level Technology and Information Literacy Committees.
- Building committee members will represent each school on District Committee.
- Building committees will be made up of District Director of Technology, classroom teachers, IMC director and Principal and/or Associate Principal.
- Each building committee will be responsible for informing each school of their part in District Technology and Information Literacy plan.
- Building committees will have discretion to customize District Technology and Information Literacy goals to fit individual school needs.
Technology Department
- Increase teacher awareness of technology support processes and requests
- Increase communication with teachers on technology maintenance and upgrades
- Better
coordination of upgrades with teachers and support staff to make them
aware of planned upgrades
The Communication Action Plan will be met when:
- Real-world technology and Information Literacy skills are fully aligned with existing curriculum.
- A District Technology and Information Literacy Committee is meeting four times yearly.
- A
District document of real-world technology skills that all students
should be taught has been prepared. The district will consult the
following resources in developing this document: NETS, NCREL, WIS DPI, **Partnership for
21st Century Skills
- Responsibility of each building in District Technology and Information Literacy goals has been defined
- Building Technology and Information Literacy Committee are meeting four times yearly.
- Procedures are in place in each building for requesting, evaluating, and prioritizing technology purchases
- Teachers understand technology
support processes and are made aware of technology maintenance and
upgrades.
- Teacher
understand technology funding process and availability of funds
- Opportunities are in place for sharing examples of possibilities and best instructional practices with technology.
- A one-half day Technology and Information Literacy inservice is in place for each year of the plan.
- Learning opportunities for teachers are in place before school, after school, during school and during staff meetings.
- A recommendation has been made to the Administration Team and/or Board of Education and a District position has been established in the following areas:
- Availability of asynchronous learning opportunities for High School and Middle School Students
- A graduation requirement for one or more asynchronous classes.
- The District Technology and Information Literacy Committee is responsible for the assessment of the Communication Action Plan
Resources needed
All needed hardware and software resources are currently in place. The primary resource will be scheduling of time to Technology Committees, inservice and staff meetings.
Professional
Development Action Plan – adequate opportunities will be provided to educators
so they will develop greater confidence and skills in providing students with
21st Century skills.
Research rationale, Professional Development Action Plan
A number of studies have confirmed
the critical need for professional teacher development in technology to support
the core curriculum (Coley, Cradler, & Engel, 1997); Silverstein et al.,
2000; Sanholtz, 2001). In a review of
300 studies of technology use, teacher training was identified as the most
important factor in ensuring the effective use of technology to improve student
achievement (Schacter, 1999).
Groups / people
responsible for Action plan:
Administration
Team
- Provide
teacher training and focus training on methods to incorporate technology
into pre-existing curriculum while encouraging student attainment of
technology related real-world skills.
Avoid add-on or out-of-context training
- Work
with technology committee to develop a professional development model for
technology training of teachers that will encourage change toward
meaningful use of technology in instruction
- Increase
opportunities for meaningful teacher training in technology and
information literacy
- Provide
program for one ˝ day technology in-service each year for school years
2007-2008, 2008-2009, 209-2010
- A
survey will be used to determine what the needs are.
- Offer continual and varied
opportunities for professional development
- Before/after
school workshops?
- During
school workshops at secondary level
- Give
Credit/salary advancement for participation in professional development
opportunities. (Similar to Spanish classes currently being offered.)
- Music,
Phy Ed, Art other allied teachers will explore relevant uses of
technology as it relates to Technology and Information Literacy Plan.
- Create
clear expectation for teachers and student use of technology. (curriculum
mapping)
- Embedding
teaching of the skills within the core curriculum
·
Allow for advancement on teacher salary schedule with satisfactory
completion of technology class from approved technical colleges and other
programs
District Technology and Information Literacy Committee
- Create a “Technology Portfolio for Graduate
Credit” process. (Similar to Monona Grove Model.)
- Create
an award for “Excellence in teaching with technology”.
- The District Technology and Information Literacy Committee is responsible for the assessment of the Professional Development Action Plan
Building Technology Committees
- Share
examples of possibilities and best instructional practices with technology
- Attend
authentic training opportunities in technology that are pertinent to
teaching and learning
The Professional Development Action Plan will be met when:
- One-half day inservices are in place for each year of plan.
- Continual and varied opportunities are in place for professional development.
- Teachers are experiencing salary advancement from professional development in Technology and Information Literacy
- Examples of possibilities and best instructional practices with technology are being shared on a regular basis at all levels.
- Building Principals will be responsible for the assessment of the Professional Development Action Plan
Resources Needed
- In-service funding will be invested in Technology and Information Literacy
- One one-half day inservice will be invested in Technology and Information Literacy
- Salary advancement will be provided to teachers who successfully complete credited Professional Development activities.
Access
Action Plan – adequate and proper technology will be available to students and
educators to demonstrate 21st Century skills.
Groups / people
responsible for Action plan:
District Technology Committee
- Develop a plan to provide open computer labs to students and communicate those open lab times to families and students
Technology Department
- Hardware and software support
- Plan for building upgrades that can be done during geothermal upgrades to buildings
- Provide and maintain modern, reliable technology infrastructure
- District
technology department to follow obsolescence plan to support student
labs and teacher computers.
- Support
the growth of asynchronous learning as it develops in the district
- Educate
students in use of Citrix (Remote Logon) to access school resources from
home.
- Offer
use of old computers and/or laptops to students/families without computers
at home.
- Pursue
grants to assist with this
Building Technology Committees
- Integrate
use of technology in instruction to demonstrate use of 21st
Century real-world skills
- Integrate
use of technology into course work in order to continue to teach
curriculum while addressing identified 21st Century real-world
skills
- Actively
engage in the utilization of technology that is integrated into course
work
- Take
advantage of increased opportunity to utilize computer labs as necessary
- Educate
students in use of Citrix (Remote Logon) to access school resources from
home.
- Matching
prime student hours of operation to availability of school resources.
- Look
into expanding hours of computer labs.
The Access Action Plan will be met when:
- We have defined adequate access appropriate to the curriculum for every student
- All students have acquired 21st Century real-world skills when measured using:
- Local quarterly assessments
- Standards based report cards
- State standardized testing (WKCE)
- Director of Instruction and Director of Computer Technology will be responsible for assessment of the Access Action Plan
Resources needed
- Continued funding for hardware and software
- Recycling of older computers to increase student access
- Apply for grant to increase student access
- One one-half day inservice will be invested in Technology and Information Literacy
- Salary advancement will be provided to teachers who successfully complete credited Professional Development activities.
Information Gathering Action Plan - Measure students’ information
gathering performance using common assessments incorporating Big6
elements. Analyze assessment results and identify student performance
weaknesses. Revise K-12 curriculum and instructional practices to improve
vertical alignment and meet Wisconsin
Research rationale, Goal 3.
Groups / people
responsible for Action Plan:
Building Principals
- Continue to provide for training of IMC directors in Big6 instructional strategy
- Provide
in-service training to K-12 teachers to familiarize them with
- Elementary
school
Educators/
IMC directors
- K-12 Library Media Specialists, with the assistance of the Director of Instruction, will develop Big6 student and teacher guides.
- Elementary IMC Report Card will continue to be used as an evaluation tool for evaluating student information gathering skills.
- 6-12
teachers will be introduced to the Big6 and how they relate directly to
District and
- IMC
directors will assist classroom teachers in identifying areas in the
curriculum where research is involved and incorporate assessments on Big6
where appropriate.
- Building IMC Directors will be responsible for the assessment of the Information Gathering Action Plan.
The Information
Gathering Action Plan will be met when:
- Students and Teachers at all levels are using the language, procedures and processes of the Big 6 program for research and information gathering.
Resources needed
- Continued funding for training of IMC directors
- Hiring of Big6 experts for teacher training.
- Investment of inservice times and staff meetings for teacher trainings
PI-34
In
addition to the standard methods used to evalutate teachers as part of the Fort
Educators Associate Master Contract, the District follows flexible evaluation
methods used in the spirit of PI-34.
Action
Plan 2 on Professional Development calls for Administrators to:
- Provide
teacher training and focus training on methods to incorporate technology
into pre-existing curriculum while encouraging student attainment of
technology related real-world skills.
Avoid add-on or out-of-context training
- Work
with technology committee to develop a professional development model for
technology training of teachers that will encourage change toward
meaningful use of technology in instruction.
Dissemination to Stakeholders
The 2007-2010 School District of Fort Atkinson Information Literacy and Technology Plan will become a working document for administrators, teachers and parents. To date:
§ The District Information Literacy and Technology planning committee has approved the plan.
§
The
§ The plan will be published on the district web site. http://www.fortschools.org
§ Highlights of the Plan will be shown on the Cable Access Channel 13.
§ Parents are in the process of being notified about plan in parent newsletters.
§
A press release has been submitted to
§ The plan is in the process of becoming a curriculum document and will be used in developing district curriculum and assessments.
Adult Literacy
Since 1999 The School District of Fort Atkinson has a strong relationship with the Jefferson County Literacy Council. The District has partnered with the Jefferson County Literacy Council (JCLC) in many ways:
§ District schools host JCLC classes.
§ District technology personnel have assisted JCLC staff in setting up Adult Literacy teaching systems.
§ District network resources host:
o JCLC web site
o JCLC e-mail
o JCLC tutor and adult learner resources
In addition the
District has a long-standing relationship with Madison Area Technical college
and host a multitude of classes related to technology and other subjects.
Appendix A
School
District of Fort
Library Media and Technology Curriculum
Grades K - 5
Developed
Spring 2004
By
Carolyn Barels, Sarah Horwath and Phyllis Schicker
School District of
Grade 5
End of the Year Outcomes
By the end of the year, the student knows / is able to:
IMC Skills:
- Use reference resources and materials (M & A)
- Understanding and use the Dewey Decimal System
- Find books in IMC with call number
- Understand that research is a process (Using Big 6)
- Do research to learn and demonstrate knowledge
- Take notes effectively through a variety of information sources (D)
- Organizing notes
- Write from notes / Apply note taking to writing (D)
- Understand plagiarism / copyright
- Create a bibliography and cite sources (D)
- Be exposed to novels and authors within the genres allocated to that grade level per district curriculum
Technology Skills:
- Demonstrate knowledge of basic keyboarding technique and skills
- Apply keyboarding skills to classroom assignments
- Keyboard with increasing speed and accuracy
- Utilize the online card catalog (find, locate, and put in order) (M & A)
- Use online reference tools (M & A)
- Understand computer and internet safety (M & A)
- Conduct internet searches using search engine
- Explain and use Internet search strategies
- Complete a Boolean search (limiting the search)
- Understand and use a database program (D)
- Understand and use a spreadsheet program (D)
- Understand and use a word processing program (D)
- Demonstrate advanced word processing skills (eg - various page layouts)
- Do web page navigation including using domain names and identifying useful sites
- Properly use presentation software (eg - PowerPoint / Hyper Studio / Kidspiration / Time Liner / Graph Club)
- Complete a multimedia presentation to demonstrate knowledge
- Begin use of a digital camera (I)
- Use graphics organizer program to organize notes or ideas
School District of
Grade 4
End of the Year Outcomes
By
the end of the year, the student knows / is able to:
IMC Skills:
- Learn the full research process (Big 6 or equivalent)
- Use the research process to work on a project
- Understand copyright & plagiarism
- Take notes effectively through a variety of information sources (I/D)
- Organizing notes into usable format
- Write from own notes
- Demonstrate understanding of the Dewey Decimal System (M & A)
- Use library catalog on a regular basis to find needed books (M & A)
- Look up materials and find on shelves with little assistance
- Know how to create a bibliography and cite sources (I)
- Understand how and when to use different reference books (atlas, almanac, dictionaries, specialized encyclopedias)
- Understand the Newberry Award and see samples
- Be exposed to novels and authors within the genres allocated to that grade level per district curriculum
Technology Skills:
- Understand and use a database program (I & D)
- Understand and use a spreadsheet program (D)
- Understand and use presentation software (PowerPoint or Hyper Studio) (I & D)
- Understand and use a word processing program (D)
- Edit a word processing document – run spell check, cut & paste, copy & paste, manipulate text, etc
- Develop Internet searching skills
- Demonstrate knowledge of basic keyboarding technique and skills
- Keyboard with increasing speed and accuracy
- Understand computer and Internet safety
- Understand how and when to access and use online reference resources (encyclopedia, BadgerLink, Internet, public library, etc.)
- Use graphics organizer program to organize notes or ideas
School District of
Grade 3
End of the Year Outcomes
By
the end of the year, the student knows / is able to:
IMC Skills:
- Understand how to use the online library and catalog
- Introduce the concept of research as a process (Big 6)
- Utilize the an abbreviated research process (the Super 3) to do research
- Do research to learn
- Use the an abbreviated research process to work on a project
- Understand the Dewey Decimal System and nonfiction book arrangement
- Understand what encyclopedias used for and how to use them
- Be exposed to a variety of reference materials
- Understand how to choose appropriate reading material based on different criteria
- Use encyclopedia and nonfiction books to get information from text, pictures, and charts.
- Identify and use parts of a book (index, glossary, table of contents)
- Appropriately use a dictionary (M & A)
- Be exposed to novels and authors within the genres allocated to that grade level per district curriculum
Technology Skills:
- Understand and use a word processing program
- Edit a word processing document – run spell check, cut & paste, copy & paste, manipulate text
- Understand computer and Internet safety
- Enter, navigate and gather information from Internet sites
- Begin knowledge of basic keyboarding technique and skills (using instructional typing program)
- Understand and experiment with a spreadsheet program (creating charts and graphs – demonstrating math concepts)
- Understand and use online reference resources including BadgerLink and online encyclopedia
- Conduct a basic search on the Internet
- Understand and use a basic graphics organizer program
School District of
Grade 2
End of the Year Outcomes
By
the end of the year, the student knows / is able to:
IMC Skills:
- Identify and understand use of advanced book parts such as title page, index, glossary
- Understand and utilize easy and fiction book arrangement (alphabetize and call numbers / basic Dewey Decimal System)
- Understand and use a dictionary – alphabetical order / locating words using guide words
- Understand Caldecott Award and see samples
- Use nonfiction books to gather information from text (including visuals)
- Be exposed to novels and authors within the genres allocated to that grade level per district curriculum
Technology Skills:
- Understand Internet safety (D)
- Locate of key on a keyboard – home row, backspace, enter, space bar (D)
- Use a keyboard
- Understand how to navigate a basic website
- Explore the internet with pre-selected sites
- Utilize a graphics program to communicate information and/or show knowledge (D)
- Understand and experiment with a graphics organizer program (D)
- Begin word processing using a word processing program
- Experiment with formatting text in a word processing document (center text, change text size, bold, underline)
- Open and save a file (I)
School District of
Grade 1
End of the Year Outcomes
By
the end of the year, the student knows / is able to:
IMC Skills:
- Independently check out books
- Differentiate and demonstrate understanding of fiction vs. nonfiction (real vs. imaginary) (D)
- Identify and use the basic parts of a book (information on title page, information on book cover, etc) (D)
- Understand how easy books are arranged in the IMC (A, B, C order)
- Understand how fiction books are arranged in the IMC (alphabetical order by authors)
- Find and select books that are at appropriate reading level
- Understand the basic function of a dictionary and how it is set up
- Be exposed to novels and authors within the genres allocated to that grade level per district curriculum
Technology Skills:
- Understand and follow a common set of lab rules
- Understand and use a graphics program (Kid Pix)
- Understand basic rules of Internet safety (I)
- Begin typing on word processing program
- Locate the parts of the computer: keys – enter, backspace, space bar, etc.
- Login and logout of network
- Understand and experiment with a graphic organizer programs (Kidspiration) (I)
School District of
Kindergarten
End of the Year Outcomes
By
the end of the year, the student knows / is able to:
IMC Skills:
- Understand proper library behaviors
- Understand that an illustrator draws or paints the pictures in books
- Understand that an author writes books
- Identify and explore basic book parts (I)
- Understand how to locate easy picture books and nonfiction books in the IMC
- Independently find a book in the easy section of the IMC
- Understand how to take care of a library book
- Check out and take care of a library book
- Understand and identify fiction vs. nonfiction books (I)
- Be exposed to novels and authors within the genres allocated to that grade level per district curriculum
Technology Skills:
- Understand and follow a common set of lab rules
- Identify and use the main parts of a computer (keyboard, mouse, screen)
- Locate of letters to key name
- Location of keys on keyboard: period, space bar, backspace, enter, return, shift keys
- Use and manipulate a mouse
- Open folders or a program
- Follow multi-step instructions
- Login and logout of network
- Understand and experiment with a graphics program (Kid Pix)
Appendix B
Appendix C
|
|
Technology Department
269000 |
||
|
|
Detail |
|
Account total |
|
|
|
|
|
|
Account |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
10-800-310-269000 |
Personal Services |
|
10,400.00 |
|
|
Firewall Filter |
1500 |
|
|
|
E-mail maintenance |
1200 |
|
|
|
General Consultant services |
3500 |
|
|
|
Citrix Maintenace,
Consultants |
2,000 |
|
|
|
CESA2 |
2200 |
|
|
|
|
|
|
|
10-800-342-269000 |
Employee Travel |
|
4,305.00 |
|
|
Training and testing |
1955 |
|
|
|
Seminars |
600 |
|
|
|
Mileage and lodging |
1750 |
|
|
|
|
|
|
|
10-800-350-269000 |
Communication |
|
6,740.00 |
|
|
Internet Access |
6240 |
|
|
|
Cell Phone |
250 |
|
|
|
Utilities and Pole rental |
250 |
|
|
|
for Wide Area Network |
|
|
|
|
|
|
|
|
10-800-411-269000 |
General Supplies |
|
4,300.00 |
|
|
Inventory |
3000 |
|
|
|
Tape Backup Maintenance |
1300 |
|
|
|
|
|
|
|
10-800-480-269000 |
Programmed Software |
|
19,010.00 |
|
|
Misc. software |
1000 |
|
|
|
Network Client licenses |
1200 |
|
|
|
Internet Software |
1300 |
|
|
|
Micorsoft Office for new
computers |
1510 |
|
|
|
Anti-virus |
14,000 |
|
|
|
|
|
|
|
10-800-439-269000 |
Other Media |
|
- |
|
|
|
0 |
|
|
|
|
|
|
|
|
|
|
|
|
10-800-551-269000 |
Additional equipment |
|
1,620.00 |
|
|
New Laptop |
1620 |
|
|
|
|
|
|
|
|
|
|
|
|
10-800-561-269000 |
Replacement Equipment |
|
153,000.00 |
|
|
Servers and Hard drives |
8000 |
|
|
|
Repalcement Computers |
125,000 |
|
|
|
Replacement Printers |
10,000 |
|
|
|
Firewall replacement |
3,000 |
|
|
|
Replace failed network
devices |
3,000 |
|
|
|
Citrix Hardware Maintenance |
2,000 |
|
|
|
Macintosh Server
Replacement |
2,000 |
|
|
|
|
|
|
|
10-800-942-269000 |
Employ. dues and fees |
|
150.00 |
|
|
Continued subscriptions and
memberships |
150 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Total |
264,930.00 |
|
Data Processing Service
266000 |
|
|
||||
|
|
|
|
|
|
|
|
|
Account |
|
Detail |
|
|
Account total |
|
|
|
|
|
|
|
|
|
|
10-800-310-266000 |
|
|
|
46600 |
|
|
|
|
|
Sasi support, Pearson |
20,500 |
|
|
|
|
|
|
Sasi support, CESA5 |
8000 |
|
|
|
|
|
|
Just 5 Clicks support |
17300 |
|
|
|
|
|
|
Brenner, state reports |
800 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
10-800-561-266000 |
|
|
|
0 |
|
|
|
|
moved to 10-800-561-269000 |
|
40,500.00 |
|
||
|
|
|
One-time projects |
43,563.00 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Total |
87100 |
|
Appendix D
Technology Obsolescence Plan March 2, 2006
Building and District funding is being modified to compensate for:
- Loss of TEACH funding
- Diminished technology spending since building budgets were cut 7%.
- More efficient purchasing
- Centralized purchasing to get the best possible pricing
- Better matching the technology resources to the need.
- Standardized hardware purchasing
- Pooling of all resources throughout the district.
- Increasing reliance on technology.
- Unequal technology among buildings; both hardware and network infrastructure.
The Re-funding would call for:
- Funding would be put in place to accommodate “one-time” technology projects..
- $150,000 would be moved to technology budget from district wide reallocations.
- Spending for technology infrastructure and hardware would be centralized. The buildings would contribute $114,798. See spreadsheet.
What would happen:
o Technology department would purchase computers and productivity software (Microsoft Office) for all buildings. Technology department would take care of all repairs.
o 20 student labs. Approximately 500 computers
o 230 teacher computers
o 60 secondary computers
o 40 office computers
o Buildings would be responsible for any software needed beyond Microsoft Office.
o Technology department would repair and/or replace network printers on an 8-year cycle. Buildings would continue to be responsible for all printer consumables.
o All computers would eventually be Windows based.
o Funding for High School and Middle School interns would be moved to technology department but would remain dedicated to those buildings.
What it may look
like:
Year 1, 2006-2007
District
- 10-800-560-269000 account would be used to finish network upgrade
- No computer replacements
High School
- New computers in B109, G205 and B210
- Special Education rooms would receive 10-20 of these computers.
Middle School
- Computers from HS - B109 would go in room MS B103
- eMac
computers from
Purdy
- New lab to replace MilwPC lab
- Computers from B210 and G205 would be used for teacher computers.
Luther
- Computers from B210 and G205 would be used for teacher computers.
- New IMC lab – Building contributes to new LCD monitors
- Computers from B210 and G205 would be used for teacher computers.
Rockwell
- New IMC lab – Building contributes to new LCD monitors
- Computers from B210 and G205 would be used for teacher computers.
Year 2 2007-2008
District
- 10-800-560-269000 account would be used to better connect Barrie and Rockwell
- Computer replacements, if needed
High School
- New B206, B222 and IT 2000 lab
- Teacher computers from Luther lab
- Some new teacher and office computers
Middle School
- New Business Ed. Lab (Sykes)
- New Lab in 103
- Some Office computers
- Teacher computers from Luther lab
- Some new teacher and office computers
Purdy
- Computers from HS-B222 lab would be used for teacher computers
- Some new office computers
Luther
- New IMC lab
- Computers from HS-B222 lab would be used for teacher computers
- Some new office computers
Rockwell
- Computers from HS-B222 lab would be used for teacher computers
- Some new office computers
- Computers from HS-B222 lab would be used for teacher computers
- Some new office computers
Year 3, 2008-2009
District
- 10-800-560-269000 account would be used to start VoIP telephone project
- Office computer replacements
High School
- IMC/Guidance computers replaced
- Wireless lab replaced
- Some new teacher and office computers
Middle School
- New computes in 303
- Wireless lab replaced
- Computers in 303 used for teacher computers
- Some new teacher and office computers
Purdy
- Dell computer lab replaced.
- Computers in 303 used for teacher computers
- Some new teacher and office computers
Luther
- Computers in 303 used for teacher computers
- Some new teacher and office computers
- Computers in 303 used for teacher computers
- Some new teacher and office computers
Rockwell
- Computers in 303 used for teacher computers
- Some new teacher and office computers
Future priorities
- MS Business Ed lab. (Rowe)
- MS IMC lab
- HS higher-power labs, B210, B109, G205
- HS Music lab
- Aging teacher computers at all buildings
Considerations:
- Because the buildings are behind the pace, it is unlikely that there will be new computers on teacher desks or in offices for at least 3 years.
- The total number of computers in the district will remain static at about 1000. The technology department may retire older computers, even if they are working. An effort will be made to sell working computers.
- The High School and Middle School mobile wireless labs are in immediate need of new batteries. It is expected that battery replacements will be made by those buildings during the 2005-2006 school year or plans should be made to make these labs non-mobile.
Building purchases
outside of this plan.
Buildings are free to purchase additional technology items not covered in this plan. This may be digital cameras, photo printers, LCD projectors, printers not in place during the 2005-2006 school year and additional computers. The technology department will make a reasonable effort to support these additional technology purchases. However, buildings must budget for maintenance and repairs for the life of these technology items.
What is included in this plan:
- SASIxp support
- Just 5 Clicks support
- Microsoft Office for new computers
- Student Computer labs (and current age)
- High School,
- B109, Cad Lab – 5th year
- B113, IT2000 (1/2 lab) – 4th year
- B206, Business Ed., 5th year
- B210, Business lab, 3rd year
- G205, “Academic” lab, 5th year
- Music lab, 3rd year.
- Mobile, wireless lab, 3rd year
- IMC/Guidance, 1-6 years old
- Writing lab (1/2 lab)
- Middle School
- 303, 1st year
- 103, 6th year
- IMC, 1st year
- Mobil, wireless lab, 3rd year
- Business Ed. lab, 211, 5th year.
- Business Ed. lab, 304, 4th year
- Purdy
- IMC lab, 5th year
- IMC lab, 7th year (some newer)
- Luther
- IMC lab, 5th year (some newer)
- IMC lab, 7th year
- Rockwell
- IMC lab, 7th year
- Teacher computers
- Replacement of existing “second” computers in teacher’s rooms.
- Office computers
- Repair and replacement of current network printers
- Technology interns (1-High School, 1-Middle School, 1-Elementary schools)
- Network Infrastructure – items on spreadsheet
- “One time” projects listed on spreadsheet
What is not covered by this plan:
· Purchase or repair of Macintosh computers. Macintosh computers from around the district will be reallocated in an effort to keep existing Macintosh labs intact until they are retired.
· Additional network printers
· Academic software.
· Support for technology items purchased outside of this plan. Lifetime maintenance should be budgeted for items purchased outside of the plan.
· Batteries for existing laptops. Purchase of batteries for HS and MS wireless labs will be evaluated for the 2007-2008 school year.
· Purchase and support of all copy technology
· Any technology items not mentioned are considered not covered.
Appendix E
Defining Computer
Uses and Financial Responsibility
Level One computers
use
The hardware and software for “level one computer use” is the responsibility of the Computer Technology department. It is the highest priority of the Computer Technology Department to support Level One computer use. This can be described as:
- Maintenance of the district network
- Building file and print servers
- District web server
- District e-mail server
- Internet access, filters and firewalls
- Anti-virus for computers and servers
- Network hardware
- Citrix (remote access) servers
- Network printers
- Support for SasiXP, IGPro and Just 5 Clicks
- Student computer lab computers capable of:
- Logging on to the network using Microsoft Windows
- Printing to a network printer
- Capable of using productivity software, such as – Microsoft Office.
- Internet access using Internet Explorer or Firefox Mozilla
- Office computers capable of:
- Logging on to the network using Microsoft Windows
- Printing to a network printer in the office area
- Capable of using productivity software, such as – Microsoft Office.
- Able to access the student records system. Generally this is SasiXP
- Accessing Just 5 Clicks
- Internet access using Internet Explorer or Firefox Mozilla
- Internet e-mail
- Teachers computers capable of:
- Logging on to the network using Microsoft Windows
- Printing to a network printer
- Capable of using productivity software, such as – Microsoft Office.
- Able to access the student records system. Generally this is ClassXP
- Able to access student grading software
- IGPro for secondary schools
- The Elementary Report Card for primary school.
- Accessing Just 5 Clicks
- Internet access using Internet Explorer or Firefox Mozilla
- Internet e-mail
- Classroom “second” computers. These will be supplied to classrooms when there is a surplus of Office, Teacher and Computer Lab computers:
- Logging on to the network using Microsoft Windows
- Printing to a network printer
- Capable of using productivity software, such as – Microsoft Office.
- Internet access using Internet Explorer or Firefox Mozilla
Level Two computer
use
Level Two computer use is the responsibility of the individual school or department. It is assumed that level two computer use can be performed on a Level One computer, without modification. If modifications for level two use are needed, this will be the responsibility of the school or department. It is a high priority of the Computer Technology Department to support Level Two computer use. Examples of Level Two computer use are:
- Software to support the curriculum beyond Microsoft Office. For Example:
- Inspiration, Kidspiration,
- typing software
- Specific subject-based software
- Kurzweil or other adaptive technology
- LCD projectors and lamps
- Science lab software and probes
- Music software and attachments to instruments, speakers, amplifiers, etc.
- Headphones and Microphones
- “Palm” and PocketPC hardware and software
Level Three computer
use
Level Three computer use is the responsibility of the individual school or department. It is assumed that level three computer use may require a dedicated computer or substantially modified computer or peripherals designed to serve a single student or a small population. Level three use is the responsibility of the school or department. If such highly modified use requires specialized ongoing maintenance, the building or department will be responsible for cost incurred in maintenance. Because of the smaller population served, it is a lower priority of the Computer Technology Department to support Level Three computer use. Examples of Level Three computer use could be:
- A laptop purchased for a single student.
- A Macintosh computer
- A computer used for video editing
- Highly specialized adaptive technology.
- Software and printers designed for printing tickets
- Printing to local, non-network printers
Appendix F
363.2
- Access to and Use of Electronic Communication and
the Internet
Access to Electronic-Mail (E-Mail) and the Internet enables students to explore
thousands of libraries, databases, and bulletin boards while exchanging
messages with Internet users throughout the world. The intent of the
School District of Fort Atkinson is to make Internet access available to
further educational goals and objectives. However, users and their
parent/guardian should be warned that some material accessible via the Internet
may contain items that are illegal, defamatory, inaccurate or potentially
offensive to some individuals.
Within the school setting, students are responsible for good behavior on school
computer networks. General school rules for behavior, communications, and
use of equipment apply. Electronic resources owned by or on school
premises will be treated as real property of the School District of Fort
Atkinson. Any abuse or destruction of electronic resources whether they
are hardware, software, stored electronic data or displays of electronic data
will be subject to the same consequences as abuse and destruction of other
District property.
The use of computer technology, the internet, e-mail, chat rooms, instant
messaging and other forms of direct communication is a privilege,
not a right. Abuse or inappropriate use of this privilege will
result in suspending access. The nature of the violation could dictate
other possible action (i.e. legal, criminal or professional consequences).
Students and employees should not expect that Electronic-Mail, Internet and
other electronic storage files stored on District equipment will be
private. Files brought on school premises are also subject to
review. Network administrators/supervisors may review files and communications
to maintain system integrity and to insure that users are using the system
responsibly.
The District will implement internet filtering and
other means to restrict access by minors to inappropriate materials and
materials harmful to minors. It is understood that such filters are not
perfect and student access to inappropriate material is unintentional.
Legal Ref: Children’s
Internet Protection Act
Approved: March 18, 1999
Revised: May 16, 2002
Revised: November 18, 2004
Appendix G
The School District of Fort
Atkinson subscribes to BOARD POLICY 771.1 in regard to the reproduction of copyrighted
materials. The following are guidelines
to assist students and staff.
107. Limitations on
exclusive rights. Fair use.
Notwithstanding the
provisions of Section 106, the fair use of a copyrighted work, including such
use by reproduction in copies or phonorecords or by any other means
specified by that section, for purposes such as criticism, comment, news reporting,
teaching (including multiple copies for classroom use), scholarship, or
research, is not an infringement of copyright. In determining whether the use
made of a work in any particular case is a fair use the factors to be
considered shall include:
(1) the purpose and character of the use,
including whether such use is of a commercial nature or is for nonprofit
educational purposes;
(2) the nature of the copyrighted work;
(3) the amount and substantiality of the
portion used in relation to the copyrighted work as a whole; and
(4) the effect of the use upon the
potential market for or value of the copyrighted work.
(The following state the minimum
standard of educational fair use under Section 107 of H.R. 2223)
GUIDELINES
I. SINGLE COPYING FOR
TEACHERS
A single copy may be made of any of the following by or for a teacher at his or
her individual request for his or her scholarly research or use in teaching or
preparation to teach a class.
A. A chapter from a book;
B. An article from a periodical or
newspaper;
C. A short story, short essay or short
poem, whether or not from a collective work;
D. A chart, graph, diagram, drawing,
cartoon or picture from a book, periodical, or newspaper.
II. MULTIPLE COPIES FOR
CLASSROOM USE
Multiple copies not to exceed, in any event, more than one copy per pupil in a
course may be made by or for the teacher giving the course for classroom use or
discussion, provided that:
A. The copying meets the test of brevity
and spontaneity as defined below
B. The copying meets the cumulative effect
test as defined
C. Each copy includes a notice of
copyright
DEFINITIONS
Brevity
(i) Poetry: (a) A complete poem if less than 250 words and if printed on not
more than two pages or, (b) from a longer poem, an excerpt of not more than 250
words.
(ii) Prose: (a) Either a complete article, story or essay of less than 2,500
words, or (b) an excerpt from any prose work of not more than 1,000 words, or
10% of the work, whichever is less, but in any event a
minimum of
500 words.
[Each of the numerical limits stated in (i) or (ii) above may be expanded
to permit the completion of an unfinished prose paragraph.]
(iii) Illustration: One chart, graph, diagram, drawing, cartoon or picture per
book per periodical issue.
(iv) Special works: Certain works in poetry, prose
Spontaneity
(i) The copying is at the instance and inspiration of the individual
teacher, and
(ii) The inspiration and decision to use the work and the moment of its use for
maximum teaching effectiveness are so close in time that it would be
unreasonable to expect a timely reply to a request for permission.
Cumulative Effect
(i) The copying of the material is for only one course in the school in
which the copies are made.
(ii) Not more than one short poem, article, story, essay or two excerpts may be
copied from the same author, nor more than three from the
same collective work or
periodical volume during one class term.
(iii) There shall not be more than nine instances of such multiple copying for
one course during one class term.
[The limitations stated in (ii) and (iii) above shall not apply to current news
periodicals and newspapers and current news sections of other periodicals.]
III. PROHIBITIONS
Notwithstanding any of the above, the following shall be prohibited:
A. Copying shall not be used to create or to replace or substitute for
anthologies, compilations or collective works. Such replacement or substitution
may occur whether copies of various works or excerpts therefrom are accumulated
or reproduced and used separately.
B. There shall be no copying of, or from, works intended to be
"consumable" in the course of study or of teaching. These include
workbooks, exercises, standardized tests and test booklets and answer sheets
and like consumable material.
C. Copying shall not:
(a) substitute for the purchase of books, publishers' reprints or
periodicals;
(b) be directed by a higher authority
(c) be repeated with respect to the same item by the same teacher and term to
term.
D. No charge shall be made to the student beyond the actual cost of the
photocopying.
GUIDELINES FOR OFF-AIR RECORDING OF BROADCAST PROGRAMMING FOR
EDUCATIONAL PURPOSES
In March 1979, Congressman
Robert Kastenmeier, Chairman of the House Subcommittee on Courts, Civil
Liberties and Administration of Justice, appointed a Negotiating Committee
consisting of 19 educational users and copyright proprietors to write
guidelines applying the “fair use” provision of the copyright law to the
recording, retention , and use of television programs in classrooms .
Chaired by Eileen Cooke of
1. The guidelines were developed to apply only to off-air recording by
nonprofit educational institutions.
2. A broadcast program may be recorded off-air simultaneously with broadcast
transmission (including simultaneous cable retransmission) and retained by a
nonprofit educational institution for a period not to exceed the first
forty-five (45) consecutive calendar days after the date of recording. Upon
conclusion of such retention period, all off-air recordings must be erased or
destroyed immediately. "Broadcast programs" are television programs
transmitted by television stations for reception by the general public without
charge.
3. Off-air recordings may be used once by individual teachers in the course of relevant
teaching activities, and repeated once only when instructional reinforcement is
necessary, in classrooms and similar places devoted to instruction within a
single building, cluster or campus, as well as in the homes of students
receiving formalized home instruction, during the first ten (10) consecutive
school days in the forty-five (45) day calendar day retention period.
"School days" are school session days - not counting weekends,
holidays, vacations, examinations periods, or other scheduled interruptions -
within the forty-five (45) day retention period.
4. Off-air recordings may be made only at the request of and used by individual
teachers and may not be regularly recorded in anticipation of requests. No
broadcast program may be recorded off-air more than once at the request of the
same teacher, regardless of the number of times the program may be broadcast.
5. A limited number of copies may be reproduced from each off-air recording to
meet the legitimate needs of teachers under these guidelines. Each such
additional copy shall be subject to all provisions governing the original
recording.
6. After the first ten (10) consecutive school days, off-air recordings may be
used up to the end of the forty-five (45) calendar day retention period only
for teacher evaluation purposes, i.e. to determine whether or not to include
the broadcast program in the teaching curriculum, and may not be used in the
recording institution for student exhibition or any other nonevaluation purpose
without authorization.
7. Off-air recordings need not be used in their entirety, but the recorded
programs may not be altered from their original content. Off-air recordings may
not be physically or electronically combined or merged to constitute teaching
anthologies or compilations.
8. All copies of off-air recordings must include the copyright notice on the
broadcast program as recorded.
9. Educational institutions are expected to establish appropriate control
procedures to maintain the integrity of these guidelines.
GUIDELINES
FOR PERFORMANCE OF PRERECORDED VIDEOCASSETTES/CDs/DVDs, etc.
Teachers and pupils may
perform any legally obtained copyrighted work in the classroom, as a part of
face-to-face instruction.
There are several requirements
for the exemptions, but teachers should have little difficulty meeting them:
1. The performance must be made
from a legitimate copy.
2. Attendance must be limited
to the teacher and pupils.
3. The performance must be part
of a systematic course of instruction and not for entertainment, recreation, or
cultural value.
4. The performance must be part
of the teaching activities of a nonprofit institution.
5. The performance must take
place in a classroom or similar place devoted to instruction.
A. Avoiding license restrictions. To
avoid the inconsistencies between sale to a library and the standard license
restrictions, libraries should note on their purchase orders the intended use
of software meant to circulate. Such a legend should read, “Purchase is ordered
for library circulation and patron use.” Then if the order is filled, the
library is in a position to argue that its terms, rather than the standard
license restrictions, apply.
B. Loaning Software
1. Copyright notice placed on a
software label should not be obscured.
2. License terms, if any,
should be circulated with the software package.
3. An additional notice may be
added by the library to assist copyright owners in preventing theft.
4. Libraries generally will not
be liable for infringement committed by borrowers.
C. Archival copies
1. Libraries may lawfully make
one archival copy of a copyrighted program under the following conditions:
a. One copy is made.
b. The archival copy is stored.
c. If possession of the
original ceases to be lawful, the archival copy is must be destroyed or
transferred along with the original program.
d. Copyright notice should
appear on the copy.
2. The original may be kept for
archival purposes and the “archival copy” circulated. Only one copy
- either the original or the archival - may be used or circulated at any given
time.
3. If the circulating copy is
destroyed, another “archival” copy may be
made
4. If the circulating copy is stolen,
the copyright owner should be consulted before circulating or using the
“archival” copy.
D. Library and classroom use
1. License restrictions, if any,
should be observed.
2. If only one program is owned
under license, ordinarily it may be used on only one machine at a time.
3. Most licenses do not permit
a single program to be loaded into a computer that can be accessed by several
different terminals or into several computers for simultaneous use.
4. If the machine is capable of
being used by a patron to make a copy of a program, a warning should be posted
on the machine, such as, “Many computer programs are protected by copyright, 17
U.S.C. §101. Unauthorized copying may be prohibited by law.”
Appendix H
I. Philosophy
A. The school learning resource center
implements classroom activity and is an integral part of the curriculum
paralleling it at all points in all departments. The center exists primarily
for educational purposes. It offers enrichment for the students and resource
material for the faculty. Its materials are selected from all the forms of media
available for interest, vocabulary, maturity, and ability levels of all
students within the schools served.
B. The school resource center provides
additional materials to attract students to reading, viewing and listening as
sources of pleasure and recreation over and above needed subject content.
II. General
Policy
A. The legal responsibility for materials
in the school media center rests with the school district governing board. Responsibility
for selection shall be delegated to professionally trained personnel who know
the course of study, the methods of teaching, and the individual differences of
the pupils in the schools for which the materials are provided (the respective
IMC directors), such selection to be in accordance with the statement of
specific policy given below.
B. The selection of school resource
materials shall be in accordance with the following objectives:
1. To enrich the curriculum.
2. To further the development of youth intellectually, emotionally, and
culturally.
C. The School Board subscribes in
principle to the statements of policy as expressed in the American Library
Association’s Library Bill of Rights (Appendix A) and Access to
Resources and Services in the School Library Media Program (Appendix B),
copies of which are appended to and made a part of this policy.
III. Selection Policy
A. Instructional materials selection shall be a cooperative, continuing process in which administrators, teachers, media personnel, and students should participate. The basic factors influencing selection shall be the curriculum, interests, abilities, and backgrounds of the students and personnel using the centers and the quality and accuracy of available materials.
B. The following evaluative criteria are used as they apply:
1. The materials meet high standards of quality in factual content and presentation and are appropriate to the ability and needs of the pupils in the various subject areas.
2. The materials are selected because of the content and value of the work as a whole.
3. The materials contribute to library appreciation or have aesthetic value.
4. The authors are competent and qualified in the field.
5. The materials are objectively and impartially selected to provide a balanced collection for the library.
6. The materials present information for which the student is socially and emotionally prepared.
C. Materials should appear in one or more of the recognized professional media or approved lists (such as media selection aids, basic general lists, current general lists, special bibliographies for reference materials and for subject fields, and media reviewing journals). A positive review by one or more
D. Selection tool will be considered as sufficient evidence that the evaluative criteria as outlined in the materials selection policy have been met (III. B):
Additional suggestions for media may come from exchange of materials with other media centers, visits to media exhibits and displays, publishers samples, texts and courses of study approved for use within the district, teachers, students, educational organizations, and individuals of the community. These must be evaluated with special care according to the criteria set forth in Section B above. When possible, non-print materials should be previewed.
D. The media center welcomes gifts of media provided:
1. They meet the same standards of selection as those applied to original purchases.
2. They can be integrated into the general media collection and do not need special housing.
3. The media staff may dispose of a gift at its discretion, if it is out-of-date, in poor physical condition or does not contribute to the curriculum.
E. The media center welcomes commercially sponsored materials provided:
1. They meet the same standards of selection as those applied to original purchases.
2. They are of real value to the instructional program of the school with a purpose to educate, rather than just promote sales.
3. They are free from advertising which is excessive, obtrusive, or objectionable.
F. All materials acquired for the district's IMCs shall be selected in one of the following manners:
1. By the IMC Director, in the manner prescribed in section III. C.
2. By the Media Committee, in compliance with the criteria outlined in section III. B.
3. On the suggestion of a student, faculty member, or member of the community, in compliance with the criteria outlined in sections III. C., or III. F. 2.
Appendix I
IV. Procedure for Handling Objections
The review of questioned materials will be treated objectively, unemotionally, and as an important routine action. Every effort will be made to consider objections, keeping in mind the best interests of the students, the school, the curriculum, and the community. Since differences of opinion do exist in our society, the following procedure shall be observed to recognize those differences in an impartial manner.
A. All criticism shall be presented in writing, to the Principal, who will forward a copy to the IMC Director. The REQUEST FOR RECONSIDERATION OF LIBRARY RESOURCES form (Appendix C) shall be used. It should be filled out as completely as possible and shall be signed and identified, so that a proper reply can be made.
B. The material in question shall be withdrawn from circulation until it is read or reviewed and discussed by the Media Committee, which will be convened by the Building Principal and the IMC Director.
C. The Media Committee will review the
questioned material and all critical evaluations available. Advantage should be
taken of the services offered by the Cooperative Children's
D. The Media Committee shall recommend a course of action to be implemented by the IMC Director.
E. The complainant shall be sent a copy of the evaluating report and decision.
REQUEST FOR RECONSIDERATION OF LIBRARY
RESOURCES
SCHOOL_____________________________
NAME__________________________________
ADDRESS_______________________________
CITY___________________________________
STATE_______________ ZIP_____________
PHONE NUMBER________________________
DATE____________
DO YOU REPRESENT SELF?_______ ORGANIZATION?___________________
RESOURCE ON WHICH YOU ARE COMMENTING:
_____BOOK _____VIDEO/DVD _____DISPLAY
_____MAGAZINE _____ NEWSPAPER _____AUDIO RECORDING _____ELECTRONIC INFORMATION/NETWORK (SPECIFY) _____OTHER
TITLE_________________________ AUTHOR/PRODUCER___________________
1. HAVE YOU EXAMINED THE ENTIRE RESOURCE?
2. TO WHAT IN THE MATERIAL DO YOU OBJECT? (PLEASE CITE PAGES, SECTIONS, SCENES, ETC. BE SPECIFIC).
3. WHAT DO YOU BELIEVE IS THE THEME OR PURPOSE OF THIS MATERIAL?
4. WHAT DO YOU FEEL MIGHT BE THE RESULT OF A STUDENT USING THIS MATERIAL?
5. FOR WHAT AGE GROUP WOULD YOU RECOMMEND THIS MATERIAL?
6. IS THER ANYTHING GOOD ABOUT THIS MATERIAL? PLEASE COMMENT.
7. WOULD YOU CARE TO RECOMMEND OTHER SCHOOL LIBRARY MATERIAL OF THE SAME SUBJECT AND FORMAT?
_______________________________________ ________________
SIGNATURE OF COMPAINANT DATE
PLEASE RETURN COMPLETED FORM TO THE SCHOOL PRINCIPAL.
Appendix J
The School District of Fort Atkinson is located in the service area of the Mid-Wisconsin Federated Library System. The system does not currently support multitype library interlibrary loan. If the Mid-Wisconsin Federated Library System should start an interlibrary loan system we will be governed by their policies and procedures.
Those wishing to take advantage of interlibrary loan should proceed as follows:
1. Contact your local public library.
Intradistrict interlibrary loan is encouraged in the name of efficient use of resources. Patrons wishing to use the materials of another IMC in the District are required to abide by the loan policies of that institution. Contact your IMC director for assistance.
Appendix K
SDFA Technology Advisory Committee
Technology Survey
As part of developing the Technology and Information Literacy plan, we need to have a reading on teacher literacy in these areas. This survey is 23 questions and should only take a few moments.
This survey was developed from
Explanation of answers to questions :
v Don't Know - I do not understand the question or the technology.
v Know - I know about this technology and us it..
v Able to teach - I understand it well enough to teach it to others.
v Use with students in the classroom - I am currently integrating this technology with my students.
v Greater
understanding - I am able to use this
technology as part of a process to help my students reach a greater
understanding of their subject matter.
School_____________________________ Name_________________________________
|
Num. (Grade ref.erence) |
Technology Survey |
Don't Know |
Know |
Able to teach |
Use with students in the classroom |
Greater understanding |
|
1. (8) |
I have my students save, copy, organize and back up files. |
|
|
|
|
|
|
2. (4) |
I can demonstrate the use of still, video, and digital cameras and scanners. |
|
|
|
|
|
|
3. (8) |
I can capture, edit, and combine video segments using a multimedia computer or a video editing system. |
|
|
|
|
|
|
4. (8) |
I can scan, crop, and save a graphic using a scanner or digital camera. |
|
|
|
|
|
|
5.(8) |
Using a digital camera or scanner, I can transfer the pictures to a computer, and use the pictures in a computer application. |
|
|
|
|
|
|
6 (12) |
I can use a camcorder, VCR, multimedia computer, or editing equipment to produce a short video program. |
|
|
|
|
|
|
7(13) |
I can identify common graphic, video, and sound file formats (e.g. JPEG, GIF, WAV,QUICKTIME,) and explain their uses. |