Mukwonago Area School District

Combined Information and Technology Plan

2013-2016

Mukwonago Area School District 385 County Road NN E Mukwonago, WI 53149

_______________________________________________ Dr. Paul A. Strobel, Superintendent

Approved by the Board of Education on May 27, 2013

District Contact: Dr. Mary Koski, koskima@masd.k12.wi.us, (262) 363-6300

EXECUTIVE SUMMARY

The Mukwonago Area School District Information and Technology Plan vision states, Students and staff will enhance, expand, and transform learning by utilizing technology and leveraging information literacy to meet the challenges and opportunities of our continually changing world. This vision was based on the philosophy of the Mukwonago Area School District which reads, “Let each become all that he was created capable of being; expand, if possible, to his full growth and show himself at length in his own shape and stature, be these what they may.” Thomas Carlyle (School Board Policy IA: Philosophy of Education) Building on this philosophy and vision, the mission of the Mukwonago Area School District 2013 – 2016 Information and Technology Plan is to maximize technology and information opportunities to enable students to be productive citizens through high academic achievement, technology literacy, safe and ethical use of technology, innovative thinking, global communication, and self-direction to fully participate in 21st Century opportunities and demands. This mission is supported by the district’s overarching motto, “Students, staff, community, building better schools together.” The Mukwonago Area School District Information and Technology Plan for 2013 – 2016 is the framework for the implementation of this mission and vision. The plan was developed by a committee of teachers, administrators, parents, and community members who met on several occasions to review past technology plans and current requirements for information technology plans; research and best practice; student achievement data; results of staff survey, parent, and student surveys; district curriculum; and district policies. It is our belief that this plan provides a firm foundation for our students as learners today and as productive citizens in the future. Four major goals will drive the combined information and technology plan for the next three years. Goal 1: Student Achievement: Use technology and information resources to help all students acquire and leverage the skills and knowledge needed to meet academic, technology, and college and career readiness standards. Goal 2: Safe and Ethical Use of Technology: Promote safe, ethical, and responsible use of technology for students and staff through instruction and accountability. Goal 3: Efficiency and Cost-effectiveness: Procure, maintain, and expand systems in a cost-effective manner to support student learning, professional learning, and operational functionality and efficiency. Goal 4: Communication and Collaboration: Increase communication and collaboration within the school district and between the school district and the community.

Budget

Technology and information needs consume time and resources. The financial impact, the time impact, the productivity impact are focused on student learning and the efficient workings of the district. As technology changes, as educational requirements change, as levels of use change, the processes we use in the district should assure wise, consistent, and effective use of the investments made by our community. Both planning and evaluation are essential for the efficient and effective use of these resources. The district budget for information and technology is projected to increase slowly over the next three years. Given the increasing demands for technology to assist with learning and assessment in classrooms, as resources in library technology/centers, and as tools in offices, it will take careful stewardship of funding to provide all that is necessary for our staff and students.

2013 – 2016 Information and Technology Plan Mukwonago Area School District Projected Budget

Projected Expenditures 2013-14 2014-15 2015-16 Instructional Technology Operational Hardware (servers, backup, phones, etc.) 201,000 221,100 243,210

Instructional Hardware (laptops, tablets, SMARTBoards) 180,000 181,800 183,618

Operational Software (e-mail, productivity, archiving, antivirus, filtering)

140,000 154,000 169,400

Instructional Software and Print Library Materials (course specific, skill specific, assessment)

185,000 186,650 188,300

Equipment Maintenance 25,000 27,500 30,250

Purchased Services (telephone, travel, supplies) 39,000 42,900 47,190

Professional Development 25,000 27,500 30,250

Subtotal 795,000 841,450 892,218

Administrative Technology

Purchased Services (service agreements, pole charges, etc.) 50,000 55,000 60,500

Equipment Maintenance (cabling and internal connections) 65,000 71,500 78,650

Data Processing (Infinite Campus, Novell, Alio) 100,000 110,000 121,000

Subtotal 215,000 236,500 260,150

Information and Technology Staff

Staff (technology, network, library/technology) 1,128,024 1,139,304 1,150,697

Subtotal 1,128,024 1,139,304 1,150,697

Projected Total Expenditures 2,138,024 2,217,254 2,303,065

Projected Funding 2013-14 2014-15 2015-16 Sources District Funds 1,897,524 1,976,754 2,062,565 Common School Funds 175,000 175,000 175,000 eRate 24,500 24,500 24,500 Title I 3,000 3,000 3,000 Title II: Educator Training 18,000 18,000 18,000 Projected Total Funding 2,138,024 2,217,254 2,303,065

Use of Technology The use of technology has increased greatly in our district during the three years of the current technology plan. Technology has become embedded in every area of curriculum, instruction, assessment, and district operations.

Teaching and learning: access to Wi-Fi at all schools, expanded use of SMARTBoards, increased use of laptops and netbooks, introduction to Chromebooks and iPads, keyboarding instruction starting in kindergarten, Project Lead the Way classes at the middle school and high school, online Personal Finance and United States History at the high school, and Bring Your Own Device policy (IDCA-R) for students and staff.

Professional development: use of Moodle, webinars, and podcasts for individualized learning. Professional development in Web 2.0 tools was provided for all teachers.

Productivity: online budget tools, expanded student information system, and expanded parent notification system.

The uses of technology are expected to expand even more rapidly over the next three years as the district pilots individualized personalized learning and an increased number of online courses. Technology is expected to impact assessment through the use of online screening tools and the implementation of the new Smarter Balanced Assessment. Review and Dissemination of Information Technology Plan

This plan will be reviewed on an annual basis. The review will be based on the progress toward meeting the goals within the Mukwonago Area School District combined Information and Technology Plan. The plan will be disseminated in summary form through print and electronic school newsletters, referenced on the public access television channel, and presented to community groups. Printed copies of the entire plan will be posted on the district website. Printed copies of the plan will be available at the district office.

Table of Contents

Section Page

1. INTRODUCTION 1.1 Evidence of Relevant Research and Best Practices Review 1 1.2 District Information and Technology Vision Statement 4 1.3 District Information and Technology Mission Statement 4 1.4 Indication of Relationship between Plan and Vision and Mission Statements 5

2. BACKGROUND 2.1 Community/School District Demographics 6 2.2 District Information and Technology Team and Planning Committee 7 2.3 Overview of Planning Process 8 2.4 Community Resources and Adult Literacy Providers 8

3. CURRENT STATUS AND NEEDS ASSESSMENT 3.1 Assessment of Progress toward Previous Plan’s Goals 3.1a Achieved Objectives 12 3.1b Postponed or Delayed Objectives 14 3.1c Continued or Modified Objectives 14 3.2 Reflections on the Wisconsin Information and Technology Planning Focus Areas 3.2a Analysis of Student Proficiency 16 3.2b Analysis Educator Proficiency 24 3.2c Analysis of Effective Teaching and Learning Practices 26 3.2d Analysis of Access to Information Resources and Learning Tools 28 3.2e Analysis of Support Systems and Leadership 30

4. GOALS AND OBJECTIVES 33

5. IMPLEMENTATION ACTION PLAN 36

6. DISSEMINATION TO STAKEHOLDERS 46

7. MONITORING, EVALUATION, AND REVISION OF THE PLAN 7.1 Monitoring and Evaluation Process 46 7.2 Process of Reporting to Community Stakeholders 46 7.3 Process and Timeline for Ongoing Long-Term Planning 47

8. BIBLIOGRAPY 48

APPENDICES:

A. School Board Policies B. District Hardware Inventory C. District Software Applications D. Library/Media Inventories E. Library/media specialists Schedules F. District Technology Curriculum

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1. INTRODUCTION 1.1. Evidence of Relevant Research and Best Practices Review As we approach the middle of the second decade of the 21st century our schools face the need to prepare students for an increasingly information and technology-filled world. A growing body of research suggests that technology can benefit students’ learning when specific factors are taken into account: 1) goals and curricula are clearly defined and measured, 2) technology is used effectively for student learning, 3) students have access to a strong library/information program, and 4) the district provides ongoing leadership and professional development. By carefully heeding research and best practice, gains can be made is student learning and district funds can be spent wisely. Goals clearly stated and measured: Students need to learn about information and technology, and they need to learn with information and technology (DPI, 1998). It is critical that schools determine when and how technology will be used to teach students about technology and when and how technology will be used to help students learn with and about technology. In the past, “Schools have often been uncertain about the outcomes they want to achieve with technology. Is the goal to increase test scores, increase students’ access to information or prepare critical thinkers?” (Heinecke, et. al., 1999, in Protheroe, 2005). Some now say that the very meaning of literacy has changed to include both “proficiency with the tools of technology and the ability to manage and synthesize multiple streams of simultaneous information and an ability to design and share information for global communities to meet a variety of purposes.” (Richardson, 2013) The effectiveness of technology is “directly tied to the effectiveness of instructional design, content, and teaching strategies” (Protheroe, 2005). This confirms the work of Marzano who affirms that a guaranteed and viable curriculum have a positive effect on student learning. (Marzano, 2003). Recent research shows that merely adding technology on top of current curriculum and instruction does little to improve student learning. Instead, the goal now is to address the needs of modern learners in entirely new ways. To some, that means a shift from teacher directed covering curriculum, to a student focused uncovering the curriculum. (Richardson, 2013) Effective use of technology: Specific types of learning appear to be enhanced by the use of technology. Research reported in the Focus on Technology Integration in America’s Schools-2009 (State Educational Technology Director’s Association), shows evidence of increased student learning when students learn with technology. The use of technology appears to benefit students’ learning in the areas of fundamental skills, problem solving, and the ability to organize and construct knowledge, especially when students are active participants in their learning. (Barrow, L, et. al. 2009, Fadel & Lemke, 2009, Protheroe, 2005, Kulik 2003, Apple 2002).

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A meta-analysis of mathematics studies conducted between 1979 and 2011 showed that educational technology applications in mathematics produce a positive, but small, effect on mathematics achievement. Supplemental computer-assisted instruction, used for thirty or more minutes per week, had a greater effect on mathematics achievement than those that were used for less than 30 minutes per week. (Cheung, & Slavin, 2011) A meta-analysis of reading studies conducted between 1980 and 2010 showed small, but positive effects on reading achievement. Results showed greater increases for secondary students, males, and low and middle ability students. (Cheung, & Slavin, 2012) Some studies show the positive effects of tutorials and simulations (Kulik, 2003, Schlacter, 1999). Dede et al, 2005 state, “A primary challenge is to transform children’s learning processes in and out of school and to engage students interest in gaining 21st Century skills and knowledge. Specific technologies, including simulations and modeling appear to produce increases in students’ learning.” (Roschelle, J. et. al. 2009, Fadel & Lemke, 2009, Kulik, 2003). One report, Leveraging Title I & Title II D: Maximizing the Impact of Technology in Education, shows the potential of “technology to substantially increase student achievement, teachers’ quality and retention, and graduation rates.” (Wolf, in Nagel, 2009). Additionally, “research shows that solid technology integration helps to eliminate the achievement gap. Integrating technology in instruction provides all students, especially those who lack resources at home, with opportunities to gain these fundamental, critical skills.” (Long, in Nagel, 2009). Not all studies show positive academic gains on standardized achievement tests for students who use technology. Randomized, controlled studies of software use with 11,000 elementary and high school students in urban, low-income school districts showed positive statistically significant achievement gains for students who used some, but not all, of the technology-based programs. (Campuzzano, L., Dynarski, M, et. al. 2009). As well implemented, randomized, controlled studies become more and more available, it will be important to continuously review the use of technology for learning. Emerging Technology: The very nature of technology used to access information has changed. In a recent Pew Internet and American Life Project, teachers reported that students use cell phones (72%), digital cameras (65%), and digital video recorders in or outside of class to complete school assignments. (Purcell, et. al. 2012) With the availability of open resources such as Massively Open Online Courses, MOOCs, offered through universities such as Stanford, Princeton, and MIT, and online tutorials such as the Khan Academy, the world of education has changed. Some research shows that blended learning, a combination of online learning and face-to-face learning is better than either one alone (Purcell, et. al. 2012, Richardson, 2013, others?). One to one (1:1) computing is an emerging trend in education. Research on the long-term effects of 1:1 computing is becoming available. A synthesis of research on 1:1 computing has shown teaching and learning practices changed when students and teachers were provided with laptops, wireless learning environments, and additional technology resources (Bebel, O’Dwyer, 2010). After two years, students in the 1:1 group showed higher engagement, interest, and modes increases in student achievement, with higher gains in English-Language Arts than in math (Bebel, O’Dwyer, 2010). Another study indicated that the presence of 1:1

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technology provides both “potentially transformative added value and unique management challenges.” (Dunleavy, et. al. 2007). In the very near future, students will demonstrate their learning online and on screen using the Smarter Balanced Assessment. In that assessment, students will be expected to both read and listen to online informational sources. They will demonstrate their understanding of by completing questions and writing both long and short responses. Emerging technology allows students to become learning ready, not just college and career ready. Technology can increase deep learning and provide vehicles for those who learn differently. The classroom use of educational technology will undoubtedly continue to expand and play an increasingly significant role in public education as technology becomes more sophisticated and more cost effective. Access to technology and information resources: The role of libraries: Multiple research studies conducted over more than the last decade show a strong correlation between a high quality library program and student achievement. The instructional role of the library media specialist, the staffing level of libraries, and materials collection size are all correlated with high student achievement. (Champlin, C. & Loertscher, 2003, Lance, et.al, 2002). School libraries are important in the digital era. “School librarians have deep expertise in digital literacy skills; have well-developed instructional strategies based on thinking critically, communicating creatively in a variety of media; and are often role models for strong leadership, initiative, and other career and life skills.” (Trilling, 2010). One Wisconsin survey, Student Learning through Wisconsin School Libraries. showed that “while socioeconomic and school variables have the greatest impact on student achievement, library media program components explained a significant portion of the variance in statewide high stakes testing (WKCE performance).” Library media program variables explained 3-19% of the variance in language arts performance and 3-7% of the mathematics variance. (Wisconsin DPI, 2007) An in-depth study of five library media programs in Wisconsin examined best practices that contribute to a quality program. Among those practices are: strong administrative support, personality of the LMS, visibility of the LMS, and LMS as the heart of the school. The library media specialist who knows curriculum and standards, helps student learn research and technology tools they can use in all content areas, and promotes reading has positive impact on student achievement. (Wisconsin DPI, 2007). Leadership and ongoing professional development: “The transformation of classroom technology from hardware and software and network connections into thinking tools for teaching and learning requires effective and enabling leadership by visionary and knowledgeable school administrators and boards, and effective, ongoing professional development and support for teachers. (Jacobsen, D. 2001).

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“Respondents at higher implementing schools reported that committed leaders, thorough planning, teacher buy-in, preliminary professional development for teachers, and a commitment to the transformation of student learning were keys to the successful implementation of one to one initiatives. (Bebel, O’Dwyer, 2010) Research shows that teachers who have the skills, knowledge, and interest are the key to students’ learning. (Marzano, 2003, Dede, 2005, Protheroe, 2005.) Since changes in technology are rapid, the only way to ensure teachers have skills and knowledge needed to teach with technology is through sustained professional development. It is wise to remember that change takes more time and more effort than previously thought. Newly released research claims schools have made a number of miscalculations in the depth of system-wide changes required to use technologies effectively for learning:

Overconfidence that change could be made easily; Lack of effort to document the effect of technology on student learning, teacher

practices, and system efficiencies; Underestimating the time it would take to provide sufficient access Not tapping into the participatory culture of Web 2.0 (authentic work and

collaboration with outside persons locally and globally) Underestimating the rate of change in technology and the impact of rapid

continuous change on staff time, budgeting, professional development, software upgrades, and curricular and lesson redesign (Fadel, C. & Lemke, C., 2009).

Ongoing, careful review of research and best practice are required to truly understand the areas in which technology has the greatest, positive impact on student learning and the efficient operation of a school district. The challenge, and it is a critical one, is to match technology implementation to the areas of highest, most positive impact. 1.2. District Information and Technology Vision Statement The Vision for the Mukwonago Area School District 2013 – 2016 Information and Technology Plan: Students and staff will enhance, expand, and transform learning by utilizing technology and leveraging information literacy to meet the challenges and opportunities of our continually changing world. 1.3. District Information and Technology Mission Statement The technology plan is based on the belief that technology literacy, information literacy, and 21st Century skills will help each student “become all that he was created capable of being; expand, if possible, to his full growth and show himself at length in his own shape and stature, be these what they may.” Thomas Carlyle (School Board Policy IA: Philosophy of Education) Building on this philosophy, the Mukwonago Area School District Information and Technology mission is to maximize technology and information opportunities to enable students to be productive citizens through high academic achievement, technology literacy, safe and ethical use of technology, innovative thinking, global communication, and self-direction to fully participate in 21st Century opportunities and demands.

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1.4. Indication of Relationship between Plan and Vision and Mission Statements The technology plan is based on the belief that technology literacy, information literacy, and 21st Century skills will help each student “become all that he was created capable of being; expand, if possible, to his full growth and show himself at length in his own shape and stature, be these what they may.” Thomas Carlyle (MASD School Board Policy IA: Philosophy of Education) All of this is tied directly to the Mukwonago Area School District motto, “Staff, students, community, building better schools together.” The Mukwonago Area School District Information and Technology vision and mission are operationalized by enacting multiple goals: Goal 1: Student Achievement: Use technology and information resources to help all students acquire and leverage the skills and knowledge needed to meet academic, technology, and college and career readiness standards. Goal 2: Safe and Ethical Use of Technology: Promote safe, ethical, and responsible use of technology for students and staff through instruction and accountability. Goal 3: Efficiency and Cost-effectiveness: Procure, maintain, and expand systems in a cost-effective manner to support student learning, professional learning, and operational functionality and efficiency. Goal 4: Communication and Collaboration: Increase communication and collaboration within the school district and between the school district and the community.

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2. BACKGROUND 2.1. Community/School District Demographics The Mukwonago Area School District serves approximately 4700 students in grades K-12. The district covers 90 square miles, lies in parts of ten municipalities, has nine district sites (eight schools and one district office) and three parochial schools within its boundaries.

Mukwonago Area School District Schools Grade Levels Students (September 2012) Big Bend Elementary School Gr. K-6 392 Clarendon Avenue Elementary School Gr. K-6 512 Eagleville Elementary Charter School Gr. 1-6 85 Prairie View Elementary School Gr. K-6 377 Rolling Hills Elementary School Gr. K-6 531 Section Elementary School Gr. K-6 464 Park View Middle School Gr. 7-8 750 Mukwonago High School Gr. 9-12 1610

Four town/village libraries serve the Mukwonago district area. The school district library media centers and town/village libraries provide information and technology to the communities they serve. The demographic makeup of students in the Mukwonago Area School District has remained relatively stable over time. For the most recently reported year, 2011 – 2012, the racial/ethnic composition of the student population is 92.6% White, 4.2% Hispanic, 0.8% Asian, 0.7% Black, 0.3% American Indian, and Two or More 1.3%. The percent of students eligible for subsidized lunch is 12.4%. The percent of students receiving special education services during is 13.4%. The percent of limited English proficient students is 0.4% (Spanish 0.3%, Hmong 0.0%, and other languages 0.1%). For more than twenty-five years, the focus of the Mukwonago Area School District has centered on the instructional goals of the district. The use of technology in a safe and ethical manner has been a part of that focus. Within the last decade, the line between information and technology has blurred. The library has become the library/technology center. Technology is integrated into every part of the curriculum, instruction, assessment, and district operation. The library/technology center plays an expanded role as the use of technology increases. The staff of the district is organized in Content Area Teams, participatory management groups headed by both teachers and administrators who develop, revise, and deliver curriculum based on our students' needs. Instructional goals, as they are rewritten in our curriculum development cycle, include technology as a tool for learning. Technology plays an ever-increasing role in instruction and assessment for all students. The use of technology has been assessed through an eighth grade web-based assessment tool. Academic achievement is strong in all areas.

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2.2. District Information and Technology Council and Planning Committee

Technology Planning Committee

Kari Adams, Park View Middle School, Library/Technology Specialist Ryan Bice, Mukwonago High School, Teacher Becky Bretza-Krumrai, Big Bend Elementary School, Library/Technology Specialist Dale Busse, Parent Kelli Busse, Parent Bridget Christiansen, Clarendon Elementary School, Grade 4 Teacher Mary D’Amour, Parent, School Board Member, District Parent Teacher Group Representative Dea Fowler, Mukwonago High School, Library/Technology Specialist Tracy Hein, Prairie View Elementary School, Principal Carrie Hoppe, Parent/District Parent Teacher Group Representative Jodie Kujawa, Section Elementary School, Grade 1 Teacher Emily Iverson, Mukwonago High School, Business Education Teacher Mary Koski, Director of Student Learning Kelly Kovnesky, Supervisor of Network Operations Shannon Lange, Big Bend Elementary School, Special Education Teacher Cory Mack, Mukwonago High School, Teacher Anna Meixelberger, Parent Janette Moore, Section Elementary School, Grade 6 Teacher Julie Miller, K-12 District Technology Specialist/ High School Audio-Visual Art Schneider, Parent, School Board Member, Parent Teacher Group Representative Jennifer Serkowski, Park View Middle School, Computer Applications Teacher Robert Slane, Section Elementary School, Principal Katie Shea, Rolling Hills Elementary, Kindergarten Teacher John Steib, Eagleville Elementary Charter School, Grades 3/4 Kim Struve, Prairie View Elementary, Grade 2 Teacher Kevin Wright, Clarendon Avenue Elementary School, Grade 5 Teacher

District Information and Technology Council

Kari Adams, Park View Middle School, Library/Technology Specialist Judy Anderson, Student Information Services Supervisor Becky Bretza-Krumrai, Big Bend Elementary, Library/Technology Specialist Darren Clark, Director of Business Services Dea Fowler, Mukwonago High School, Library/Technology Specialist Taylor Hammerling, District Network Engineer Eric Kirch, Network Technician Mary Koski, Director of Student Learning Kelly Kovnesky, Supervisor of Network Operations Julie Miller, Technology Integrator Nick Reichhoff, Rolling Hills Elementary School, Principal Robert Slane, Section Elementary School, Principal Mike Schafer, Network Technician/AV Support Paul Strobel, Superintendent Maxine Towle, Director of Pupil Services

Many thanks to the following for their support:

Mukwonago Area School District School Board, Staff, Families, and Community Members

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2.3. Overview of planning process The current technology plan served as the foundation for information and technology decisions for the Mukwonago Area School District for the past three years. As new initiatives were proposed, their worth was measured against the goals of the plan. When such initiatives fell within the goals of the plan and within the district budget or grant awards, they were adopted. Three ongoing committees guide technology planning and implementation. The Technology Content Area Team (CAT), a group of approximately twenty teachers and administrators, meet each August and February to discuss the use and implementation of technology in relation to learning. This group also reviewed and revised student learning goals and the technology curriculum. Members of the CAT piloted new technology and made recommendations about its use and implementation. CAT members served a critical role in the ongoing review of the use of technology for learning. Among the changes during this three-year plan was moving keyboarding from grades four and five to grades kindergarten through grade six and the implementation of a “bring your own device” policy. (IDCA-R) The Technology Council, a group comprised of technology staff, office staff, library and technology specialists, and administrators, met monthly to discuss the of technology for teaching and learning, information (e.g. student information system, parent notification system), and other technologies needed for efficient management of the school district (e.g. telephones, business office software), and infrastructure. Technology Plan Committee, comprised of teachers, administrators, parents and community members met over the course of the 2012 – 2013 school year to review the district mission and vision for technology; compile research and best practice; analyze the results of the STNA staff survey and measures of student achievement; progress toward the previous information and technology plan; results of parent survey and student surveys; and cost effective means to provide needed technology. The committee then developed new information and technology plan designed to be a firm foundation for students as learners today and productive citizens in the future. Communication about the Information and Technology Plan: The school board and parent groups were updated regularly about the information and technology plan. Parent feedback about the importance of technology was sought through online surveys. Student feedback about technology was sought through school surveys. Student representatives to the school board also provided feedback. Parents and community members served integral roles on the district technology planning committee. The wider community was informed of the technology plan through the use of the district website, newsletters, and articles in the local newspaper. 2.4. Community Resources and Adult Literacy Providers Community resources and adult literacy providers include public libraries within the district in Mukwonago, Big Bend and Eagle. Colleges, universities, and technical schools in the county provide a variety of opportunities for adult education: Waukesha Community Technical College, University of Wisconsin Waukesha, and Carroll College. Close proximity to Milwaukee provides many other community resources and opportunities for adult education.

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3. CURRENT STATUS AND NEEDS ASSESSMENT ACCESS TO INFORMATION RESOURCES AND LEARNING TOOLS CONNECTIVITY: The district connects eight of its buildings via district-owned fiber optic backbone to telecommunication closets (fiber-optic runs on leased pole space as well as below ground). The district connects its 9th building (Eagleville Elementary Charter School) via a new Time Warner 35 Mbps data line back to the high school’s main data center. All district buildings, classrooms and offices have both wired and wireless access. TECHNOLOGY SERVICES: The main server room at the high school is equipped with rack mounted servers configured with multiple solutions that include Novell, Windows, Linux, and VMware. All critical components such as DHCP, DNS, file, and print services are running in a VMWare environment configured with failover services for optimum redundancy. A 3Com NBX VoIP phone system is used throughout the district. A Dell SonicWALL firewall and security appliance provides security, bandwidth management and content filtering for Internet access. Aristotle is used for network monitoring and reinforces acceptable-use compliance for all students and staff. Zimbra is used for both student and staff email and a Barracuda SPAM appliance compliments those systems to protect against incoming and outgoing spam. Email is archived for seven years using GWarchive and MailArchiva. Helpdesk tickets for both the I.T. and Buildings and Grounds departments are processed using GroupLink Everything Helpdesk. Symantec Enterprise Management is used for our anti-virus and security management software on all servers, desktops, and laptops. Casper is used for mobile-device-management on district-owned iPads. Backup services are in place at both MHS and Big Bend for offsite disaster recovery. Meru wireless is used for wireless access throughout the district.

All telecommunication closets are equipped with APC UPS power-backup units and proper ventilation has been installed in closets where monitoring equipment has deemed it as necessary. All core servers and UPS units have remote access cards in them for remote monitoring and proactive response.

Eagleville Charter School has its own file/print server running Linux as well as an independent backup system. Their staff and students cross the Time Warner data line to the main server room at the high school to gain access to the Internet but their files are stored locally on their server.

The district uses WiscNET and BadgerNET for internet and the aforementioned Dell SonicWALL for internet content filtering. The district currently maintains an in-house FTP/web server and also contracts with CMS4Schools for their district website hosting needs.

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Infinite Campus is used for Student Information Management and it runs on onsite vendor-owned and managed server. Destiny is used for library & reference automation and is installed on an in-house district-owned server. Alio software is used for business services such as accounting, human resources, and payroll. It’s managed by Marcia Brenner and Weidenhammer. The district uses VMWare technology to run several major applications such as Read180, Kurzweil, ReadNaturally, and others. We contract with eClass4Learning for our Moodle classroom content management hosting needs. The district implemented a new IP video camera security system at the high school. At the same time, door-card readers were installed as a security measure. During the school day, all perimeter doors remain locked and staff is equipped with FOB or card readers to gain access. The main door that remains open to the school is manned by one person who checks-in all visitors. IP security cameras were also installed at the outside front doors of Prairie View Elementary, Eagleville Elementary Charter School, and Section Elementary. These buildings were chosen due to the layout and lack of ability for offices to see visitors as they entered the building. Front doors now remain locked and main offices have been equipped with video camera software so they can acknowledge visitors before allowing entrance. TECHNOLOGY & CLASSROOM INTEGRATION: Each classroom has three to five student workstation connections and a teacher station contains video and data jacks, as well as an IP phone. Offices have data jacks at each work station. All workstation computers are equipped with Windows 7, Office 2010, and Symantec anti-virus software. District software licenses for networked student programs vary by building and are included on the software inventory report. For all intents and purposes, all software is accessible on all workstations and is restricted as requested based on need.

Two STEM labs exist at Park View Middle School and one STEM lab exists at Mukwonago High School. All are used for Project Lead the Way classes.

SMARTBoards have increased in number from 135 back in 2010, to 238 in 2012. Seven sets of SMART Response units in use throughout the district and SMART Notebook software is installed and available on every workstation. An additional wired lab was installed at Park View Middle School, and additional wired labs are planned for both Big Bend Elementary School as well as Clarendon Avenue Elementary School. Wired labs are being planned for as part of the Smarter Balanced Assessment Consortium recommendations and requirements for online testing. There are 119 iPads in use across the district in Special Education and Reading programs. Google Apps for Education was implemented in 2012 and there are now 362 Chromebooks being used across the district in conjunction with this suite of cloud tools. Our technology roadmap includes netbooks being replaced by Chromebooks as they fail and in the future. Section Elementary is implementing an individualized personalized learning pilot program during the 2013 – 2014 school year and will be utilizing iPads, mini-iPads, and Chromebooks along with specialized personalized learning software.

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High school Science classrooms are equipped with labs of between 3-12 new PC’s for use in interactive labs using online resources as well as in-house software applications such as Vernier Logger Pro, Stellarium, etc. In 2012, Discovery Education and Fitness Gram software applications have been added into the curriculum district wide. Curriculum Loft is the new curriculum mapping software that will be leveraged to incorporate common core standards going forward. This system is replacing a very basic in-house collection of curriculum documents that was extremely inefficient for sharing/collaboration. Moving forward, Curriculum Loft will help us meet the needs of teachers as we work toward full implementation of the Common Core State Standards and other disciplinary standards as they are approved. It will also increase opportunities for collaboration across the district. STUDENTS WITH SPECIAL NEEDS. The district provides assistive devices to students, per their IEPS. Examples of assistive technology include: Text readers, digital books, personal computers, key guards, switches, augmentative communication devices, communication boards, voice recognition software, word prediction software, touch screens, FM systems for amplification, magnification devices, large print books, talking calculators, airliner devices to activate SMART Boards, and voice output communication devices. The recent addition of some iPads has greatly expanded the number of resources available to students. Examples for technology literacy include: Read Outloud, Co-Writer, Write Outloud, Solo Suite, and Kurzweil. The Technology Content Area Team (CAT) is revising its K-8 ITLS-aligned scope and sequence for teaching and learning to include the higher expectations of the Common Core State Standards. This working document summarizes student skills and understandings needed in technology. It also emphasizes internet safety and personal responsibility. The scope and sequence is cross- referenced with state and national technology goals. An online grade eight assessment, TechLiteracy Assessment from Learning.com, has been administered to grade eight students. Ongoing work includes the review of student achievement and the development of learning activities and local assessments.

These same skills provide the framework for staff skills incorporated into inservice and staff development opportunities. Teachers are provided with multiple, ongoing opportunities for inservice through the district: school-by-school targeted inservice provided by the district technology specialist; district inservice provided for new teachers, and district inservice provided for teachers on inservice days. For example, the October 2012 inservice was focused on the use of technology, especially Web 2.0 tools, for teaching and learning. Classified staff members are provided similar opportunities. In addition, teachers are given the opportunity to attend the weeklong summer Mukwonago Technology Academy with registration fees paid by a grant. Staff members also attend training sessions, conferences, and seminars on topics related to technology, media, and library services to fulfill some or all of their additional 16 hours of professional development.

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A major change has taken place in keyboarding instruction over the last three years. Students now begin to learn keyboarding skills in kindergarten. By the end of third grade student are expected to be proficient in keyboarding. Ongoing practice continues throughout the elementary school years. Proficiency in keyboarding will be critical for students’ success on the soon-to-be implemented Smarter Balanced Assessments. Seventh graders take a trimester long computer class that further teaches word processing, database, spreadsheet and internet applications. Eighth graders’ skills are assessed using a web-based technology assessment. High school library/technology specialists and ninth grade teachers introduce students to the library/technology center and computer lab resources for research and information. Project Lead the Way classes have been adopted at the middle school and high school levels. Students at Mukwonago High School can select classes that advance their technological skills in areas of math, computer science, business education and industrial technology, and media, as well as take advantage of content integration in the major academic areas. District-developed online courses (i.e.. Personal Finance and U.S. History) are available to students at Mukwonago High School. LIBRARY/TECHNOLOGY: School library/technology centers have served as the information hub for students and staff. The library/technology philosophy reflects this focus: “The library media program is the core of the schools’ learning communities. Through collaboration with instructional staff, the library media program fosters access to information, use of technology, and freedom of choice in reading materials. All students and staff must have equal opportunities to productively access and utilize information and technology.”

From the earliest stages of technology implementation, school libraries housed computers. As the use of technology increased, library/technology center resources were made available on local area networks. Wireless mobile carts now bring technology to the classrooms. A Bring Your Own Device Policy has been approved and implemented. (IDCA-R) Library technology specialists continue to provide assistance to students and staff who bring a myriad of technologies to school each day. As more sophisticated planning and more coordination of resources evolved in technology plans, libraries continue to maintain their central position and are crucial to meeting student and staff needs in the area of information and technology. 3.1. Assessment of Progress toward Previous Plan’s Goals

3.1a. Achieved Objectives and Activities Goal 1 –Use technology and information resources to help all students acquire and leverage the skills and knowledge needed to meet academic, technology, and 21st century standards. Objective A: Incorporate information and technology skills and understandings into curriculum, instruction, and professional development

Activities: Library/technology specialists and teachers collaborate to teach technology skills and understandings to students. Elementary students begin to learn keyboarding in kindergarten. Students learn research skills, communication and collaboration skills, literacy and presentation skills, and

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design skills in libraries and classrooms across the district. Moodle is used for instruction and professional development.

Objective B. Optimize instructional delivery and communication through the use of technology. Activities: SMARTBoards and document cameras are used in classrooms throughout the district. Moodle is used for instruction, communication. Students in grades 4 – 12 now have district email accounts. Assistive technology is provided (iPads with apps e.g. Dragon). Objective C. Assess students’ learning Activities: Elementary students’ keyboarding skills are assessed for accuracy and speed. Grade 8 students take the TechLiteracy Assessment (Learning. com). Middle school computer applications classes and Gateway to Technology (PLTW) assessments measure students’ learning. Assessment is embedded in many assignments and projects.

Goal 2 – Promote safe, ethical, and responsible use of technology for students and staff through instruction, and enforce compliance through accountability. Objective A: Provide instruction to students about safe, ethical, and responsible use of technology

Activities: Students at all levels receive instruction about safe, ethical, and responsible use of technology from library/technology specialists. Classroom teachers reinforce the learning. Students and their parents sign acceptable use agreements at each level. Technology citizenship is assessed.

Objective B: Educate staff about safe, ethical, and responsible use of technology Activities: Staff members participate in professional development about safe, ethical, and responsible use of technology through building and district professional development. Staff handbooks and district policies are reviewed.

Objective C: Ensure student and staff security; acceptable use of the network and internet; and accountability.

Activities: The network and internet are monitored by teachers, administrators, and electronic means (e.g. filtering, network monitoring, archiving).

Goal 3 – Maintain existing systems and leverage emerging technologies to decrease cost while increasing student learning and operational functionality. Objective A: Minimize hardware and software costs while increasing functionality.

Activities: Hardware is updated on a rotating schedule. All district software was reviewed (2012). Bring your own device policy for students and staff (IDCA-R). Old equipment is recycled.

Objective B: Acquire appropriate print and electronic resources to help students meet media, literacy, and technology standards.

Activities: Materials are reviewed, purchased, recycled collaboratively by teachers and library/technology specialists.

Objective C: Maintain and support existing systems and leverage emerging technologies to decrease cost while increasing operational functionality. Activities: Open source tools implemented as cost-saving measure. Wi-Fi and Bring Your Own Device IDCA-R, (2012). Bandwidth increased to 100 Mbps in 2012.

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Goal 4 – Increase communication and collaboration within the school district and in the community. Objective A: Recognize and acknowledge technology pioneers (staff, students, and community members.)

Activities: Pioneers have taken on leadership roles in building and district inservice.

Objective B: Increase communication with families through the use of current and emerging technologies.

Activities: School newsletters are paperless. Expanded use of Infinite Campus and Blackboard Connect for communication with families. Objective C: Collaborate with parents and community members to develop and implement the Mukwonago Area School District Information and Technology Plan. Activities: Plan is posted on the district website and made available in print. Parents and community members included in the development of the development of the information and technology plan.

3.1b. Postponed, Delayed or Cancelled Objectives and Activities

Goal 3 – Maintain existing systems and leverage emerging technologies to decrease cost while increasing student learning and operational functionality. Objective C: Maintain and support existing systems and leverage emerging technologies to decrease cost while increasing operational functionality.

Activities: The district explored 10GB infrastructure for increased speed in classrooms. Due to its cost, it will be installed in phases. Linux was implemented as an open source tool. Stability and security were a problem. The district will move back to Novell for all critical core services.

3.1c. Continued or Modified Objectives and Activities

As technology becomes an increasingly integral part of teaching and learning and technology changes at an ever-increasing speed, goals are rarely completed or cancelled. Instead, the majority of goals are continued or modified.

Goal 1 –Use technology and information resources to help all students acquire and leverage the skills and knowledge needed to meet academic, technology, and 21st century standards. Objective A: Incorporate information and technology skills and understandings into curriculum, instruction, and professional development

Activities: The district developed an information and technology skills curriculum in 2009 – 2010. Due to the state’s adoption of the Common Core State Standards in English Language Arts and Mathematics in 2010 and continual changes in technology, there is a need to move from a separate information and technology curriculum to the full integration of technology into every curriculum. This work has begun. Due to the ever-changing nature of technology and the soon-to-be released Next Generation Science Standards, Social Studies Standards, and DPI-revised standards in all other content areas, this goal will be ongoing for the foreseeable future.

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Objective B. Optimize instructional delivery and communication through the use of technology

Activities: Ongoing exploration of optimal instructional delivery and communication.

Objective C. Assess students’ learning Activities: Work is ongoing in all areas. Curriculum and Instruction: Two MHS courses, Personal Finance and U. S. History are offered in a fully online format. Many teachers use Moodle as part of their instruction and communication to provide elements of a blended learning environment. Almost all adopted textbooks now provide both an online text and additional materials (e.g. self-quizzes, links to in-depth information). One content area, health, has adopted a completely online resource. The Everyday Math eSuite provide both additional practice and extensions for our elementary students. Assessment: The use of an online screening tool, STAR, was piloted at MHS in 2012 - 2013. Based on the effectiveness of this screening and progress-monitoring tool, its use will be expanded across the district. The district is reviewing infrastructure and hardware to assure readiness for the Smarter Balanced Assessment pilot in 2013 – 2014 and implementation in 2014 – 2015.

Goal 2 – Promote safe, ethical, and responsible use of technology for students and staff through instruction, and enforce compliance through accountability. Objective A: Provide instruction to students about safe, ethical, and responsible use of technology

Activities: Instruction is provided to students by their library/technology specialist and their classroom teachers. Internet safety and the prevention of cyberbullying are an integral part of this instruction. Students’ learning is assessed. Such instruction will be continuously updated to align with changes in technology. Parent information meetings about internet safety and the prevention of cyber- bullying are held on a regular basis.

Objective B: Educate staff about safe, ethical, and responsible use of technology Activities: Staff members participate in school and district inservice.

Objective C: Ensure student and staff security; acceptable use of the network and internet; and accountability.

Activities: Acceptable Use agreements are signed on a regular basis. Ongoing monitoring will continue. Students and staff will continue to be held accountable for their actions.

Goal 3 – Maintain existing systems and leverage emerging technologies to decrease cost while increasing student learning and operational functionality. Objective A: Minimize hardware and software costs while increasing functionality.

Activities: New hardware and software are reviewed and piloted before purchase.

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Objective B: Acquire appropriate print and electronic resources to help students meet media, literacy, and technology standards.

Activities: New print and electronic resources will be reviewed and piloted. Resources will be purchased if they enhance learning and are cost effective.

Objective C: Maintain and support existing systems and leverage emerging technologies to decrease cost while increasing operational functionality. Bandwidth will be increased to 200 Mbps in 2013.

Activities: Existing systems will be maintained. Emerging technologies will be reviewed. When appropriate, they are piloted and/or purchased.

Goal 4 – Increase communication and collaboration within the school district and in the community. Objective A: Recognize and acknowledge technology pioneers (staff, students, and community members.)

Activities: Technology pioneers have been asked to share their knowledge and skills with colleagues at building and district inservice sessions.

Objective B: Increase communication with families through the use of current and emerging technologies.

Activities: Parent messaging, school and district websites, and email are used to communicate with families. Internet safety and cyberbullying prevention meetings provided.

Objective C: Collaborate with parents and community members to develop and implement the MASD information and technology plan. Activity: Parents and community members will be included in regular reviews of the MASD information and technology plan.

3.2 Reflections on the Wisconsin Information and Technology Planning Focus Areas 3.2.a Analysis of Student Proficiency

Students in grade eight have participated in the TechLiteracy Assessment (Learning.com) for the last five years as a measure of their technology literacy. The TechLiteracy assessment measures students’ literacy in the areas of: systems and fundamentals; social and ethical; word processing, spreadsheets, multimedia and presentations, telecommunications and internet; and databases.

Student achievement on the eighth grade technology literacy assessment is strong. During the first three years of testing, approximately 85% of our students scored in the proficient range. The percent of students who achieved a proficient score during the 2009-2012 school years score was 93 – 94%%, a significant increase. Student average performance in the Mukwonago Area School District was above the average level in all areas tested as compared with other middle school students who took this assessment.

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An Alternate Technology Assessment, a fifty-one item assessment based on the district’s technology curriculum and skills, was provided for some students according to their IEPs. Students’ work sample and classroom performance were reviewed by their teachers. The ratings for all assessed students were in the Emerging to Developing/Needs Help range.

Other assessments of students’ technology and information proficiency are embedded throughout the district’s curriculum. Examples include assessment of students’ understanding of Internet safety, grades kindergarten through six keyboarding assessments, grade six science, grade seven technology class, and high school business, computer, mathematics, science, and technology education courses.

Systems and Fundamentals: Students’ scores in systems and fundamentals mirrored the scores of the scores of all other students who took the TechLiteracy Assessment. Mukwonago students’ scores declined in 2011-2012, as did the scores for all students. Mukwonago students’ scores were higher than their peers’ scores. One possibility for the change in all students’ scores was the increasing number and variety of technology devices available.

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Social and Ethical: Our district’s curriculum emphasizes the ethical use of technology. Over time, Mukwonago students’ scores remain well above those of students in other districts, particularly during the 2011-2012 school year.

Word Processing: Students have formal instruction in keyboarding beginning in kindergarten. Instruction and application of keyboarding and word processing skills continue through grade eight. Our district students’ scores increased this year, while other students’ scores showed a decline. As districts plan ahead for online testing in 2014 – 2015, continued emphasis on keyboarding is essential.

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Spreadsheets: Students learn to use spreadsheets in the upper elementary grades and continue to use them in middle school and high school classes. Mukwonago students have shown growth in this area over time, with the exception of the current year’s scores. The cause for the drop in scores mirrors the drop in scores of all students who were tested in 2011 – 2012. The use of spreadsheets and databases will be emphasized in the upcoming years because they are skills important for both college and career readiness.

Multimedia and Presentations: Students’ performance in multimedia and presentations has varied over time. While Mukwonago students’ scores have always stayed above the scores of other students, the difference has varied from year to year.

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Telecommunications and Internet: Mukwonago students’ scores are higher than the scores of the other students who take this assessment. MASD scores have varied over time.

Databases: Students’ proficiency has varied over time. Students’ proficiency has remained above that of other students who took this assessment.

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WKCE: Wisconsin Knowledge and Concepts Exam

Student achievement on the Wisconsin Knowledge and Concepts Exam is strong in all subjects and at all grade levels. Data from the last five years show that our students are performing well. Our district continues to seek ways to enhance our students’ strong academic achievement through the use of technology for learning.

WKCE Reading Combined Grades 3, 4, 5, 6, 7, 8, 10

November 2005 – 2011

Reading scores have remained high and stable over time.

WKCE Language Arts Combined Grades 3, 4, 5, 6, 7, 8, 10

November 2005 – 2011

Language Arts scores have remained high and stable over time.

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WKCE Mathematics

Combined Grades 3, 4, 5, 6, 7, 8, 10 November 2005 – 2011

Mathematics scores have improved over the last several years. Some of this change may be attributed to the adoption of new K-12 mathematics curriculum, ongoing articulation interventions, and incentives at the high school level.

WKCE Science Combined Grades 3, 4, 5, 6, 7, 8, 10

November 2005 – 2011

Science scores have remained high and stable over time.

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WKCE Science Combined Grades 3, 4, 5, 6, 7, 8, 10

November 2005 – 2011

Social studies proficiencies have remained high and stable over time. Identification of Underserved Populations. IEP teams determine individual need during initial, re-evaluation, and annual IEP meetings. As appropriate, assessment is done by trained specialists to determine the need for assistive technology. The district now has a “bring your own device” policy. To ensure access for students who do not or cannot bring their own device to school, the policy states. “The district recognized that whether students have their own Personal Devices is a family decision. In order to address equity issues, the District will provide access to students who do not own a Personal Device in circumstances when their use is required for instructional purposes during the school day.” (School Board Policy IDCA-R)

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3.2.b Analysis of Educator Proficiency (using technology)

Staff members in the Mukwonago Area School district participated in the School Technology Needs Assessment (STNA), a survey developed by SERVE and the North Carolina Department of Public Instruction. This survey is supported by grants from the U.S. Department of Education and Microsoft Corporation’s U. S. Partners in learning program.

All teachers in the Mukwonago Area School District participated in the School Technology Needs Assessment (STNA) in the fall of 2009 and the fall of 2012. Approximately 340 staff members completed the survey in 2012 (180 elementary staff, 51 middle school staff, and 110 high school staff).

The technology committee reviewed the results of two local surveys, as well. A parent and community survey (2013) was made available as in online or print forms. Parents were notified of the survey through electronic notices through Blackboard Connect. Approximately 760 parents and community members participated in the survey (438 responded to the elementary survey and 327 responded to the secondary survey).

A combined Mukwonago High School climate and technology student survey (2010) was administered and compiled shortly after the last plan was submitted. More than 1400 students responded to the survey. Student surveys from other schools were reviewed. STNA Analysis Data from all eight school’s STNA were combined for use in this report. Survey responses were assigned the following values: 6 = strongly agree, 5 = agree, 4 = neither agree nor disagree, 3 = disagree, 2 = strongly disagree, and 1 = do not know. Ratings on STNA survey questions ranged from a high of 5.37 to a low of 2.69.

The header row in all the tables follow the same format of the sample question shown below.

Communication

Technology for communication and collaboration with families received a high rating.

Question Strongly Agree

(6)

Agree

(5)

Neither Agree / Disagree

(4)

Disagree

(3)

Strongly Disagree

(2)

Do Not Know

(1)

Total Responses

Mean

Technology is used to communicate and collaborate with families about school programs and student learning.

74 218 27 9 1 10 339 4.96

Question Strongly

Agree

(6)

Agree

(5)

Neither Agree /

Disagree

(4)

Disagree

(3)

Strongly

Disagree

(2)

Do Not

Know

(1)

Total

Responses

Mean

Technology is used to communicate and

collaborate with the community about school

programs designed to enhance student learning.

42 167 63 18 2 47 339 4.26

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Technology for communication and collaboration with the community received a somewhat lower rating than communication with families.

Technology is used to communicate and collaborate with the community about school programs designed to enhance student learning.

42 167 63 18 2 47 339 4.26

Responses to the STNA survey indicate that teachers and administrators at all levels rated high levels of impact for technology on instruction and planning, Impact of Technology on Instruction: Teachers use technology to identify resources, ensure student safety, and differentiate instruction for students with special needs. A lower number of teachers assess students using portfolios of presentations. Instruction: In the settings where I teach children…

I identify, locate, and evaluate technology resources, e.g., websites.

69 130 95 32 8 5 339 4.60

I apply performance-based student assessment to technology enhanced lessons, e.g., student portfolios, student presentations.

17 86 90 65 44 37 339 3.58

My lessons include technology-enhanced, learner-centered teaching strategies, e.g., project-based learning.

66 117 83 40 14 19 339 4.37

I apply policies and practices to enhance online security and safety.

109 86 45 32 29 38 339 4.29

I use technology to differentiate instruction for students with special learning needs.

97 102 49 18 33 40 339 4.27

Impact of Technology on Planning:

Teachers use technology for communication collaboration with colleagues and families and for professional productivity.

Planning: In settings where I work with children…

I use technology to support and increase my professional productivity.

215 78 24 9 5 8 339 5.37

I use technology to communicate and collaborate with families about school programs and student learning.

153 122 38 11 4 11 339 5.11

I use technology to communicate and collaborate with other educators.

226 63 30 6 1 13 339 5.38

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3.2c Analysis of Teaching and Learning Practices Parents report (2013), that their children’ use of technology has become ubiquitous at home and at school.

For what purposes do your child(ren) use technology?

At Home Elementary

Students

At Home Secondary Students

At School Elementary

Students

At School Secondary Students

Complete class work or schoolwork

80.7%

97.3%

83.2%

89.2%

Access online textbooks

-

81.3%

-

41.7%

Access online reference materials (e.g. Badgerlink, online encyclopedias, etc.)

-

88.5%

-

58.7%

Access school resources (e.g. eSuite for math, Eduplace for reading, etc.)

76.4%

-

65.0%

-

Practice skills (e.g. math facts, keyboarding, etc.)

88.1%

-

76.0%

-

Read materials

80.2%

-

60.7%

-

View grades (Infinite Campus Portal)

-

95.3%

-

55.3%

Submit assignments (e.g. Moodle, wiki, blogs)

-

62.1%

-

46.7%

Communicate with friends/family (e.g. e-mail, phone, text, etc.)

77.6%

99.0%

13.5%

47.3%

Creative purposes (e.g. art, composing music, photography, writing, etc.)

72.3%

77.9%

39.7%

37.5%

Listen or view (e.g. music, movies, etc.)

94.8%

98.3%

14.9%

26.5%

Internet searches/research

84.4%

99.0%

52.2%

70.3%

Play games

99.3%

96.7%

22.7%

10.2%

Impact of Technology on Student Learning: Students use technology for in many learning situations. There is lesser use of simulations/communication to reach beyond the classroom.

Information and communication technologies. In the settings where I work with children…

Students use a variety of technologies, e.g., productivity, visualization, research, and communication tools.

80 148 65 26 7 13 339 4.68

Students use technology during the school day to communicate and collaborate with others, beyond the classroom.

70 72 47 31 83 36 339 3.73

Students use technology to access online resources and information as a part of classroom activities.

71 142 81 18 13 14 339 4.58

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Students use technology to help solve problems.

69 137 57 24 19 33 339 4.34

Students use the same kinds of tools that professional researchers use, e.g., simulations, databases, satellite imagery.

27 61 57 33 73 88 339 3.03

A “Bring Your Own Device” policy was adopted in 2012. (School Board Policy IDCA-R). The table below reflects information about the number of elementary and secondary students who bring personal technology to school. The number of secondary students who bring their own devices to school greatly exceeds the number of elementary students who bring their own devices to school.

What devices does you child bring to school for learning? Device Elementary Students Secondary Students Cell phone or smartphone 5.9% 79.0% E-Reader 5.4% 13.6% MP3 8.3% 45.1% Tablet 4.2% 15.0% Laptop 1.5% 14.0% Child does not bring 52.7% 6.3% Family does not allow child to bring 43.1% 3.5%

Impact of Technology on Teaching Practices: Teachers report that technology changes in teaching practices.

Teaching Practices. In the settings where I work with children…

My teaching is more student-centered and interactive when technology is integrated into instruction.

97 165 52 15 4 6 339 4.94

My teaching practices emphasize teacher uses of technology skills to support instruction.

78 193 49 11 1 7 339 4.93

My teaching practices emphasize student uses of productivity applications, e.g., word processing, spreadsheets.

51 167 68 33 8 12 339 4.54

My teaching practices emphasize student uses of technology as an integral part of specific teaching strategies, e.g., project-based or cooperative learning.

53 166 87 14 7 12 339 4.61

Impact of Technology on Student Outcomes. Teachers report that technology has increased student engagement, independence, academic achievement, and collaboration. Student Outcomes. In the settings where I work with children…

Technology has helped my students become independent learners and self-starters.

61 179 64 13 2 20 339 4.66

Technology has helped my students work more collaboratively.

60 158 81 21 3 16 339 4.60

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Technology has increased my students' engagement in their learning.

112 175 38 3 2 9 339 5.08

Technology has helped my students achieve greater academic success.

74 156 77 7 2 23 339 4.66

3.2d Access to Information Resources and Learning Tools Library/technology centers have long served as the information hubs of our schools. Students and staff have access to a comprehensive library/technology center staffed by library technology specialists. All students have access to a comprehensive library/technology program. The goal of the program is to provide students and staff with the skills and knowledge necessary to: 1. identify, use, and evaluate current and evolving media formats, 2. seek, evaluate, interpret, and communicate information through a variety of formats, and 3. productively participate in collaborative learning environments while respecting and recognizing the importance of intellectual freedom. Library collections are reviewed and maintained. Destiny provides a district wide catalog that is available to students and staff at school and from any internet enabled computer.

All students have access to one or more computer labs with access to the internet at their schools. Some of the labs are traditional classroom labs, while others use wireless technology and mobile carts. Computers are replaced on a regular basis with the philosophy that the newest computers are provided for students’ use in computer labs. As computers are replaced, they are then redistributed to classrooms for staff and student use. Teachers report the following about access to media and software. Media and Software

Teachers and students have ready access to productivity software, e.g., graphic organizer, word processing, slide presentation, or drawing applications.

60 218 37 13 3 8 339 4.87

Teachers have ready access to a cataloging system they can use for searching and locating teaching materials.

44 189 56 22 0 28 339 4.50

Teachers and students have ready access to a good collection of print, multimedia, and electronic resources.

58 224 36 14 0 7 339 4.90

When educators are selecting resource media and software, they consider both the curriculum and the needs of the learners.

57 225 31 4 0 22 339 4.79

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Responses to the 2013 parent survey shows parent strong support for school library/ technology centers. Question: It is important for my children to have access to a school library/technology center to

Elementary Strongly Agree

Secondary Strongly Agree

Locate books for class assignments 96.9% 98.0% Select books or magazines for pleasure reading 94.1% 88.3% Complete research and class assignments 99.1% 99.3% Work with technology (computers, audio or video equipment)

98.1% 98.5%

Get help with research and technology questions 98.5% 99.7% Flexible Scheduling

The media center can be flexibly scheduled to provide equitable access to resources and instruction.

50 181 39 37 15 17 339 4.48

Computer labs can be flexibly scheduled for equitable access to resources and instruction. (Leave this item blank if your school has no computer labs.)

47 184 40 43 11 13 338 4.51

Mobile computers can be flexibly scheduled to provide equitable access to resources and instruction. (Leave this item blank if your school does not have mobile computers.)

61 199 31 29 8 11 339 4.72

Staff Support Teachers report strong technical and library/media staff support for teaching and learning.

Teachers have ready access to technical support, e.g., to troubleshoot hardware or software problems, maintain systems.

55 212 39 29 2 2 339 4.83

Library media coordinator and/or media assistant positions are adequately staffed.

70 179 40 35 9 6 339 4.73

Leadership for technology and library media departments is identical to the Content Area Team (CAT) leadership provided for all other departments in the district. There are elementary, middle school, and high school department chairs. Departmental co-chairs work with one principal and the director of student learning to provide leadership in each area. A complete listing can be found in the Appendix for all of the following:

Learning tools (computer and AV hardware and related fixed assets) Instructional resources including instructional software and library media materials

(print, electronic/online subscriptions/resources, multimedia) Complete descriptions of telecommunications and technology infrastructure,

networking, and connectivity systems needed to improve education.

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3.2 e. Analysis of Support Systems and Leadership

Vision and Shared Leadership STNA results show that teachers know about the district’s technology vision. They believe that administrators support changes in technology systems, policies, and practices.

A vision for technology has been developed through an effective collaboration among stakeholders, e.g., administrators, specialists, teachers, students, and community members.

58 212 37 18 1 13 339 4.79

Administrators support changes in school-level systems, policies, and practices related to technology.

73 215 33 11 1 6 339 4.97

Operational Conditions/Organizational Conditions Teachers and other staff are supportive of the technology plan.

Teachers and other staff members support the school technology plan.

29 193 75 13 0 29 339 4.45

Staff members who participated in STNA did not agree that the amount of money budgeted for technology is adequate. They also disagreed with the statement that multiple sources of data are used to evaluate the impact of technology initiatives on student learning.

The amount of money budgeted for technology resources is sufficient for continuously updating and replacing technology systems as they become outdated.

6 77 56 80 40 80 339 3.08

Multiple sources of data are used to evaluate the impact of technology initiatives on student outcomes.

12 77 102 33 8 107 339 3.21

Infrastructure

Staff members who participated in STNA agreed that systems for communicating within the schools and with families are adequate.

Electronic systems for communicating within the school are adequate, e.g., e-mail among teachers and staff, network drives to upload lesson plans and grades to the main office.

71 220 32 10 5 1 339 5.00

Electronic systems for communicating with families and the community are adequate, e.g., e-mail, teacher and/or school web pages.

73 234 21 8 1 2 339 5.07

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Professional Development Teachers actively participate in professional development opportunities provided during the school day and school year. They also participate in professional development opportunities after school, on weekends, and during the summer. Overall support for professional development is strong. PROFESSIONAL DEVELOPMENT: Professional development was provided for staff members over the course of the plan. The following data shows the number of staff members who participated in technology training opportunities during the 2012-2013 school year.

Type of Training Attendees Number Attending

2012 – 2013

Assessments (PALS, STAR, etc.) Teachers, Administrators

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Building Teacher Web Pages Teachers 26 Google Chrome, Docs, and Chromebooks Teachers 43 Gradebook (elementary) Teachers 3 Graphic Organizers (Technology based) Teachers 10 Infinite Campus Office Staff, Teachers 29 Initial Technology Training for new-to-district staff

Certified, Classified Staff

14

iPad Teachers, Administrators

27

Moodle Teachers 30 Personalized Learning Teachers,

Administrators 12

Mukwonago Tech Academy (Summer 2012) Teachers, Administrators

63

SMARTBoard (Beginner, Intermediate, Advanced) Teachers 51 Streaming (Discovery, PALS) All Elementary

Teachers 150

Web 2.0 Tools All Certified Staff 310 Zimbra Teachers 23 STNA results indicate teachers’ desire for continued professional development opportunities. Instruction

I would benefit from professional development on:

Research-based practices I can use in my teaching.

70 199 47 16 2 5 339 4.90

Identification, location, and evaluation of technology resources, e.g., websites that I can use with my students.

78 212 30 18 1 0 339 5.03

Performance-based student assessment of my students.

70 195 52 17 2 3 339 4.90

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The use of technology to collect and analyze student assessment data.

63 183 51 40 1 1 339 4.78

Learner-centered teaching strategies that incorporate technology, e.g., project-based or cooperative learning.

81 212 31 14 0 1 339 5.05

Online security and safety. 44 155 68 62 7 3 339 4.47

The use of technology for differentiating instruction for students with special learning needs.

81 183 49 18 2 6 339 4.90

Planning. I would benefit from professional development on:

Uses of technology to increase my professional productivity.

92 195 30 21 1 0 339 5.05

Ways to use technology to communicate and collaborate with families about school programs and student learning.

63 181 53 38 2 2 339 4.76

Ways to use technology to communicate and collaborate with other educators.

66 186 59 26 2 0 339 4.85

Alignment of lesson plans to content standards and student technology standards.

75 187 51 24 0 2 339 4.91

Use of research or action research projects to improve technology-enhanced classroom practices.

47 189 70 26 0 7 339 4.70

Use of data for reflecting on my professional practices.

42 161 81 47 3 5 339 4.52

Use of data to make decisions about the use of technology.

39 167 77 47 2 7 339 4.51

Use of technology to participate in professional development activities, e.g., online workshops, hands-on training in a computer lab.

74 196 42 25 0 2 339 4.92

Professional Development Quality. Teachers believe that the quality of professional development is good. They did not believe that the impact of professional development was tracked using student data.

Technology professional development is relevant.

41 222 46 25 2 3 339 4.78

Technology professional development is ongoing.

53 217 38 22 4 5 339 4.82

The impact of technology professional development is tracked using data on student learning.

8 96 80 40 11 104 339 3.23

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4. GOALS AND OBJECTIVES Needs:

1) To maximize technology and information opportunities to enable students to be productive citizens through high academic achievement, technology literacy, safe and ethical use of technology, innovative thinking, global communication, and self-direction to fully participate in 21st Century opportunities and demands.

2) To purchase and support effective, fiscally responsible technology and information resources to positively impact high academic achievement and efficient operations.

Goal 1: Student Achievement: Use technology and information resources to help all students acquire and leverage the skills and knowledge needed to meet the academic, technology, and college and career readiness standards. Objective 1a: Integrate information and technology skills and understandings needed to meet academic, technology, and college and career readiness standards into all curricular areas. Objective 1b: Optimize instructional delivery and communication through the use of information and technology in classrooms and library/technology centers. Objective 1c: Assess students’ use of technology for learning. Use technology to assess students learning. Objective 1d. Provide ongoing professional development and ongoing staff collaboration opportunities to support the increased expectations of 21st century teaching and learning. Goal 2: Safe and Ethical Use of Technology: Promote safe, ethical, and responsible use of technology for students and staff through instruction and accountability. Object 2a: Provide instruction to students about safe, ethical, and responsible use of the network, internet, and technology resources. Objective 2b: Educate staff and families about safe, ethical, and responsible use of technology. Objective 2c: Ensure student and staff acceptable use of the network and internet through accountability. Goal 3: Efficiency and Cost-effectiveness: Procure, maintain, and expand systems in a cost-effective manner to support student learning, professional learning, and operational functionality and efficiency.

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Objective 3. a: Procure, maintain and expand hardware software, and print materials that allow students to meet college and career readiness standards including Common Core State Standards, other new disciplinary standards as they are adopted, and Information and Technology Literacy Standards. Objective 3 b: Procure, maintain, and expand systems in a cost-effective manner to support district functionality and efficiency. Goal 4: Communication and Collaboration: Increase communication and collaboration within the school district and the community Objective 4a: Increase capacity for students and staff to use communication and collaboration for learning. Objective 4b: Increase communication with families and the community through the use of current and emerging technologies (e.g. student information systems, parent notification systems, online grading systems, and other technologies to inform the community.) Objective 4c: Internal communication and access: Collaborate with parents, community members, and students to develop and implement the MASD informational literacy curriculum and assessment.

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5. IMPLEMENTATION ACTION PLAN

Needs: 1) To maximize technology and information opportunities to enable students to be productive citizens through high academic

achievement, technology literacy, safe and ethical use of technology, innovative thinking, global communication, and self-direction to fully participate in 21st Century opportunities and demands.

2) To maintain, support, and expand effective, fiscally responsible technology and information resources to positively impact high academic achievement and efficient operations.

Goal 1: Student Achievement: Use technology and information resources to help all students acquire and leverage the skills and knowledge needed to meet academic, technology, and college and career readiness standards. Objective 1a: Integrate information and technology skills and understandings needed to meet academic, technology, and college and career readiness standards into all curricular areas.

Activities Person(s)

Responsible Resources

Needed Projected

Budget Timeline

Policy Changes

Evidence of Progress

1) Align all curriculum with new academic standards and information and technology literacy standards.

-Director of Student Learning -Content Area Teams (CAT) -Technology CAT -Library/Media CAT

Time to align curriculum with Common Core State Standards, all other disciplinary standards as they are adopted, and Information and Technology Literacy Standards.

Substitutes ($90/day x 6 teachers x 4 days/dept. x 14 departments = $15,000/year) or summer curriculum writing hours at curriculum rate (Approx. $20,000 per year)

2013 - 2016

--

-21st century literacy and integrated into each area of the curriculum. -K-12 Library-Media curriculum and K-12 Technology curriculum updated and embedded in disciplinary curriculum

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2) Pilot individualized personalized learning in a “one-to-world environment” through the use of data-based goals for learning, learner profiles, learning paths, and technology to create individualized learning experiences.

IPLC teachers and administrators, technology staff, director of student learning

Hardware, software, print resources, curriculum alignment, professional development, evaluation

$60,000 for pilot.

2013 – 2014

-

IPLC at Section piloted and evaluated (2013-2014). May be expanded in following years.

3) Provide print and non-print materials for school libraries in support of student, staff,

Library/technology specialists in collaboration with teachers and administrators

Print and non-print materials

$100,000/year 2013-2016 Library collections maintained and updated.

4) Use communication and collaboration tools for curriculum resources.

-Director of Student Learning -Director of Pupil Services -Technology CAT -Library/Media CAT -Content Area Teams (CAT)

Use Curriculum Loft or emerging technology to house curriculum documents, web links, technology links, and assessments. Use Curriculum Loft as a vehicle for collaboration.

Curriculum Loft or other resource used for curriculum. Time for CAT Chairs to upload revised curriculum.

2013-2016 -- Collaborative curriculum resource provided and updated.

5) Provide students with the skills and knowledge necessary:

1. to identify, use, and evaluate current and evolving media formats.

2. to seek, evaluate, interpret, and communicate information through a variety of formats.

3. to productively participate in collaborative learning environments while respecting and recognizing the importance of intellectual freedom.

Library/Media Specialists, Teachers

Hardware, software, assistive and adaptive devices, apps. Approximately $150,000/year

2013-2016 --

District curriculum and appropriate

technology resources (e.g. software, Web 2.0

tools, apps, assistive technology, adaptive technology) used to

provide ITLS an CCSS aligned curriculum and for instruction

6) Provide ongoing professional development to improve the capacity of all staff to effectively integrate technology into curriculum and instruction.

Administration, Director of Student Learning, Library/Media Specialists, Technology Specialists

Professional Development by district

staff and outside providers

$3000 - $5000 per year

(presenters) 2013-2016 --

Ongoing professional development provided.

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Goal 1: Student Achievement: Use technology and information resources to help all students acquire and leverage the skills and knowledge needed to meet academic, technology, and college and career readiness standards. Objective 1b: Optimize instructional delivery and communication through the use of technology.

Activities Person(s) Responsible

Resources Needed

Projected Budget

Timeline Policy

Changes Evidence of Progress

1) Investigate methods to provide access additional curricular opportunities through the use of technology (e.g., personalized learning, blended learning, online courses, simulations, blogs, etc.)

Administration, Content Area Teams, Teachers, Technology Department

Review of current and emerging technology

$60,000/year 2013-2016 As needed

Options investigated and piloted. Use of effective technologies scaled for use across courses, grade-levels, schools, and/or the district.

2) Provide assistive technology support, per their IEP, for students with special needs to reach their potential

Administration, Pupil Services, Teachers

Hardware, software, apps

As needed per students’ IEPs

2013-2016 -- Hardware, software, and apps provided

3) Provide ongoing professional development to improve the capacity of all staff to use technology to optimize instructional delivery and communication.

Administration, Technology Specialist, Teachers

Ongoing professional development

$5000/year for presenters or

substitutes 2013-2016 --

Ongoing professional development provided and assessed.

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Goal 1: Student Achievement: Use technology and information resources to help all students acquire and leverage the skills and knowledge needed to meet the academic, technology, and college and career readiness standards. Objective 1c: Assess students’ use of technology for learning. Use technology to assess students’ learning

1) Use technology-based assessment for formative, summative, and progress monitoring purposes.

Teachers, Library/Media Specialists, Administration

Sufficient hardware and infrastructure. STAR assessment pilot.

(Included as a part of overall

technology budget)

2013-2016

Students’ technology ready for online assessments including the Smarter Balanced Assessment.

2) Assess students’ technology literacy, including internet safety and understanding of the ethical use of technology

Administration, Teachers

Curriculum- embedded assessments of students’ technology literacy

Included in curriculum

development (see above)

2013-2016

Technology literacy assessed. Curriculum updated to meet ever-changing priorities and needs.

3) Use assessment data to determine next steps for learners.

Administration, Director of Student Learning, Pupil Services, Teachers

Current and emerging classroom uses as Common Core State Standards’ assessments and RtI/Universal Screening are fully implemented

$35,000/year to move from

DIBELS testing to online STAR

assessment

2013-2016

Use print, face-to-face, and online assessments for curricular/classroom use, universal screening, and progress monitoring

Goal 1: Student Achievement: Use technology and information resources to help all students acquire and leverage the skills and knowledge needed to meet academic, technology, and college and career readiness standards. Objective 1d. Provide ongoing professional development and ongoing staff collaboration opportunities to support the increased expectations of 21st century teaching and learning.

1) Provide ongoing professional development to support student and staff learning.

Teachers, Library/Media Specialists, Administration

District Inservice days, 16 hours of Professional Development

Funds for district and

outside presenters

2013-2016 2013-2016

Professional development implemented and assessed.

2) Provide opportunities for staff collaboration

Teachers, Library/Media Specialists Administration

Content Area Team, grade-level, and

schoolwide meetings

-

2013-2016 2013-2016

Professional collaboration implemented and assessed.

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Needs: 1) To maximize technology and information opportunities to enable students to be productive citizens through high academic

achievement, technology literacy, safe and ethical use of technology, innovative thinking, global communication, and self-direction to fully participate in 21st Century opportunities and demands.

To purchase and support effective, fiscally responsible technology and information resources to positively impact high academic achievement and efficient operations. Goal 2: Safe and Ethical Use of Technology: Promote safe, ethical, and responsible use of technology for students and staff through instruction and accountability.

Object 2a: Provide instruction to students about safe, ethical, and responsible use of the network, internet, and technology resources.

Activities Person(s)

Responsible Resources

Needed Projected

Budget Timeline

Policy Changes

Evidence of Progress

1) Educate students about Internet Safety Library/Media specialists Classroom teachers

Update current Internet Safety curriculum as

technology and policies change.

$1000/ year

2013-2016 -- Internet Safety reinforced in curriculum in all areas

2) Educate students about ethical and responsible use of technology (Acceptable Use Policy)

Technology Specialists Library/Technology Specialists, Teachers, Administration

Time within the school day for presentations

-- 2013-2016 As needed Students informed

3) Use annual student and parent/guardian review and agreement to AUP as a means to increase understanding and compliance.

Library Annual signatures on

AUP Printing Costs 2013-2016

IDCA, IDCA-R

AUP forms distributed, collected, and maintained by school.

4) Obtain parent permission (per COPPA) for use of Web 2.0 tools with age limits

Library/Technology Specialists, Teachers, Administration

Annual parent approval or opt-out

Printing costs 2013-2016 COPPA requirements met.

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Goal 2: Safe and Ethical Use of Technology: Promote safe, ethical, and responsible use of technology for students and staff through instruction and accountability.

Objective 2b: Educate staff about safe, ethical, and responsible use of technology.

Activities Person(s)

Responsible Resources

Needed Projected

Budget Timeline

Policy Changes

Evidence of Progress

1) Provide ongoing professional development to staff about the safe, ethical, and responsible use of technology and their role in educating students about the same.

Administration, Technology Department, Library/Media Specialists

Staff handbooks Professional development

-- 2013-2016 As needed

Review of staff handbook, Professional development provided.

Goal 2: Safe and Ethical Use of Technology: Promote safe, ethical, and responsible use of technology for students and staff through instruction and accountability.

Objective 2.c: Ensure student and staff acceptable use of the network and internet through accountability.

1) Implement and utilize technology resources such as SPAM filters, e-mail archive systems, network monitoring software, network security suite, and the internet content filter to ensure acceptable use – compliance and accountability.

Administration, Technology Department, Library/Media Specialists

Appropriate technology As noted in technology budget

2013-2016 As needed Technology resources in place and monitored.

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Needs: 1) To maximize technology and information opportunities to enable students to be productive citizens through high academic achievement,

technology literacy, safe and ethical use of technology, innovative thinking, global communication, and self-direction to fully participate in 21st Century opportunities and demands.

2) To purchase and support effective, fiscally responsible technology and information resources to positively impact high academic achievement and efficient operations.

Goal 3: Efficiency and Cost-effectiveness: Procure, maintain, and expand systems in a cost-effective manner to support student learning, professional learning, and operational functionality and efficiency.

Objective 3. A: Procure, maintain and expand hardware software, and print materials that allow students to meet college and career readiness standards including Common Core State Standards, other new disciplinary standards as they are adopted, and Information and Technology Literacy Standards.

Activities Person(s)

Responsible Resources

Needed Projected

Budget Timeline

Policy Changes

Evidence of Progress

1) Review, retain/discard, and purchase hardware, software, and audio/visual equipment based on their ability to positively impact student learning and achievement.

Technology Department, Library/Media Specialists, Teachers, Technology Specialist

Usage surveys Investigation of

emerging technologies

$150,000 software and $200,000

hardware/ Year

2013-2016 As needed.

Software and hardware inventories reviewed and updated. Achievement and efficiency maintained.

Additional $3000/year Title I

schools

Additional funding as determined by

students’ IEPS for assistive and adaptive

technology 2) Review, retain/discard, and purchase hardware, software, and audio/visual equipment based on their ability to positively impact efficient operations of the district

Technology Department, Business Department, Administration

Usage surveys Investigation of

emerging technologies

See above 2013-2016 As needed See above.

3) Explore means to increase availability of technology to individual students

Administration, Library/Technology Staff, Teachers, District Technology Council

2013-2016

Expanded Bring Your Own Device Policy (IDCA-R) Personalized Learning Pilot used to inform next steps,

3) Provide professional development for office staff (e.g. Infinite Campus, Alio, parent notification software, etc.)

Technology Department, Business Department, Administration, Technology Specialist

Substitutes or after-school

hours inservice

$10,000/ year

2013-2016 -- Professional development provided.

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Goal 3: Efficiency and Cost-effectiveness: Procure, maintain, and expand systems in a cost-effective manner to support student learning, professional learning, and operational functionality and efficiency. Objective 3 b: Procure, maintain, and expand systems in a cost-effective manner to support district functionality and efficiency.

Activities Person(s)

Responsible Resources

Needed Projected

Budget Timeline

Policy Changes

Evidence of Progress

1) Review, retain/discard, and technology resources based on their ability to improve district functionality and efficiency.

Director of Business Services, Technology staff, Administration, Office Staff

Print and electronic resources

$180,000 year

2013-2016 As needed Functionality and efficiency maintained or improved.

Needs: To maximize technology and information opportunities to enable students to be productive citizens through high academic achievement, technology literacy, safe and ethical use of technology, innovative thinking, global communication, and self-direction to fully participate in 21st Century opportunities and demands.

To purchase and support effective, fiscally responsible technology and information resources to positively impact high academic achievement and efficient operations. Goal 4: Communication and Collaboration: Increase communication and collaboration within the school district and the community

Objective 4a: Increase capacity for students and staff to use communication and collaboration for learning.

Activities Person(s)

Responsible Resources

Needed Projected

Budget Timeline

Policy Changes

Evidence of Progress

1) Incorporate current and emerging technologies for teaching and learning (e.g. Personalized Learning, Moodle, blogs, wikis online courses, etc.)

Administration, Teachers, Technology CAT

Pilot emerging hardware, software, and

apps. Professional development

(Included in technology

budget) 2013-2016 --

Technology piloted Effectiveness evaluated. Effective technologies scaled for wider use.

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Objective 4b: Continue communication with families through the use of current and emerging technologies (e.g. student information systems, parent notification systems, and online grading systems.)

Activities Person(s)

Responsible Resources

Needed Projected

Budget Timeline

Policy Changes

Evidence of Progress

1) Expand use of Infinite Campus, parent notification system, and emerging parent/community communication technologies.

Technology Department, Administration, Teachers

Review of emerging technologies, Professional development

$3,000/ Funding per year to review and pilot technologies in addition to cost of technologies

2013-2016 TBD

Communication Increased. Effectiveness measured through parent surveys and feedback.

2) Explore additional ways to provide district stake holders opportunities for access to technology.

Administration, Technology Department, Teachers

Review of emerging technologies

Possible costs TBD.

2013-2016 TBD Opportunities explored.

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Objective 4c: Collaborate with parents and community members to develop and implement the MASD informational literacy curriculum and assessment.

Activities Person(s)

Responsible Resources

Needed Projected

Budget Timeline

Policy Changes

Evidence of Progress

1) Involve parents and community members on technology committees.

Technology CAT

Time and space to meet. -- 2013-2016 -- Record of meetings held and actions taken.

2) Survey parents and community members about technology and information

Technology CAT, Administration

Annual Survey

Portion of $200/year subscription to online survey tool

2013-2016 -- Survey data used for decision-making

3) Hold parent/community information meetings, as requested through parent surveys (e.g. Internet safety, use of technology)

Administration, Technology Department, Library/Media Department, Teachers,

Speakers $2,000/year for speakers

2013-2016 --

Parent/ community informational meetings held

4) Hold parent/community information meetings to showcase students’ use of technology (per school or virtually)

Teachers, Technology CAT

Meeting time Teacher time 2013-2016 -- Parent/ community showcase meetings held

5) Disseminate Comprehensive Information and Technology Plan to staff, parents, and community members.

Administration

Posting of plan on district website Printed copies of plan made available.

$50 for printed copies

When plan is approved

-- Plan disseminated to stakeholders

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BUDGET FOR ACTION PLAN Projected Expenditures Goal.Obj.Act 2013-14 2014-15 2015-16

Instructional Technology

Operational Hardware (servers, backup, phones, etc.) 2.2c, 3.3a, 4.1a 201,000 221,100 243,210

Instructional Hardware (laptops, tablets, SMARTBoards) 1.1a,b,c 180,000 181,800 183,618

Operational Software (e-mail, productivity, archiving, antivirus, filtering)

1.1c, 3.3a,4.4a 140,000 154,000 169,400

Instructional Print Resources and Software (library, instruction, assistive, adaptive, assessment)

1.1a, b,c,2.2a,3.3a

185,000 186,650 188,300

Equipment Maintenance 3.3b 25,000 27,500 30,250

Purchased Services (telephone, travel, supplies) 3.3b 39,000 42,900 47,190

Professional Development 1.1a,b,d 2.2b, 3.3a,

15,000 15,000 15,000

Curriculum Development (Integration of CCSS and college/career technology skills into all curricular areas)

1.1a,b 2,2a

25,000 27,500 30,250

Subtotal 795,000 841,450 892,218

Administrative Technology

Purchased Services (service agreements, pole charges, etc.)

3.3b

50,000 55,000 60,500

Equipment Maintenance (cabling and internal connections)

3.3b

65,000 71,500 78,650

Data Processing (Infinite Campus, Novell, Alio) 3.3b 100,000 110,000 121,000

Subtotal 215,000 236,500 260,150

Information and Technology Staff

Staff (technology, network, library/technology) 1,1a,b,c,d. 2.1a, 3, 4

1,128,024 1,139,304 1,150,697

Subtotal 1,128,024 1,139,304 1,150,697

Projected Total Expenditures 2,138,024 2,217,254 2,303,065

Projected Funding Sources 2013-14 2014-15 2015-16 District Funds 1,897,524 1,976,754 2,062,565 Common School Funds 175,000 175,000 175,000 eRate 24,500 24,500 24,500 Title I 3,000 3,000 3,000 Title II: Educator Training 18,000 18,000 18,000 Projected Total Funding 2,138,024 2,217, 254 2,303,065

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6. DISSEMINTATION TO STAKEHOLDERS The combined Information and Technology Plan will be reviewed and approved by the Mukwonago School Board. Once approved, the plan will be disseminated in summary form through print and electronic school newsletters, referenced on the public access television channel, and presented to community groups. Printed copies of the entire plan will be posted on the district website. Printed copies of the plan will be available at the district office. Staff will be made familiar with the plan through annual updates. District technology committees will continue to have direct input into the development, review and revision of this plan. Revisions and updates will be presented to the school board annually, or as needed.

7. MONITORING, EVALUATING, AND REVISING OF THE PLAN 7.1. Monitoring and Evaluation Process Monitoring of the Plan by Staff Members The Technology Council in collaboration with certified staff, classified staff, and administration will monitor the effectiveness and efficiency of hardware and software on monthly basis. The Technology Content Team (CAT) and Library/Technology Content Area Team (CAT) will monitor the Information and Technology Plan annually, during one of their scheduled meetings. Staff will be asked to respond to a formal survey about technology on an annual basis. The district will monitor the plan and make midcourse corrections in response to emerging technology and new developments and report those changes to the community. Monitoring of the Plan by Parents and Community Parents and community members will be asked to respond to online surveys about technology on a regular basis. Input will be sought from parents and community members annually at Technology CAT meetings, District PTG meetings, Learning Committee meetings, and/or School Board meetings. 7.2. Process of reporting to community stakeholders The combined Information and Technology Plan will be disseminated in summary form through school newsletters, referenced on the public access channel, and presented to community groups. The complete plan will be posted on the district website. Printed copies of the plan will be available at the District Office. Revisions and updates will be presented to the School Board annually, or as needed.

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7.3. Process and Timeline for Ongoing Long-Term Planning Despite the rapid changes in technology, ongoing, long-term planning is needed to ensure effective and efficient use of technology in our schools. Annually, groups of staff, and parents, and community members will meet to review the current plan and suggest continuation of the plan or revisions to it. This group will review research about the impact of technology on teaching and learning; impact of technology on the efficient operation of the school district; emerging technology; and the district’s budget. Recommendations from this group will be used for long-term planning.

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APPENDICES

G. School Board Policies H. District Hardware Inventory I. District Software Applications J. Library/Media Inventories K. Library/Media Specialists’ Schedules L. District Technology Curriculum

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