Campbellsport School District Information Technology Plan

Transcription

1 Campbellsport School District Information Technology Plan Creation Date : November, 2011 District Administrator: School Board Approval Date: June 18, 2012 Contact: Judith Hoeppner, Ph.D., JHoeppner@csd.k12.wi.us,

2 Table of Contents Table of Contents... 1 Executive Summary... 3 Introduction... 4 Relevant Research and Best Practices Review... 4 Implementation of a Robust Library Media Program... 4 Sustained Systemic Professional Development... 5 Effective Student Use of Technology that Fosters Higher Order Thinking and Leads to Improved Academic Achievement... 6 Staff Adoption and Effective Use of Technology During Teaching... 6 Use of Authentic Inquiry/Problem-Based Learning Units... 7 Campbellsport Vision and Mission... 8 Campbellsport Information Technology Vision... 8 Campbellsport Information Technology Mission... 8 Connection Between District Vision and Mission and Information Technology Vision and Mission... 8 Background... 9 Community/School Demographics... 9 District Information Technology Team Overview/Description of Planning Process Community Resources/Adult Literacy Providers History of Library Media Program.11 Needs Assessment/Current Status Analysis of Progress Toward Previous Plan s Goals Current Needs Assessment Information Analysis of Student Proficiency Analysis of Educator Proficiency Analysis of Effective Teaching and Learning Practices Analysis of Access to Information Resources and Learning Tools Analysis of Support Systems and Leadership Analysis of Information and Technology Resources and Fixed Assets Goals and Objectives Action and Implementation Plans Projected Three-Year Budget Dissemination to Stakeholders Dissemination Plans Adult Literacy Opportunities Monitoring, Evaluation, and Revision Appendices Research Bibliography Needs Assessment Supporting Data Information & Technology Literacy Alignment Campbellsport Information Technology Planning 1

3 Policies Inventories Technology Infrastructure Campbellsport Information Technology Planning 2

4 Executive Summary The Campbellsport School District recognizes and embraces the importance of information technology literacy to the learning process. The district is working toward realigning the curriculum for all grade levels with the inclusion of 21 st century skills. The information supports the need for professional development to successfully continue the incorporation of technology to enhance teaching and learning. The goals that outlined in this plan indicate many opportunities for staff and students. This plan has realistic goals with achievable action plans. The plan is curriculum based indicating that technology will be integrated into every aspect of the teaching process. This plan recommends a boarder range of access to resources for both students and staff through database, research and expansion of the districts computer network. Campbellsport Information Technology Planning 3

5 Introduction Relevant Research and Best Practices Review Constructing knowledge is a human activity that can be facilitated by technology; yet students must go beyond seeing technology as a motivational or entertaining item and begin seeing the technology as a tool to accomplish specific learning objectives (Davies, 2009, p. 5). Achieving his or her highest potential requires student engagement in the academic process. The district recognizes that technology integration is about changing teacher practice, motivating students, and creating learning experiences that are real world related or applicable (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The district realizes the potential of differentiation of learning opportunities and integrating technology can provide teachers with instant data and offer a new, exciting challenge for students (Henderson, 2010, p. 5). The Campbellsport School District is aware of the needs of the students and staff, this plan is designed to incorporate those needs. The district is also aware of the financial cost of implementation of technology and is searching for the best way to get the most benefit for the students of Campbellsport. More and more research is emerging to suggest that we need to make the content of education the centerpiece of discussion about education reform (Munson,, 2011, p. 14). To affect true high-quality learning requires collaboration between and among not only students and teachers but also between teacher and administrators and beyond (Fosmire and Macklin, 2002). Protheroe (2005) points out indicators show that technology has the potential to transform education when integrated with emerging models of teaching and learning (Protheroe, 2005, p. 46). Campbellsport recognizes the potential benefits for technology in terms of time-saving, data collection and review, and learning when used effectively while also acknowledging the process takes time, funds, and ongoing training and upgrading. Successful utilization of technology for learning requires thoughtful planning and attention both to the purpose of the instructional activity and to the needs of the students: (Protheroe, 2005, p. 48) and the importance of professional development as part of the process. Implementation of a Robust Library Media Program Given the literacy and comprehension challenges facing schools in this decade especially those presented by the new information landscape we need libraries and librarians now more than ever (McKenzie, 2010, para. 1). Library media and technology are most effective When educators share a vision for learning and then work together designing innovative and authentic learning tasks that incorporate relevant up-to-date resources and powerful learning tools (Potter, Lohr, and Klein, 2002, p. 3) directed at student learning and improved achievement. The Campbellsport district recognizes the importance of working toward the Wisconsin vision of these areas being a seamless component of the educational process. School libraries are much more than books and do have the potential to influence learning and student outcomes through collaboration, support, and integration with other teaching professionals (Scholastic, 2004). Key findings from the 2005 research study conducted in Wisconsin by Ester Smith (as cited in Bugher, 2006) point out that: Campbellsport Information Technology Planning 4

6 schools with full-time certified library media specialists and full-time library aides have higher performance on the Wisconsin Knowledge and Concepts Examination (WKCE). Schools where the library media specialist spends more time on instructionally related student and teacher activities have higher WKCE scores. Teachers who aligned Wisconsin Model Academic Standards (WMAS) for Information and Technology Literacy to their lessons found school library media programs more helpful to student performance. Schools with great library media program resources for collections and technology have higher performance on the WKCE. Library media specialists help students acquire unique skills not taught in the classroom and information and technology skills essential for students in the 21 st century (Bugher, 2006). School libraries provide not only resources for information literacy, libraries also provide: Collaborative learning spaces A place where both print and non-print resources are available with expertise to assist the learner Provides the opportunity for recreational reading Provides curriculum support Provides quality information to staff and students Provides research assistance beyond googling Provides the opportunity, materials, and support for differentiated instruction (Johnson & Mastrion, 2009) Sustained Systemic Professional Development Joyce and Showers (2002, as cited in L Allier and Elish-Piper, 2005) posit High-quality professional development positively influences student achievement in general (p. 22). Although L Allier and Elish-Piper are focused on the area of reading, the ten best practices extend to information and technology literacy staff development as well. High-quality professional development: 1. Builds a community of learners that is sustained over time. 2. Operates from a data-driven perspective. 3. Focuses on evidence-based practices. 4. Focuses on reading (literacy) as a meaning-making process used for pleasure, for gathering/learning information, and for performing tasks. 5. Includes facilitator-led and teacher-led discussions and activities. 6. Makes connections to texts, professional practice, personal experiences, and other professional development experiences 7. Employs a gradual release of responsibility framework. 8. Acknowledge the complexity of teaching in today s classrooms. 9. Addresses logistical issues associated with teaching. 10. Models important teacher dispositions different learning styles. Campbellsport Information Technology Planning 5

7 Mizell (2006) points out that public school systems are aware of the differing needs of their students on a much higher basis than any other part of society. Students come to school with different learning, physical, experiential, and physiological needs. In order to provide the best possible learning experience for all students, school systems must provide educators with the learning needed to foster the success of students (Mizell, 2006, p. 2) on an ongoing and organized basis. Wolf posits that By using online resource hubs and other tools for collaboration, i.e. blogs and discussion boards, and including virtual or in-school coaching and mentoring, schools, districts, and states are beginning to see gains in teaching quality and student achievement (Von Frank, 2009, p. 3). Effective Student Use of Technology that Fosters Higher Order Thinking and Leads to Improved Academic Achievement In the 21 st Century, it appears that many children and teens spend nearly all their waking hours using media and technology (Rosen, 2011, p. 15). The igeneration is immersed in technology. Their tech world is open 24/7 (Rosen, 2011, p. 15). Making meaning of the vast amount of information available is essential, Any behavior that students use to acquire the knowledge and skills important to your class functions as currency (Jackson, 2010, p. 7). There are definite advantages to having data that issue from authentic literacy tasks, rather than from items that require students to simply fill in the blanks or read a passage and answer a few questions (Guskey, Smith, Smith, Crooks, and Flockton, 2006, p. 74). The more involved students are in their own learning, the more likely they are to put the time and thought into the activities. As Cetron and Cetron (as cited in Marx, 2006) point out, Teachers are becoming mentors and catalysts whose job is not to lecture, but to help students learn to collect, evaluate, analyze, and synthesize information (p. 108). Staff Adoption and Effective Use of Technology During Teaching The staff of the Campbellsport School District agree with the concept that Society must develop ways to restructure the current mile-wide, inch-deep curriculum into engaging, interrelated core knowledge and skills (Dede, Korte, Nelson, Valdez, and Ward, 2005, p. 34). Information technology literacy opens doors for students to be able to delve deeply into subject matter that might otherwise have been outside the reach of their grasp. Our teachers recognize the opportunities and learning needs of their students and the benefits of effective use of technology in the classroom. The acquisition of technology hardware and software now provides the opportunity for effective implementation and integration by teachers and students. As Lamb (2001) pointed out teaching information literacy as a process is the best approach of working with information and creating communication (p. 2). To effectively integrate, connections need to be made with instructional design (Doll, 2009). Chesbro and Boxler (2010) posit that Networked learning supported by 21st-century technology is reweaving the fabric of how educators acquire and create new knowledge (p. 49). Campbellsport Information Technology Planning 6

8 Use of Authentic Inquiry/Problem-Based Learning Units Newman (2003) points out that providing problem-based learning offers the opportunity to make connections to real life situations students may encounter if appropriately used. Advantages to problem-based or authentic inquiry learning in addition to the connections to the real world include the potential for working with large or small groups of students and the benefits of sharing information with the whole group. The problem provides the direction of learning, the motivation for learning and the application of learning (Newman, 2003, p. 1). Some of the objectives identified by Newman (2003) for problem-based/authentic inquiry learning include: To acquire a knowledge base that is relevant and usable in a real world context. To facilitate the integration of knowledge from many different disciplines. To develop self-directed learning skills. To encourage independent critical thinking and reasoning skills. To develop independent life-long learning skills. To provide a student-centered learning opportunity. To acquire information management skills. To enhance student/teacher interaction. Campbellsport teachers recognize the importance of literacy and lifelong learning. Reflection and discussion enhance the learning process and build on the importance of the basic skills and strategies. Campbellsport Information Technology Planning 7

9 Campbellsport Vision and Mission The Campbellsport School District strives to create a safe and respectful school community where collaboration and professionalism promote the development of an inquisitive student body engaged in a challenging, dynamic curriculum enhanced by meaningful technology. The mission of the Campbellsport School District is to develop each child into an adult who can stand confidently, participate fully, learn continually, and contribute meaningfully to our world. We strive to create a safe and respectful school community where collaboration and professionalism promote the development of an inquisitive student body engaged in a challenging, dynamic curriculum enhanced by meaningful technology. Campbellsport Information Technology Vision Our vision is to use information and technology to develop each child into an adult who can access and evaluate information in any medium, and to use that information to solve problems, communicate clearly, collaborate effectively, make informed decisions, and to contribute meaningfully to our world. Campbellsport Information Technology Mission We believe: The District needs to be proactive in its approach to teaching information technology standards in order to effectively integrate it into core curriculum areas to support student learning. The District will employ best practices in curriculum, instruction, assessment, staff development, collaboration, and the acquisition and utilization of information technology resources. The District will provide the necessary resources to make information technology readily accessible to all learners. Connection Between District Vision and Mission and Information Technology Vision and Mission Information Technology is an inherent part of learning. Campbellsport Information Technology Planning 8

10 Background Community/School Demographics Campbellsport Demographics The Campbellsport School District is a rural district which served a student population of 1,455 students during the school year. Campbellsport School District serves students across a 225 square mile area. The district s student population consists of a 95.5% Caucasian ratio with the other 4.5% being of varied racial/ethnic background. Twenty-four percent of students within the district are eligible for subsidized lunch. Enrollment by gender in the Campbellsport School District consists of 46.25% female and 53.75% male students. Within the district, there are two Elementary Schools (Campbellsport and Eden), one junior high, and one high school. Approximately 15.1% of students within the district in kindergarten through twelfth grade receive special education services to include cognitive disabilities, emotional/behavioral disabilities, learning disabilities, speech and language, or other health impaired. Instructional support services for our district include school counselors and a school psychologist. Other support staff includes a physical therapist, occupational therapist, and speech and language therapists. The mission statement of the Campbellsport School District is to develop each child into an adult who can stand confidently, participate fully, learn continually, and contribute meaningfully to our world. We strive to create a safe and respectful school community where collaboration and professionalism promote the development of an inquisitive student body engaged in a challenging, dynamic curriculum enhanced by meaningful technology. Campbellsport Information Technology Planning 9

11 District Information Technology Team Name Baughman, Jeff Lauderback, Laura Hafemann, Tom Gibbs, Rabecca Hoeppner, Judith Hugo, Kevin LeSage, Lorraine Palmer, Becky Rooker, Keith Deb Senn Trumbower, Tina Wright, Todd Position Teacher/Network Assistant Library Media Specialist Network Administrator Kindergarten Teacher Director of Curriculum, Instruction, and Assessment Science Teacher Library Media Specialist 5 th Grade Teacher, Webmaster Title I Teacher Board of Education Member, Parent HS Teacher, Business & Information Technology 6 th Grade Teacher Overview/Description of Planning Process The Information Technology Team composed of the people identified in the chart met several times during the previous plan to review, evaluate, discuss and develop planning for information technology needs including hardware/software/materials acquisition and professional development to meet district data and learning needs. In the Winter of a local needs assessment was completed and an outside facilitator for planning was employed to assist in pulling the process and ideas together into a formal plan for submission to the Wisconsin Department of Public Instruction. Community Resources/Adult Literacy Providers Technology The Campbellsport School District was an early adopter of technology and has made capital investments to make funding technology initiatives a priority. The District began purchasing computers in the early eighties. In the 1990s, the District networked its computers. The District has had technology plans in the past that addressed all school and student needs. Past plans have focused on placing hardware and software in the District s PreK-12 schools, building a District-wide network, and enhancing administrative use of computers. Campbellsport Information Technology Planning 10

12 In 2004, the District began to implement wireless technology, replacing the fixed labs with mobile carts of 15 to 30 notebook computers. During the school year, the District built a new elementary school and remodeled the secondary school. The school board dedicated funding to create a state-of-the art fiber-optic connection for both the new school and the existing secondary school. The board also provided funding for a full-time network administrator to handle the operations for the District s network infrastructure, servers, and workstation operations. Ports were added to all classroom areas, giving instructional areas the potential for real-time access. Today, every school has at least one lab and access to computers in the classrooms. In the past three years, the District has continued the process of reviewing and culling instructional software, changing administrative rights. Library Media History of the Library Media Program The District has been proactive in adding library media programs from the beginning. Initially, Eden Elementary did not have a library facility. A library was added in the early 1990s. In 2000, a new library was built at the new elementary school and extensive remodeling occurred at the Junior High/High School Library. Staffing levels have varied over the history of the program. For much of its history, there was only one librarian for the program. During the school year, a second library media specialist was hired. Today, there is one library media specialist and two library aides for the elementary schools, one library media specialist for the Junior High and High School with a part-time aide. The District uses Follett Destiny as the library automation system, and routinely updates the system ensuring the most current software version is used. Students and staff are able to access the districts library catalog from their homes. The District continues to strive to have a strong library media program to support student learning. The library media program has a strong role in facilitating information and technology literacy within the school district. Usage Statistics Campbellsport and Eden Elementary libraries are open throughout the school day for student and teacher use. Students receive weekly instruction from the certified library media specialists. Students are free to check out library materials each week. The circulation statistics are as follows: 34,250 library items at Eden Elementary School and 35,224 at Campbellsport Elementary School. Statement of Philosophy The library media program of the Campbellsport School District exists to support and further the educational goals of the District. We believe that an educated individual is one who has learned how to learn and to examine and explore ideas so one of our major goals is to develop students who will have the desire and the ability to learn independently. The contributions of the instructional media centers fall into two broad areas; those supporting the Campbellsport Information Technology Planning 11

13 instructional objectives of the school s curriculum, and those providing opportunities for personal development and enrichment of individual students. One function of the library media centers is to locate, gather, provide, and coordinate a school s materials for learning, and to provide the essential technology required for the use of these materials. Materials will be selected to provide for students differing needs, interests, and abilities, while representing the diversity of cultures, creeds and ethnic groups that exist in our state, country and the world. In addition, the collection must be balanced representing the differing positions that exist on controversial issues. The library media program supports the curriculum and is instrumental in facilitating student growth as they develop technology literacy skills. The library media specialists are the classroom teachers partners in implementing the NETS standards, helping students acquire the skills and knowledge needed to live productively in an increasingly global and digital world. In addition, the library media center staff promotes leisure reading maintaining a collection containing books which appeal to students diverse interests. The library media center staff fosters a positive and productive attitude toward learning and a sense of personal enjoyment in the world of ideas found in books and other forms of media. The development of a comprehensive media program is built on this foundation. All students shall be provided access to a current balanced collection of books, electronic databases, periodicals, and additional electronic resources which support student learning. Local Resources Fiscal resources for non-equipment needs will be established at the time of the adoption of the budget. Basic influence on the budget will be; unsatisfied needs expressed from the year before; recommendations from staff; changes in curriculum, and school board recommendations. Goals Needs to satisfy the curriculum will be considered the most important factor in selecting materials. Selection of materials must not neglect the importance of providing careers type information, materials that will expand the student s knowledge and appreciation in the arts, and provide greater depth in knowledge of many subjects. The Board of Education, which is responsible for all book purchases, recognizes the student s right to free access to many different types of books. The Board also recognizes the right of teachers and administrators to select books and other materials in accord with current trends in education, and to make them available in the schools. It is, therefore, the policy of this district to require the materials selected for our school be in accord with the following: 1. Books and other reading matter shall be chosen for values of interest and enlightenment of all students in the community. A book shall not be excluded because of the race, nationality, political, or religious views of the writer or of its style. 2. Every effort will be made to provide materials that present points of view concerning the problems and issues of our times, international, national, and local; and books or other reading matter of sound factual authority shall not be prescribed or removed from library shelves or classrooms because or partisan, doctrinal approval or disapproval. 3. It is recognized that our district funds are limited and that our libraries are in need of many materials to support our curriculum programs. It is therefore imperative that moneys be allocated to purchase materials of greatest importance. Much of the selecting will be initiated by instructors of the curriculum. Such recommendations will be appraised by the teacher as to the Campbellsport Information Technology Planning 12

14 readability and the mastery for students for whom they are intended. The librarian and teachers will use, as guides for selection, Wilson and other standards including those from the Department of Public Instruction. Recommendations will be accepted from students and citizens. That the final decision for controversial reading matter shall rest with the Board after examination and discussion of the book or reading matter with school officials or anyone else the Board may wish to involve. The Board recognizes the right of an individual parent to request that his child not have to read a given book, provided a request is made to the District Administrator. Any person who considers a publication in any library as being of poor quality or lacking in acceptable standards shall bring this to the attention of the building principal or District Administrator and discuss the objections with them. Lost or Damaged Materials 1. If a book is damaged, the borrower may be charged a nominal fee for repair. 2. If the item cannot be repaired, the borrower will be charged the cost of the borrowed item. 3. If materials are lost, the cost of the item will be charged. 4. A receipt will be given to the individual for the amount paid. 5. Payments for lost or damaged materials is to be used by the library to help cover the cost of repaired or replaced materials. Students Leaving the District 1. The student gets a form from the office for all staff members to sign. 2. The library media specialist must sign the form to verify that all materials checked out by the student(s) have been returned or payment for lost or damaged materials has been paid. 3. The school principal will address the situation if the proper procedures are not followed. Campbellsport Information Technology Planning 13

15 Needs Assessment/Current Status Analysis of Progress Toward Previous Plan s Goals 1.0 Professional Development Plan Goal : All staff members are proficient users of technology to improve student academic achievement. Objective: By June 2012, 100 percent of teachers will have the necessary skills needed to teach the Wisconsin Information Technology Literacy Standards. Activity Establish technology committee that coordinates professional development. Research how other districts define and assess technology proficiency for staff. Develop assessment tools for Campbellsport School District based on research. Establish time within the calendar for assessment of staff proficiency and professional development in technology needs. Provide professional development for staff at all levels of need as identified by the assessment. Responsibility For Implementation Dir. Of CIA and Leadership Team Technology Committee Technology Committee Timeline/ Completion Fall, 2009 During school year and bring to fall 2009 meeting End of fall semester of 2009 Leadership Team Spring 2010 and annually Leadership Team Technology Committee Spring 2010 and ongoing Budget/ Resources Time for committee members. Time taken by committee members Time and possibly funding for assessment tools. Time and funding for professional development activities Time and funding for professional development activities Measurability Committee meets on regular basis, minimum annually Committee brings several samples of technology professional development plans to fall meeting. Assessment tools ready for use. Completed designated assessment tool. Staff demonstrates proficiency or indicate steps to develop proficiency in professional development plan. Achieved/ In Process/ Set Aside Achieved In Process In Process In Process In Process Campbellsport Information Technology Planning 14

16 2.0 Professional Development on the Wisconsin Information Technology Literacy Standards Goal : All staff members are proficient users of technology to improve student achievement. Objective: By June 2012, 100% of educators will know what information technology literacy standards they are responsible for teaching Activity Review and define standards for each grade level. (K-8 review, 9-12 define). Disseminate grade level ITL standards to relevant staff for use in classroom instruction and assessment. Provide professional development on standardbased assessment and integration of standards into classroom instruction. Provide funding for professional development opportunities outside of the district (i.e., Workshops, conferences, courses, online courses). Responsibility For Implementation Dir. Of CIA, Grade level Teams, HS departments, and IT and Library Media staff. Timeline/ Completion Spring Summer 2009 Budget/ Resources Time for grade level teams L-Team Fall 2009 Time and format for dissemination L-Team, Library Media and IT Staff, School Board Dir. Of CIA and L-Team Ongoing Fall 2009 and ongoing Title Budget Plans secure funds Utilization/Increase of early release time and funding for professional development Title IIA and Title IID funds Measurability Achieved/ In Process/ Set Aside Standards are defined and published K-12 Final standards documents on district website Staff utilizing standards-based assessment in classroom instruction implementing dynamic curriculum enhanced by technology. Dir. Of CIA and network Assistant attended regional DPI meetings. This will continue in the future. Title budgeting spring 2009 will provide allocations for attendance at DPI regional meetings, In Process (new state standards being developed) Achieved Achieved Ongoing Achieved Ongoing Campbellsport Information Technology Planning 15

17 Visit other school district to see how they are integrating and assessing standards Dir. Of CIA and L-Team Spring 2009 and ongoing Funding for substitutes and travel costs. WEMTA, and other technologybased professional development. Visits completed and reported on to staff. Achieved In Process 3.0 Alignment of Wisconsin Information Technology Standards Goal : All students will be proficient in the Wisconsin Information Technology Literacy Standards Objectives: By January 2010, the existing Information Technology Literacy Standards (ITL) will be reviewed and realigned to the International Society of Technology Education (ISTE) National Education Technology Standards (NETS) for students. By June 2010, the District will implement assessments for the ITL. By September 2010, the K-8 report card will include these standards. Be September 2010, an eighth-grade ITL assessment tool will be implemented. By June 2012, all students who have completed the eighth grade will be proficient in the Wisconsin ITL. Activity Responsibility For Implementation Timeline/ Completion Budget/ Resources Measurability Achieved/ In Process/ Set Aside Review and realign existing standards for ITL to ISTE NETS-S. Design assessments for reviewed and realigned standards. Add ITL on K-8 report card. Director CIA, Instructional Staff, Library/Media Staff (IT staff consulted) Instructional Staff (Dir.of CIA consulted) Principals, Dir. Of CIA, IT Staff, June January 2010 September 2009 June 2010 (and ongoing) June 2010 to September Summer curriculum writing time, or funding for release time Existing standards and ISTE standards -Existing assessments -Early release time and other release time -IT Staff time Published and distributed to staff and community. By the end of the school year, there are a comprehensive set of ITL benchmark assessments Report Card In Process (new state standards being developed) In Process Achieved K-6 Campbellsport Information Technology Planning 16

18 Develop effective summative 8 th grade assessment. Skyward Coordinator Dir. Of CIA, Principals, Instructional Staff, IT staff (consulted) 2010 September Time to test in our beta environment -Funding for possible assessment tool -Time for staff training in use of assessment tool and portfolio resource include ITL benchmark performance assessment Assessment tool implemented in school year. Achieved 4.0 Access to Information and Technology Resources Goal : Establish means for communication and collaboration to solve the District s technology dilemmas. Objective: By June 2012, 80% of the Leadership Team, CIA, Technology Committee, and IT Staff will participate in at least ten hours of collaboration to focus on technology needs. Activity Meet with technology planning and L-Team on a regular basis to focus on technology needs. Continue the evaluation process for software implementation and installation. Prepare District for potential new operating system and resulting software/ hardware Responsibility For Implementation L-Team and Technology Planning Committee CIA Dir., L-Team, IT Staff IT Staff, School Board, Technology Committee and L- Team Timeline/ Completion July 2009 and ongoing Fall 2009 and ongoing Spring 2010 training Fall 2010 implementation Time Budget/ Resources Complete an inventory on Software/Online resource needs Professional development resources (Infosource, Atomic Learning, etc.), time, Title IIA Measurability Achieved/ In Process/ Set Aside Committee meetings scheduled quarterly and as needed Completion inventory and feedback from inventory Operating system and access and use of applications is functional for users Achieved Ongoing Achieved Achieved Campbellsport Information Technology Planning 17

19 needs. Continue to update and maintain library media collections. Purchase computers for the library to provide Internet access to students Purchase online resources such as Safari Montage. Library Media Specialists Library Media Specialists, IT Staff Library Media Specialists Ongoing Ongoing Ongoing Common School Funds Common School Funds Common School Funds Collections are maintained and up-to-date Students have Internet access in the library Students have access to online resources Achieved Achieved Achieved 5.0 Access to Portable Devices Goal : Students will be able to access the information and technology resources they need to become digital citizens. Objective: By September 2010, 90 percent of staff and students will have access to the District s network resources during normal school hours. Activity Prepare a budget for secure wired and wireless access. Review policies in place for onsite use of personal communication devices. Provide training for using district network Responsibility For Implementation IT Staff, L-Team, and School Board IT Staff, L-Team, and School Board IT Staff, Technology Committee, L- Team, and School Timeline/ Completion June 2009 to August 2010 Fall 2009 Beginning July 2009 Budget/ Resources Planning (Agenda), consultants for design and implementation, financial resources, District & E-Rate funding. Time for IT staff and L-Team to review current policies. Agenda items listed on L-Team meetings. Inservice time for instructional and administrative staff, planning time Measurability Achieved/ In Process/ Set Aside Implemented September 2010 Policy in place for use of personal devices by September 2010 Cadre of trained teachers ready to inservice the rest of the staff Achieved Achieved Achieved In Process Campbellsport Information Technology Planning 18

20 resources on personal devices and handling implications Board for IT staff. during June 2010 or August 2010 inservice days. 6.0 Maintenance of Hardware and Software and Infrastructure Goal : Students will be able to access the information and technology resources they need to become digital citizens. Objective: By the end of the school year, the District s technology budget will provide funding for network access to fulfill curriculum needs. Activity Complete a three-year technology budget plan to secure funds, providing the hardware and software resources to make technology available to users for implementing curriculum and supporting district functions. Evaluate IT staffing to properly maintain technology infrastructure. Update instructional materials budget to include curriculum software needs. Responsibility For Implementation IT Staff, L-Team and School Board IT Staff, L-Team and School Board IT Staff, L-Team and School Board Timeline/ Completion Ongoing Budget/ Resources School year $539, School Year $712, School Year $433,826 Measurability Achieved/ In Process/ Set Aside To have hardware and software available to users that provides for curriculum and district needs Ongoing Staffing Budget Adequate staffing to maintain technology infrastructure is available Ongoing Instructional Materials Budget and Software Inventory Software available for implementation of curriculum Achieved In Process In Process Achieved Campbellsport Information Technology Planning 19

21 Evaluate instructional staffing needs for students to meet ITL. Continue to update and maintain district infrastructure to meet student and staff needs. IT Staff, L-Team and School Board Annually Time, Instructional Materials Budget Every students has access to the resources IT Staff Ongoing Erate funding Bandwidth is meeting student and staff demands In Process Achieved 7.0 Accountability and Leadership Goal : All staff members are proficient users of technology to improve student academic achievement. Objective: By June 2012, all stakeholders will be technology-proficient as measured by evaluation documents and parent surveys. Activity Formalize ways that administrators demonstrate NETS standards in administrative evaluations. Review need for more explicit statements about technology proficiency during next review of supervision and evaluation model. Information technology goals will be included in Responsibility For Implementation District Administrator and L-Team Director of CIA and L-Team Dir. Of CIA, network Administrator, L- Team, and School Timeline/ Completion June 2010 June 2012 June 2010 Budget/ Resources -NETS for Administrator Standards Document -Agenda items on L-Team meetings NETS for Teacher Standard Document -WI Teacher Standards -Current CSD Evaluation Documents -Research on Information/ Technology in education shared Measurability Achieved/ In Process/ Set Aside Administrator and teacher evaluation documents reflect NETS Technology use explicitly addressed in teacher evaluation documents Goals in district multi-year initiatives and annual building In Process In Process Achieved Campbellsport Information Technology Planning 20

22 annual District and building goals. The District will provide information technology learning opportunities for the community. Board, Curriculum and Technology Committee Dir. Of CIA, L- Team and School Board June 2010 with various stakeholders -Needs assessment from Technology Plan in Agenda items on leadership Team and School Board Curriculum and Technology Committee -Compensation for staff giving presentations -Mass communications of technology learning events via Alert now or other vendor software -Survey of parents for technology needs. goals address issues surrounding information technology needs identified by Technology Plan needs assessment. Parent learning sessions for Family Access, MAP tests, Internet Safety scheduled regularly on district calendar. Achieved Ongoing Campbellsport Information Technology Planning 21

23 Current Needs Assessment Information Analysis of Student Proficiency There is a high level of student comfort with the use of technology for school work: 96.7% of respondents indicated they are able to access online resources and information needed at school to complete their assignments. 94.5% indicated they know how to use most of the software at school to complete assignments. 98.9% stated most of their teachers are using some sort of technology to present information in their classes. All students queried indicated they use a computer outside of school for homework. All students use a computer for schoolwork at school. Written responses from students were supportive but also suggested that more would be better in terms of hardware, software, and application in the classroom. Analysis of Educator Proficiency Average district scores for teachers ranged from 296 in the area of Communication and Collaboration [67% Basic, 0% Proficient, 21% Advanced] to 396 in the area of Critical Thinking, Problem Solving, and Decision Making [5% Basic, 31% Proficient, 52% Advanced] on the 21 st Century Skills Assessment. With the highest potential score being 500, averages in all categories were: Creativity and Innovation, 387 Communication and Collaboration, 296 Research and Information Fluency, 386 Critical Thinking, Problem Solving, and Decision Making, 396 Digital Citizenship, 394 Technology Operations and Concepts, 383 Analysis of Effective Teaching and Learning Practices In the areas of teaching practices, Campbellsport teachers overall had a positive district average with a possible high of 3 points: Communicate information and ideas effectively to multiple audiences using a variety of media and formats, 2.53 Develop cultural understanding and global awareness by engaging with learners of other cultures, 2.22 Contribute to project teams to produce original works or solve problems, 2.19 Evaluate and select information sources and digital tools based on the appropriateness to specific tasks, 2.89 Identify and define authentic problems and significant questions for investigation, 2.75 Use multiple processes and diverse perspectives to explore alternative solutions, 2.69 Advocate and practice safe, legal, and responsible use of information and technology, 2.88 Exhibit leadership for digital citizenship, 2.67 Campbellsport Information Technology Planning 22

24 As a district, Campbellsport has made great strides in the effective integration of information technology literacy as a part of the teaching learning process. We believe it is important to continue to build upon the solid base we already have in place. Analysis of Access to Information Resources and Learning Tools Survey responses from students indicated a desire for additional technology and increased access to existing technology with training on how to use the technologies available. Increased use in the classroom was also mentioned. The following responses provide some insights into providing access for all students: 3.29% of students indicated they do not have a computer at home, 4.39% indicated they do not have Internet access at home 4.39% of respondents stated they were not able to use a computer for schoolwork when needed Analysis of Support Systems and Leadership There appears to be a solid comfort level with existing support systems and leadership for information technology literacy in the District. Teacher responses: Understand and use technology systems (2.38, out of a possible 3). Troubleshoot systems and applications (2.75, out of a possible 3). Transfer current knowledge to learning of new technologies (2.64, out of a possible 3). Exhibit leadership for digital citizenship (2.67, out of a possible 3). As the planning team analyzed the responses on the surveys, discussion indicated that the existing comfort level is, at least in part, due to the support systems in place and the further support of leaders in the district. Analysis of Information and Technology Resources and Fixed Assets See Appendices. Campbellsport Information Technology Planning 23

25 Goals and Objectives Goal 1: Creation and maintenance of an environment conducive to student learning, student achievement, and intellectual growth Objective 1.a: Provide learning opportunities for all students, including alternative learning opportunities. Objective 1.b: Cultivate 21 st Century skills with emphasis on higher order thinking and problem-solving skills. Goal 2: Educators have the knowledge and skills to design, model, implement, and facilitate activities promoting student information and technology literacy. Objective 2.a: Technology and computer competencies will continue to be integrated into the curriculum with a focus on improving student achievement. Objective 2.b: Staff members will engage in staff development activities in order to use available technologies for management tasks. Goal 3: The infrastructure will facilitate equitable and flexible access to information resources, data management, and learning tools emphasizing improvement of student learning. Objective 3.a: Provide and enhance a comprehensive system for classrooms and offices through access to the local area network and communications. Objective 3.b: Ensure students have convenient access to technology and information resources during and outside of the school day. Goal 4: Develop partnerships, policies, and procedures providing opportunities for staff, students, parents, and community members as a means to facilitate information and technology literacy. Objective 4.a: Provide opportunities for continuing education, utilizing information and technology. Objective 4.b: Maintain and establish effective communication with parents, community members, businesses, and other educational entities such as CESAs and institutions of higher education. Campbellsport Information Technology Planning 24

26 Action and Implementation Plans Goal 1: Creation and maintenance of an environment conducive to student learning, student achievement, and intellectual growth Determination of Need: There is a high level of student comfort with the use of technology for school work: 96.7% of respondents indicated they are able to access online resources and information needed at school to complete their assignments. 94.5% indicated they know how to use most of the software at school to complete assignments. 98.9% stated most of their teachers are using some sort of technology to present information in their classes. All students queried indicated they use a computer outside of school for homework. All students use a computer for schoolwork at school. Written responses from students were supportive but also suggested that more would be better in terms of hardware, software, and application in the classroom. Objective 1.a: Provide learning opportunities for all students, including alternative learning opportunities. Objective 1.b: Cultivate 21 st Century skills with emphasis on higher order thinking and problem-solving skills. Activity Ongoing integration and alignment of information technology literacy standards with Common Core standards adopted by the district. Design/select assessments for updated benchmarks. Training provided for students on positive social networking, prevention of cyberbullying and safe use of the Internet. Provide a focus on cross-curriculum integration. Responsibility For Implementation Timeline/ Completion Budget/ Resources Dir. of Curriculum Ongoing Staff Time Substitutes Local funds Dir. of Curriculum Departments Library Media Specialists, 7 th & 8 th grade teachers, JHS & HS Business Education teachers Principals, GT Coordinator Fall, Spring, 2015 Ongoing Throughout plan Staff Development Time, Substitutes Curriculum Budget Teaching Time Local funds Erate Time Substitutes Local funds Measurability Status of curriculum alignment Benchmarks are determined, assessment selected. Part of Curriculum and lesson planning Evidence of cross-curriculum integration through lesson plans and Achieved/ In Process/ Set Aside Campbellsport Information Technology Planning 25

27 Provide a focus on real world problembased activities. Continue to update and upgrade equipment access and rollover. Annual needs assessment for students on information technology literacy. Increase student opportunities through classroom integration, summer opportunities, outside of school opportunities, etc. Principals, GT Coordinator District Administrator Technology Director District Information Technology Committee Dir. of Curr. Teaching staff Throughout plan Ongoing Annual Ongoing Time Substitutes Local funds Hardware Software Local Funds Erate Time Substitutes Local funds Time Content Local funds curriculum. Evidence of realworld problembased activities in lesson planning. Inventory Evaluation of annual results Existence of activities and projects. Related Policies: Copyright, AUP/CIPA, Technology Concerns for Students with Special Needs Campbellsport Information Technology Planning 26

28 Goal 2: Educators have the knowledge and skills to design, model, implement, and facilitate activities promoting student information and technology literacy. Determination of Need: In the areas of teaching practices, Campbellsport teachers overall had a positive district average with a possible high of 3 points: Communicate information and ideas effectively to multiple audiences using a variety of media and formats, 2.53 Develop cultural understanding and global awareness by engaging with learners of other cultures, 2.22 Contribute to project teams to produce original works or solve problems, 2.19 Evaluate and select information sources and digital tools based on the appropriateness to specific tasks, 2.89 Identify and define authentic problems and significant questions for investigation, 2.75 Use multiple processes and diverse perspectives to explore alternative solutions, 2.69 Advocate and practice safe, legal, and responsible use of information and technology, 2.88 Exhibit leadership for digital citizenship, 2.67 As a district, Campbellsport has made great strides in the effective integration of information technology literacy as a part of the teaching learning process. We believe it is important to continue to build upon the solid base we already have in place. Objective 2.a: Technology and computer competencies will continue to be integrated into the curriculum with a focus on improving student achievement. Objective 2.b: Staff members will engage in staff development activities in order to use available technologies for management tasks. Activity IT philosophy reflects emphasis on educational needs of the district. Provide access to educational software applications beyond Web 2.0. Explore if Infrastructure permits sharing large amounts of teacher generated content. Provide ongoing access to professional development opportunities in Responsibility For Implementation District Information Technology Committee Dir. of Curriculum Principals, Technology Director Timeline/ Completion Ongoing As needed throughout plan Budget/ Resources Time Local funds Software, Time Local funds Technology Dir. Ongoing Bandwidth Server Capacity Local funds Principals Dir. of Curriculum Ongoing Time Title IIA Local funds Measurability Annual Review Available access Infrastructure upgrades Participation Achieved/ In Process/ Set Aside Campbellsport Information Technology Planning 27

29 information technology literacy. Establish time within the calendar for assessment of staff proficiency and professional development needs in information technology literacy. Review and define ITL standards (NETS S) for each grade level. Disseminate updated grade level ITL standards to relevant staff for classroom use, instruction, and assessment. Investigate needs and potential implementation to enhance student learning through such tools as Principals Dir. of Curriculum Lib. Media Specialists, Teacher Leaders, Dir. of Curriculum Principals Dir. of Curriculum Library Media Specialists Dir. of Curr. Technology Dir. Annually Ongoing Ongoing Fall, 2012 Inservice sessions Curriculum budget Time, Substitutes, Curriculum Budget Time, Substitutes Local funds Time, Server Local funds Educator results Alignment status Staff Awareness Incorporation if possible Moodle. Related Policies: Materials Selection/Reconsideration, Copyright, AUP/CIPA, Technology Concerns for Students with Special Needs Campbellsport Information Technology Planning 28

30 Goal 3: The infrastructure will facilitate equitable and flexible access to information resources, data management, and learning tools emphasizing improvement of student learning. Determination of Need: Survey responses from students indicated a desire for additional technology and increased access to existing technology with training on how to use the technologies available. Increased use in the classroom was also mentioned. The following responses provide some insights into providing access for all students: 3.29% of students indicated they do not have a computer at home, 4.39% indicated they do not have Internet access at home 4.39% of respondents stated they were not able to use a computer for schoolwork when needed Objective 3.a: Provide and enhance a comprehensive system for classrooms and offices through access to the local area network and communications. Objective 3.b: Ensure students have convenient access to technology and information resources during and outside of the school day. Activity Review need for increasing/updating storage space regularly. Continue to work toward the best possible access for students to hardware. Maintain policies on personal access. Provide access to information and technology inside and outside of school hours. Evaluate IT and library staffing to properly support technology and information infrastructure. Provide a current, relevant library media collection to support curriculum and recreational reading. Maintain and improve telecommunications Responsibility For Implementation Dist. Adm. Tech. Dir. Principals, Tech. Dir., Leadership Team Leadership Team, District Information Technology Committee Library Media Specialists Tech. Dir. Dir. of Curriculum Principals, Dist. Adm., Leadership Team Library Media Specialists Timeline/ Completion Ongoing Ongoing Annually Ongoing Annually Ongoing Budget/ Resources Hardware Local funds Hardware Policy Local funds Time for Review Local funds Staff Time, Bandwidth Local funds Personnel Local funds Common School Fund Tech. Dir. Ongoing Communications Costs, Time Measurability Amount of storage space Needs Assessments Results Policies in place and current Availability and access Results of evaluation and staffing Inventory Systems operational and Achieved/ In Process/ Set Aside Campbellsport Information Technology Planning 29

31 systems Local funds effective. Erate Related Policies: Materials Selection/Reconsideration, Technology Concerns for Students with Special Needs, InterLibrary Loan, Copyright Goal 4: Develop partnerships, policies, and procedures providing opportunities for staff, students, parents, and community members as a means to facilitate information and technology literacy. Determination of Need: There appears to be a solid comfort level with existing support systems and leadership for information technology literacy in the District. Teacher responses: Understand and use technology systems (2.38, out of a possible 3). Troubleshoot systems and applications (2.75, out of a possible 3). Transfer current knowledge to learning of new technologies (2.64, out of a possible 3). Exhibit leadership for digital citizenship (2.67, out of a possible 3). As the planning team analyzed the responses on the surveys, discussion indicated that the existing comfort level is, at least in part, due to the support systems in place and the further support of leaders in the district. Partnership and communications are an essential part of a successful program. Objective 4.a: Provide opportunities for continuing education, utilizing information and technology. Objective 4.b: Maintain and establish effective communication with parents, community members, businesses, and other educational entities such as CESAs and institutions of higher education. Activity Continue to work toward improved communication and understanding for parents. Continue partnerships with Moraine Park Technical College, Marian University, UW-Oshkosh, Viterbo, and CESAs. Formal and informal classes and training for community on effective use of information technology tools and resources. Responsibility For Implementation Leadership Team Teachers Guidance Leadership Team, Teachers District Information Technology Committee Timeline/ Completion Ongoing Ongoing Ongoing Related Policies: Interlibrary Loan, Copyright Budget/ Resources Conferences, Newsletters, Personal Contacts Local Funds Time Local funds Time, Stipends, Local Funds Title IIA Measurability Communications systems are operational. Shared Opportunities, articulations Opportunities, Tech Fairs, Student Showcases Achieved/ In Process/ Set Aside Campbellsport Information Technology Planning 30

32 Projected Three-Year Budget Projected Budget for Information Technology Plan Campbellsport School District School Year School Year School Year Projected Funding Source Projected Funding Source Goal Obj Operating & Network Systems Management 119, , ,602 Group Link - Processes Tec Work Orders Local 2,000 Local 2,000 Local GeoTrust Inc. - QuickSSL ,425 Local ENGL Local 2,000 Local 2,000 Local Paessler (3yr license) Local 0 0 Consensus - Web Integration Local 0 0 General File Server 3 0 8,000 Local 0 Zenworks ,500 Local Groupwise 2, 3, 4 0 8,000 Local 0 Novell 1, 2, 3, Local 8,300 Local 8,300 Local Domain Controller (CHSAD1) 3 0 6,500 Local 0 Domain Controller (CSDAD2) ,600 Local Aristotle Server (Sergeant labs) 1, 2, 3 0 4,500 Local 0 Read180 Server 1, 2, Local 0 0 CSD - HVAC Local 0 0 Lightspeed Server Local 0 0 Storage Area Network (SAN) ,000 Local PIX/ASA ,500 Local Call Manager & Unity Voice (INACOM, 5 year lease) ARRA 41,220 Local 41,220 Local Cisco Smart Net Local 12,000 Local 12,000 Local CDW Kaspersky Server AntiVirus Local 1,000 Local 1,000 Local Backup Software (VarResources/Syncsort Local 3,340 Local 3,340 Local Aristotle - networkuse & admin tracking software 1, 2, Local 3,883 Local 3,883 Local Lightspeed (Camera Corner - 3yr.) 1, 2, Local 0 0 Juniper Software Local 999 Local 999 Local Vinware - builds applications Local 420 Local 420 Local Projected Funding Source Campbellsport Information Technology Planning 31

33 VMWARE - Maintenance Local 4,500 Local 4,500 Local PortLock - Novel Storage Space Util Local 1,915 Local 1,915 Local IT Department Services 45,500 45,500 45,500 Contracted Repair Services (printers) Local 2,500 Local 2,500 Local Consulting Services Local 18,000 Local 18,000 Local Tec Supplies/Equipment Components Local 25,000 Local 25,000 Local Upgrade, Communications 165, , ,000 Business Ed Classrooms 1, 2, ,000 Local 0 HS Science Mobile Lab 1, 2, ,000 Local CES Library Lab 1, 2, ,000 CSF, Local Eden Library Lab 1, 2, ,000 CSF, Local 0 JH/HS Library Lab 1, 2, ,000 CSF, Local 0 HS Math Tablet PCs 1, 2, Local 0 0 Tech Ed Room 1, 2, Local 0 0 Netbooks 1, 2, CSF, Local 0 0 Teacher Laptops 1, 2, ,000 Local Replacement Program 3 91,478 Local 91,478 Local 0 Professional Development 7,500 7,500 7,500 Inhouse opportunities, conferences, workshops 1, Title IIA, Local 7,500 Title IIA, Local 7,500 Title IIA, Local Software & Resources 82,164 85,964 82,164 Office Pro Licenses 1, 2, Local 8,000 Local 8,000 Local Destiny 1, 2 3,475 CSF 3,475 CSF 3,475 CSF Streaming AudioVideo - Safari Pkg. 1, 2 3,000 Local 3,000 Local 3,000 Local SIRS, WebFind 1, 2, 4 1,000 CSF 1,000 CSF 1,000 CSF Britannica Online 1, 2, CSF 1,000 CSF 1,000 CSF Skyward Local 9,960 Local 9,960 Local Fee Management - Skyward Local 1,699 Local 1,699 Local Gradebook - Skyward Local 1,487 Local 1,487 Local Financial Accounting Skyward Local 8,552 Local 8,552 Local Employee Access - Skyward Local 901 Local 901 Local Campbellsport Information Technology Planning 32

34 MAP Testing 1, 2 12,100 Local 12,100 Local 12,100 Local Security 1, 2, 3, Local 990 Local 990 Local Library Materials 1, CSF, Local 33,800 CSF 30,000 CSF Communication 36, ,725 24,725 Charter Cable 1, 2, 3, Erate, Local 16,000 Erate, Local 16,000 Erate, Local ISP (Wiscnet) 1, 2, 3, Erate, Local 8,725 Erate, Local 8,725 Erate, Local Fiber to Eden 1, 2, 3, ,000 Local 0 Total 456, , ,491 Campbellsport Information Technology Planning 33

35 Dissemination to Stakeholders Dissemination Plans The plan will be brought before the Board of Education for approval. Each building principal will be given a building copy of the plan. Building principals will share the plan with their staff members. A copy of the plan will be included on the District s website for stakeholders to review. The District will highlight points of Information Technology Plan as well as progress in District and school newsletters as well as local newspapers. Adult Literacy Opportunities Campbellsport recognizes the importance of working together to create the best educational atmosphere possible and strives to create partnerships with the community, businesses, institutions of learning, and professional development. Knowledge shared with parents relative to information technology literacy provides support for parents and students. Monitoring, Evaluation, and Revision The plan will be reviewed and revised annually. Representatives from each school will participate in the review. An annual update on progress made on the plan will be given to the school board. The activities/implementation include information designed to permit monitoring progress toward our goals while also permitting us to make changes as needed in response to new developments and/or opportunities. The Information and Technology Literacy Plan will continue to be aligned to the District Goals, Action Plan, and long-term initiatives. As work on adding the Information Technology Literacy Standards into the core curriculum continues, IT resources needed will be identified and purchased, and professional development will be aligned to these needs. Campbellsport Information Technology Planning 34

36 Appendices A. Research Bibliography B. Needs Assessment, Supporting Data C. Information & Technology Literacy Alignment D. Required School Board Policies E. Inventories (Hardware, Software, & Library) F. Infrastructure Campbellsport Information Technology Planning 35

37 Research Bibliography Bugher, K. (2006). Student learning through Wisconsin school libraries: Wisconsin study results. Retrieved October 10, 2006, from Burmaster, E., Grobschmidt, R. A., Lohr, N., and Patton, R. (2003). Wisconsin educational information and technology plan PK-12. Madison, WI: Wisconsin Department of Public Instruction. Cawelti, Gordon (ed). Handbook of research on improving student achievement, (3 rd ed.). Arlington, VA: Educational Research Service. Chesbro, P., & Boxler, N. (2010, February). Weaving the fabric of professional development in the 21 st century through technology. JSD: The Authority on Professional Learning, 31(3), Davies, R. (2009). Understanding technology literacy: A framework for evaluating educational technology integration. Paper presented at the American Evaluation Association s annual conference, Orlando, FL. Dede, C., Korte, S., Nelson, R., Valdez, G., and Ward, D. J. (2005, September). Transforming learning for the 21 st century: An economic imperative. Naperville, IL: Learning Point Associates. Doll, C. A. (2009, October). Teaching and learning by design. Library Media Connection: The Magazine for School Library Media and Technology Specialists, 28(2), Erickson, H. L. (2003). Integrated curriculum, revised and updated. Alexandria, VA: ASCD. Fortier, J. D., Potter, C. J., Grady, S. M., Lohr, N. J., and Klein, J. (1998). Wisconsin s model academic standards for information and technology literacy. Madison, WI: Wisconsin Department of Public Instruction. Fosmire, M., and Macklin, A. (2002, Spring). Riding the active learning wave: Problem-based learning as a catalyst for creating faculty-librarian instructional partnerships. Retrieved January 30, 2007, from Gardner, H. E. (1999, February). Who owns intelligence? The Atlantic Monthly, 283(2), Guskey, T. R., Smith, J. K., Smith, L. F., Crooks, T., and Flockton, L. (2006, October). Literacy assessment, New Zealand Style. Educational Leadership, 64(2), 74. Gutek, G. L. (1998). Philosophical and ideological perspectives on education, (2 nd ed.). Boston, MA: Allyn and Bacon. Henderson, J. (2010, February). Forming assessment through technology. Education Update, 52(2), 1-5. Jackson, R. R. (2010, February). Start where your students are. Educational Leadership, 67(5), Johnson, D. & Mastrion, K. (2009, November). Point/Counterpoint: Do schools still need brick-and-mortar libraries? Learning & Leading with Technology, 37(3), 8-9. Campbellsport Information Technology Planning 36

38 L Allier, S. K., & Elish-Piper, L. (2005). Ten best practices for professional development in reading. Illinois Reading Council Journal, 35(1), Lamb, A. (2001). Approaches to information and communication literacy. Retrieved January 26, 2007, from Marx, G. (2006). Sixteen trends: Their profound impact on our future. Alexandria, VA: Educational Research Service. McKenzie, J. (2010, March). Why we still need libraries and librarians. From Now On: The Educational Technology Journal, (19)4, Retrieved October 19, 2011, from Mizell, H. (2006, September). Equity means ensuring teachers are prepared for students needs. The Learning System, 2(1), 2. Munson, L. (2011, March). What students really need to learn: Top-performing nations set their instructional sights on far more than basic reading and math skills. Educational Leadership, 68(6), Newman, J. M. (2003). Technology & instruction: problem-based learning. Retrieved January 30, 2007, from Paige, R., Hickok, E., and Patrick, S. (2004). Toward a new golden age in American education. Retrieved February 14, 2005, from Pflaum, W. D. (2004). The technology fix: The promise and reality of computers in our schools. Alexandria, VA: ASCD. Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD Potter, C. J., Lohr, N. J., and Klein, J. (2002). Information & technology literacy: A collaborative planning guide for library media and technology. Madison, WI: Wisconsin Department of Public Instruction. Protheroe, N. (2005, November/December). Technology and student achievement. NAESP, 85(2), Rosen, L. D. (2011, February). Teaching the igeneration. Educational Leadership, 68(5), Scholastic. (2004). Research foundation paper: School libraries work! Retrieved October 10, 2006, from Valdez, G., McNabb, M., Foertsch, M., Anderson, M., Hawkes, M., and Raack, L. (1999). Computer-Based technology and learning: Evolving uses and expectations. Oak Brook, IL: North Central Regional Educational Laboratory. Von Frank, V. (2009, May/June). Link up & learn: Use technology to create a personal learning network to connect with experts and mentors everywhere. Tools for Schools: For A Dynamic Community of Learners and Leaders, 12(4), 1-3. Campbellsport Information Technology Planning 37

39 Needs Assessment Supporting Data Students Staff/Teachers Campbellsport Information Technology Planning 38

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