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Dover #1 Public School District

Comprehensive Information and Technology Plan

2009-2012

This comprehensive Information and Technology Plan for the Dover #1 School District is a 3 year plan for the 2009-2012 school years.

Giles Williams District Administrator (date)

Plan Contact: Ronald Brandt Phone: (262) 878-3773 Email: [email protected]

Approved by the Dover #1 School District Board of Education on _________________.

(Date)

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mailto:[email protected]

Table of Contents

1. IntroductionRelevant Research and Best PracticesInformation and Technology Vision StatementInformation and Technology Mission StatementTies to District Mission and Vision Statements

2. Background InformationDistrict and Community DemographicsDistrict Technology and Information TeamTechnology and Information Planning Committee MembersHistory of Growth of Technology in the Dover #1 School DistrictOverview of Planning ProcessCommunity Resources and Adult Literacy Providers

3. Current Status and Needs AssessmentAnalysis/Assessment of Previous Plan’s ObjectivesAchieved ObjectivesDelayed ObjectivesContinuing ObjectivesDropped ObjectivesStudent ProficiencyEducator ProficiencyAnalysis of Information and Technology Resources and Fixed AssetsAlignment of Information and Technology Standards to local CurriculumLearning Tools (Computers and AV Hardware)Instructional Resources (Software and Library Media resources)Telecommunications and Technology Infrastructure, Networking and Connectivity Systems)

4. Goals and ObjectivesStaff DevelopmentIntegrating Technology StandardsDesktop Computer Replacement ScheduleUpgrade of Software Library Media GoalsKeyboarding Curriculum DevelopmentAfter School and Community Open Computer LabRemote Access to our NetworkDistance Learning

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5. Implementation Action Plan

6. Dissemination to Stakeholders

7. Monitoring, Evaluation, and Revisions of the Plan

8. AppendicesResearch BibliographyDistrict Strategic PlanCalendar of Planning CommitteeMonitoring and Evaluation Forms and TimelinesRequired School Board PoliciesTechnology Concerns for Students with Special NeedsCIPA/Internet Safety & AUPCopyrightMaterials Selection, Materials ReconsiderationInter-Library Loan

1. Introduction

The Dover #1 School District Information and Technology Plan provides guidelines for the systematic acquisition, maintenance and effective use of state-

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of-the-art technologies, curriculum integration and staff development pertaining to the use of technology in the classroom. This three year plan focuses on the effective integration of technology to improve student performance and enable the students of the Dover #1 School District to compete in an information-based global economy as life-long learners and problem solvers. The plan is designed to enhance the teaching and learning process on and interactive and equitable basis for all students in the district, The plan is consistent with the guidelines set forth in the State of Wisconsin department of public Instruction’s Information and Technology Model, 2003 and 2004, obtained from the DPI’s web site.

Relevant Research and Best Practices

As part of the initial planning process members of the Information and Technology Planning Committee reviewed Internet sources provided by CESA #2 and the Wisconsin Department of Public Instruction relating to relevant research and best practices. Plans from neighboring school districts, Union Grove and Raymond #14 were also viewed. Members of the Committee selected a site, printed out relevant information, and reported back to the Committee. The Committee then held discussions about the implications of the research as it pertained to the Dover #1 School District.

The Committee then used the surveys completed by students and staff to develop the goals set forth in this plan.

After looking at the 2006-2009 plan, the committee felt these three statements about technology are still relevant:

1. Technology engages students, and as a result they spend more quality time on basic learning tasks than students who use a more traditional approach. Students who have the opportunity to use technology to acquire and organize information show a higher level of comprehension and a greater likelihood of using what they learn later in their lives. The integration of technology into the curriculum has been shown to decrease absenteeism, lower dropout rates, and motivate more students to continue on to college. (Apple, 2006)

2. The effectiveness of technology in K-12 classrooms prepares students with the skills to succeed in college and in the workforce at large. Students who regularly use technology also take more pride in their work, have greater confidence in their abilities, and develop higher levels of self-esteem. (Apple, 2006)

3. Technology is affecting education in revolutionary ways, and the momentum toward these changes is irreversible. Teachers who have begun to use the Web see this change occurring, even if they only have experience with static information-gathering and display capabilities. Most of these educators have not yet used or

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even seen the potential of collaborative technologies for their classroom and their school. (Hardin, Ziebarth, 2000)

This statement is still important because while most of the teachers in our district understand the importance of the use of technology, they have yet to truly incorporate it into the day to day lessons. Many use technology here and there to do projects or to enhance their curriculum now and then, but not on a regular basis. Some have finally begun to use it to do grading, contacting parents regularly, and to do lesson planning.

As for the students, our survey found that the students can use a variety of the tools given them through technology, and are finally seeing some of the links between their classes and the use of some of the educational programs and how they can be used to enhance their understanding of various subjects.

Information and Technology Vision Statement

Our students are growing up in an increasingly technological age in which they will change jobs four of five times during their lifetimes. The use of information and technology skills will be essential to the development of life-long learners that our students will need to be to make these job changes. It is our responsibility as staff members to employ information and technology resources to enhance the overall learning experiences of our students. We will provide current technology, information resources, and training to staff and students to facilitate learning, resource sharing, innovations, and communication.

Information and Technology Mission Statement

The Dover #1 School District, in cooperation with parents and the community, will equip students with the skills necessary for a productive life in an ever-changing, increasingly technological world.

Our students will be:

Competent Learners:…Possessing strong basic skills (reading, writing, and computation)…Enjoying comfort with advance technology and…Adapting to the use of new technology.

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Life-long Learners:…displaying a willingness to learn…Using technology to access information…Viewing problems as challenges and…Adapting quickly to the future.

Effective Communicators:…Sharing ideas and thoughts…Using a variety of vehicles including word processing, electronic

email and electronic bulletin boards.

Problem Solvers:…Using technology to solve problems in our ever changing and

challenging world.

Ties to District Vision and Mission Statements

Our Mission Statement was based on our Vision Statement. Our Mission Statement refers back to the need to make our students life long learners and problem solvers so that they can better meet the challenges that the constantly changing job market will be presenting to them. By insuring that our students are competent learners, life-long learners, effective communicators, and problem solvers they should have the necessary tools to succeed in the ever increasingly, evolving, technological world.

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2. Background Information

Community/School District Demographics

Dover #1 School District is located in Racine County in the unincorporated village of Kansasville, part of the Town of Dover. Kansasville is located about 15 miles west of I-94 just south of Racine County highway 11 on Racine County Highway 75, also known as South Beaumont Avenue. Kansasville has an estimated population of about 4,000 people. Our school, Kansasville Graded School, has a current enrollment of 100 students. It is a K-8 school district that sends its graduates to the Union High School, located in Union Grove.

Kansasville Graded School4101 South Beaumont AvenueKansasville, WI 53139

District Information and Technology Team

The District Information and Technology Team consists of the District Technology Coordinator-Ronald Brandt, the District Administrator-Giles Williams, the Kindergarten Teacher-Colleen Gaynor, Computer/Teacher Aide-Ann Ryan, and the Library Media Specialist-Kimberly Graba.

Planning Committee Members

Giles Williams-District AdministratorRonald Brandt-Technology CoordinatorColleen Gaynor-Kindergarten TeacherAnn Ryan-Computer/Teacher AideKimberly Graba-Library Media SpecialistRobert Kordus-President Dover #1 School District Board of EducationDarlene Van Swol-Treasurer Dover #1 School District Board of EducationDenise Slater-Secretary Dover #1 School District Board of EducationJoell Walters-Parent

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Growth of Technology in the Dover #1 School District

Computer technology began at the Dover #1 School District in the early 1980’s with the purchase of Commodore Computers. These computers were used by the 7th and 8th grade students to learn the Basic Computer language. In the mid 1980’s those computers were replaced by Apple IIe’s. These were used to still teach computer languages such as Basic and Logo. Classes were expanded to include the 5th and 6th grade students. The Apple IIe’s were then replaced with Macintosh Computers as more educational software was purchased and a computer lab was created in the Library. Students in all of the grade levels were now using the computers. K-2 students were primarily using the Wiggle Works reading program by Scholastic to assist in the improvement of reading skills. 3-8 grade students were using math programs such as Fact Racers, social studies programs such as Oregon Trail, and English programs such as Word Munchers to assist in those curricular areas.

In 1998, with the help of TEACH Grant money the District wired the building, purchased 17 IBM Compatible Tangent Computers, and created a LAN. The District also purchased an ISDN line along with Internet Service with Wisconsin Internet of Racine, Wisconsin. This gave students and teachers internet access at all of the computers in the District. In subsequent years, the District installed up to 4 computers in each classroom that were also connected to the LAN. Programs were also purchased to run on the new network to compliment the curriculum. A phone system was also installed in the school building providing each classroom with a phone. The phone system also acts as an intercom system for the office to make school wide announcements.

In 2001, the District purchased a new Dell server. This allowed the District to host its own webpage and email. The District purchased the rights to use the domain name of www.Kansasville.org. Two years later the District added another Dell server, bringing the number of servers to 3, all of them being Dell Power Edge Servers. A digital camera and scanner were donated by a local business at this time as well, giving the students access to other ways to collect images for published works they were creating using Microsoft Office Suite.

At the time of the last plan, the District was using a Novel Network with Border Manager. It used Surf Control to filter the internet and GWAVA to filter staff email accounts. The District, with the help of the Kansasville Parent/Teacher Organization purchased 18 new Dell computers. It was the first time computers had been purchased to replace out dated desktops. These new computers were located in the computer lab, as well as, giving most of the full time staff members, and the District Administrator a new computer. The computer lab grew from 10 computers to 14 computers. To accommodate this increase, the District spent $500 to set up a wireless network connection in the Lab. The District went from using an ISDN connection to its internet provider to a wireless system which

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greatly increased the speed of the internet connection and minimized internet down time problems.

Over the past 3 years the district purchased 2 more servers, a vmware server and a server to run the new library Follett software that was purchased in 2008-2009. Ten laptops were purchased with insurance money in 2008-2009 after a pipe burst in an upper part of the building and caused water damage to some older computers that were stored in a storage area. A Netgear Wireless Router was purchased for use in the computer lab to connect the new laptops and the library laptop to the school LAN.

Overview of the Planning Process

In November of 2009, the Technology Coordinator gathered together a special committee of administrators, teachers, and community members to assess the District’s Information and Technology needs. This was part of the regular meeting plan and review process. The committee met once more between November and April to discuss the further tinkering of the current plan with ideas for the future. Combining the needs of the District and the reviews of the Teacher surveys and Student Surveys, the committee developed this plan. It was presented to the Board of Education in May of 2009 as a completed plan.

Community Resources and Adult Literacy Providers

Because of the rural nature of our small community, the availability of effective community and business resources is rather limited. Therefore, there are no partnerships with the community at this time. It is the goal of the committee to explore, and achieve, possible partnerships with area businesses.

In conjunction with Cardinal Stritch College, the District did offer an adult computer course to the members of the staff and community in the spring of 2003. This was a 3 graduate credit course. This was made possible through a grant that was won by a number of districts that belong to CESA #2. In the spring of 2004, the staff was given training in computer technology. This was also made possible by the grant mentioned above. The outcome of this training was a manual explaining the basics of how to use the various forms of technology in the building and how to do certain procedures using Microsoft Office Suite. This manual is now available to all staff members and is given to all new staff members.

Since then, some staff members have taken graduate level courses from other universities and a push was made to get teachers to begin to do lesson planning on a spreadsheet created by a previous administrator. The staff will also begin in the fall building the school curriculum in all subject areas using the Build Your Own

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Curriculum Program, which will be done over the Internet and, once published, will allow the public easy access to the school curriculum and class assignments of each grade level.

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3. Current Status and Needs Assessment

Analysis/ Assessment of Previous Plan’s Objectives

Objectives Achieved We did replace the Computer Lab computers with Dell 1100. We replaced some of the classroom computers with Dell Laptops. We did not have to replace any software to work with Windows XP. We were

able get them to work with the new operating system. We did convert the library card catalogue from a manual catalogue to a

computer based catalogue and check out system with the purchase of Follett’s Destiny library program.

We have purchased fiction books and some audio books. We did purchase a Digital Video Camera.

Objectives Not Achieved We did not develop in-house teacher training sessions. We have stopped working with CESA #2 because of the cost involved to write

grants. The Board did not add additional time to the library media specialist. We did not meet our goal of having the computer lab open on evenings to

allow community members to come in and use the computers or offer classes to community members.

We did not implement any distance learning opportunities.

Continuing Objectives All teachers will integrate the use of technology into their curriculum where

appropriate and at the appropriate level. Students will be taught computer literacy skills appropriate for their age level

K-8. This is to include, but not be limited to, word processing, keyboarding, spreadsheet, database, the Internet, and use of multimedia to enhance presentations.

Evaluate and purchase software to be integrated into and enhance all curricular areas.

Evaluate and purchase software that allows students to work at their own pace.

Beginning at the Kindergarten level, students will receive instruction in keyboarding and work processing at an age appropriate level.

The District will encourage faculty to attend training sessions in the use of technology in the classroom.

The District will offer in service opportunities to the faculty. The District will provide training and work time to update all curricular areas

and get them onto the Build Your Own Curriculum web site.

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Dropped Objectives

There are no dropped objectives.

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Student ProficienciesThe student survey was given to students in grades 3-8. The survey was developed by the District. Students were asked to rate their experiences on a scale of 1-4 with 1 meaning no experience and 4 being a lot of experience.

The results of the student survey show a change in student abilities, uses, and knowledge of computers over the past 3 years. More students use computers to do assignments for class, from word processing, PowerPoint’s, to creating spreadsheets. They also do more searches on the Internet to support topics being discussed in class. The students also recognize more often than not, that when they are doing a program such as Carmen Sandiego or Word Munchers, that they are doing something to support what they are learning in their class.

Results of the Teacher SurveyTeachers were given a survey designed by the committee. It is based on the

questions asked in the enGuage survey. Teachers were asked to use a numbering system of 1-5 with a 1 meaning no knowledge of or little experience with and a 5 meaning a lot of knowledge of or a lot of experience with.

Educator Proficiencies1. Do you, as a teacher at Kansasville Grade School, understand the numerous

skills and processes that students need to succeed in the Technological Age?

The District’s teachers scored a 3.5 on this question meaning they are at the middle area with an average to slightly above average knowledge of these skills. The teachers here are beginning to use some of these processes, but need to improve in this area.

Recommendation:

The District needs to mentor teachers into modeling the use of these process skills and this technology to present lessons in the classroom. Using these skills will show students how they can be incorporated and will then be more assured when they use them in student projects. In-service training will be essential in teaching the staff how they can use this technology and these skill processes to present their material.

2. Do you have the strategies for implementing and assessing those skills?

Again, the staff scored at the average level. At this level the staff is familiar with alternative strategies and assessment tools, but has not completely begun

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to use them in the classroom. Guidance on the use of these tools is needed to make the staff feel more comfortable with the use of them.

Recommendation:

In-service training or programs related to the use of these alternative assessment tools is needed. Teachers need to given specific examples of how these assessments can be used and developed. Taking a specific subject area and demonstrating the use of these tools would be highly recommended. As stated before, this can be accomplished through in-service training or by sending staff to appropriate workshops and conferences.

3. Are you, as an educator, skilled in creating teaching strategies and learning environments that make the most impact that technology has on learning?

Once again, the District’s staff is at the average range with a score of 2.9. This means that the staff is comfortable with the strategies, but do not employ the use of technology through out the curricular areas. Teachers are more inclined to use it for individual projects here and there than make it a part of their everyday teaching strategy.

Recommendation: To meet this goal the staff needs to be mentored in the use of these strategies. Having the strategies modeled for them would be highly useful. Again, using in-service training, workshops, and conferences are needed. It also requires older staff to take some risks and to become a bit more innovative in their approach to teaching.

4. Are you, as an educator, prepared to use a variety of technology-supported strategies for teaching and learning to meet the students’ needs?

The staff again, scored at the average level of 3 on this topic. Teachers at this level may use some form of technology in assessment, such as doing grades on a grading program or spreadsheet, but may have difficulty in developing assessment tools for projects created using technology or done in a group format.

Recommendation:

It is highly recommended that teachers in the district become more familiar with the use of rubrics to assess projects and group learning activities.

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Modeling the use of and practicing of writing rubrics, as a teaching team would prove to be helpful.

5. Are you prepared to apply technology in support of the assessment process?

Teachers scored a 3.1 on this question, putting them at the average level again.

Recommendation:

It is highly recommended that teachers in the district become more familiar with the use of rubrics to assess projects and group learning activities. Modeling the use of and practicing of writing rubrics, as a teaching team would prove to be helpful.

6. Are you prepared to apply new forms of assessment to the products of

technology-supported learning?

This question, like the two before it found the staff scoring a 2.9 or in the average range of the scale.

Recommendation:

It is highly recommended that teachers in the district become more familiar with the use of rubrics to assess projects and group learning activities. Modeling the use of and practicing of writing rubrics, as a teaching team would prove to be helpful.

7. Are you, as a teacher at Kansasville Grade School, prepared to use

technology to increase productivity?

The staff scored on the average or slightly above average range here with a score of 3.4. The staff is beginning to use technology more in their classrooms from using word processing, email, and spreadsheets to do lesson plans.

Recommendation:

More needs to be done to encourage the staff to make use of technology tools. They need to be shown how these tools can help them to better meet their needs. This can be accomplished in in-service situations.

8. Are you prepared to guide students as they deal with the social, ethical, and

legal issues involved in a lifetime in the technological world?

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Teachers scored a 3.1 or in the average range on this item. Many of the teachers are adequately experienced with technology and are aware of its social, ethical, and legal implications to guide students in this area. They have the tools to guide their students in self-regulation when dealing with social, ethical, and legal issues involved with the use of technology.

Recommendation:

School Districts need to develop the policies, guidelines, and norms needed to insure the proper use of technology by students and need to make the staff aware of these policies. As new technologies are develop the staff and District officials need to meet to discuss how to use these policies in a practical sense.

3.4 Effective Teaching and Learning Practices

1. Does our school environment engage students, account for individual differences, support changes, and attempt to meet the educational needs of all students?

The staff scored a 3.4 or in the upper average range on this question. This means that the staff does use technology to motivate students in the context of traditional learning activities, although more can be done to improve instructional design, curriculum, and assessment.

2. Are content, instruction, and assessment aligned to take full advantage of technology for learning?

The staff scored below average or a 2.7 on this question. Technology is not integrated into all aspects of the curriculum, but is treated as a separate entity.

Recommendation:

As the school redesigns and aligns curricula, instruction, and assessment, all staff members need to be on board and involved. Only by having all staff members take ownership of the process will it be successful.

3. Are our students working on projects that address issues that have meaning that reach beyond the confines of the classroom to the real world?

The teachers scored a 3.4 or slightly above average on this question. Teachers at this level may use technology for classroom projects, but may only

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emphasize exercise-based activities. These activities allow for only student to student, student to teacher, or student to parent communication and doesn’t necessarily make use of real-life situations or simulations, etc.

Recommendation:

Technology enables the school to create situations where the students can have real world applications for their studies. They can solve real world problems and interact over the internet with other students, teachers, and researchers. Teachers need to become familiar with the online experience so they can branch out into less structured forums.

4. Do our students have the opportunity to use a range of technologies to

support their learning?

While scoring a 3.5 on this question, which is in the above average range, the use of technology varies so greatly from teacher to teacher. Whereas some teachers may get their students involved in email communications with pen pals in other countries, doing research on the Internet, or doing Web Quests, others use technology as a word processor only.

3.5 Access to Information Resources and Learning Tools

1. Do you, as an educator at the Kansasville Grade School, believe that the District has the information resources and learning tools needed to help our students compete in the technological age?

With a score of 4, it is obvious that the staff knows what tools and resources the District has to use to meet the students’ needs and to assists in the students’ educations.

2. What tools does the District have?

When asked, the teachers did come up with a comprehensive list of the tools available for their and their students’ use. Teachers and students have access to computers in their classrooms and in a lab setting, tape/cd players, DVD/Video players and recorders, over head projectors, scanner, digital camera, a local area network system, numerous educational software programs, TVs, and internet access.

Recommendation:

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There District’s LAN provides the appropriate connectivity in all learning and administrative areas. It provides the building with sufficient bandwidth for all current applications and access and provides growth as online access increases. Internet access is provided to all locations.

The District does supply support for the existing LAN in the areas of design, management, monitoring, maintenance, and security.

The District needs to continue to fund these items and address issues that arise over time. The cost of ownership needs to be addressed to ensure that technical assistance is planned, budgeted, and managed effectively through a variety of resources.

Technology resources should be provided based on a needs assessment completed by teachers, principals, and other instructional and administrative staff. The current LAN needs to maintained and upgraded on a regular basis.

3.6 Support Systems and Leadership

1. Do our standards reflect technology proficiencies?

With a score of 3.4 the staff scored in the slightly above average range. The staff needs to be made more aware of the technology standards and how they affect the other curricular areas.

2. Are our curricula, instruction, and assessments aligned to these

standards?

Once again, the teachers scored in the slightly above average range on this question with a 3.5. The staff is aware that the standards need to be aligned and that our instruction needs to aligned as do instruction and assessments.

Recommendation:

To achieve these two goals the staff needs to make sure that student standards address the 21-century skills identified in our vision. The staff may need to create a student profile for each student to document his/her progress. This data can be used to establish a formal process for incorporating these standards into the curriculum, instruction, and assessment systems. These goals are also being worked on in conjunction

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with the other feeder schools that feed into the Union High School in Union Grove at in-service meetings.

3. Does the District address the cost of funding technology in its budgeting process?

It is obvious from a score of 2.7 on this item that most staff members do not understand the budgeting process or are not involved in the budgeting process as far as technology is concerned.

4. Does the funding promote student-orientated uses of technology and provide the support needed to maintain them?

Once again, with a score of 2.7 on this item, the staff does not get involved in the budgeting process for technology.

Recommendation:

The District needs to assess the current level of funding for both of these goals and to involve more staff members in the allocating of those funds. A funding schedule needs to be developed and established to guarantee long-term, stable funding for technology in the District.

5. Is our school changing to be a quality performing school driven by the technological learning needs of all of our students? Scoring 2.7 shows that the staff is in the low range of this item. While some teachers are more comfortable with trying innovative and new ideas, others are still resistant.

Recommendation:

More needs to be done to take down barriers that may be keeping staff from trying new and innovative techniques. Teachers need to be rewarded and praised for trying to break out of the mold.

6. Does the District have formal and informal means to revise policies and practices?

The staff scored in the average range with a score of 2.9. It shows that the staff believes that there are policies in place and that they are revised as needed.

Recommendation:

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A system for revision needs to be developed and put in place to ensure that formal and informal policies and practices are revised as needed. This system must include not only administration, but also teachers and parents.

7. Is innovation, with or without technology, supported through policies and informal action?

With a score of 3, average knowledge of, the staff shows that it has some idea that innovation is supported. Although more needs to be done to support such actions.

8. Is funding, or other ways of rewarding innovation, provided by the District?

Scoring a 2.2, the staff shows that is does not believe that the District rewards the staff for trying innovative ways of using technology to improve the learning of students.

Recommendation:

The school culture needs to encourage technology based innovations as long as they are grounded in sound theory, research, and practice. Leaders need to be developed to model and encourage innovation. Administration and teachers need to form teams to promote innovation and to develop assessments of those innovative ideas.

9. Does the use of technology in our school engage parents, community members, faculty, and students in meaningful ways to promote the District’s vision of technology?

With a score of 2.7, the District is in the low range of meeting this goal. Not much is done to engage all members of the school community in promoting the District’s vision of technology.

Recommendation:

The District and the technology team need to reach out to the community to achieve this goal. Partnerships need to be developed with businesses in the community and with other community groups to help the District meet its vision for the use of technology.

10. Does our administration use technology effectively?

The score of 2.8 shows that the staff is not certain about the administrations use of technology. While the administrator feels that

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technology is important it is not understood by the staff how important this may be. The administration does effectively use email to communicate with staff members in an effort to move past the use of paper. This works as a modeling source so staff members will hopefully follow suit.

Recommendation:

District administrators should be vested in the district’s vision for technology and learning. They should be familiar with the technology standards/guidelines for administrators and be actively working with the leadership team to coordinate technology initiatives across the district. Their professional growth plan should include ways in which they promote the use of technology by the staff effectively.

11. Is the administration prepared to work with faculty to move the District to more effective ways to use technology in teaching, learning, and management?

According to the survey the Kansasville Grade School staff ranks this at a 2.6 meaning that they are not sure if the administration is prepared to do this.

Recommendation:

Districts should provide professional development opportunities that engage teachers and administrators in long-term solutions to challenging problems. Professional development plans need to include links from the educator’s activities to the curriculum, instruction, and student assessment.

12. Does the District provide training opportunities to achieve the District’s vision of the use of technology?

Scoring an average score of 2.8 the staff of Kansasville Grade School are showing that not much has been done to provide training opportunities lately. Although training was provided in the past, not much has been done in over three years.

13. If so, is that professional development linked to student performance?

With a score of 2.4 the staff scored below average on this question. This is due to the fact that training has not been given in a few years. Training that was provided by the district in the past did link the profession development to student performance.

Recommendation:

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Districts should provide professional development opportunities that engage teachers and administrators in long-term solutions to challenging problems. Professional development plans need to include links from the educator’s activities to the curriculum, instruction, and student assessment. Opportunities for professional development should include development of the use of educational technology and be linked to the district vision for the technological age student and his/her performance.

14. Does the District have benchmarks needed to assess the uses of technology at all levels, student, teacher, administration?

With a score of 2.1 out of 5, the staff of Kansasville Grade School is telling us that they are not sure if the benchmarks are in place or not.

15. Does the District regularly review those benchmarks, track progress, and use that information in decision making?

With a score of 2.3 out of 5, the staff of Kansasville Grade School tells us that they aren’t sure if there is a regular review of benchmarks, if progress is tracked, and that that information is used in decision making.

Recommendation:

The District, along with the other feeder schools to the Union High School in Union Grove has been working on this, and has completed this at this time. Now the District needs to create a team to develop the assessments or rubrics that will be used to assess the progress toward meeting those benchmarks. Once those assessments are in place, the results from those assessments needs to be used to plan for the future and to make changes in the District Technology Plan where necessary to make it possible for the students to meet the District’s benchmarks.

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3.7 Information and Technology Resources and Fixed Assets

3.7.1 Alignment of Information and Technology Literacy Standards to Local Curriculum

The District has completed the aligning of the Districts Curriculum with that of the Wisconsin’s Model Academic Standards for Information and Technology. Most of this work has been done through an inter-district process. Because Kansasville Grade School, Dover District #1, is part of a feeder school system, the feeder schools and the Union High School have met at least once a year to align the curriculum to the state standards. This inter-district work also helps to ensure that each of the feeder schools is teaching the same topics so that all students entering the Union High School have similar experiences in the use of technology and software.

3.7.2 Learning Tools (Computer and AV Hardware and Related Fixed Assets)

18 Dell Dimension 1100 Computers 1 Dell (Ron) 1 Dell (Beth) 3 Dell Power Edge Rack Mounted Servers 1 Dell VMWare Server 1 Dell Server Power Edge 2650 1 Dell Server that Runs the Messaging Architects/Archival Software 1 Dell EXP Computer 1 Lexmark T622 Laser Printer 1 HP DeskJet 6940 Printer 1 Photo Printer 10 Dell Laptops 1 LCD Projector 1 Epson Scanner 1 Kodak Digital Camera 1 Digital Camera 4 Over Head Projectors 6 TV Sets 6 DVD/Video Tape Players 5 CD/Cassette Tape/Radio Players 1 CD Player 1 Digital Video Recorder

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3.7.3 Instructional Resources (Instructional Software and Related Library Media Resources)

Microsoft Office Suite 1998 and 2003 Windows 98 Operating System Windows XP Operating System Arthur’s Reading Race Where in the U.S.A. Is Carmen San Diego Mavis Beacon Teaches Typing Math Workshop Deluxe Math Blaster ages 9-11 Word Munchers Kidspiration Kid Pix Print Shop Deluxe FrontPage 2000 Mighty Mighty Math Crew Sammy’s Science House Millie’s Math House Timmy’s Travels Around the World Wiggle Works K-2 Reading Program GroupWise 8.0 Messaging Architects Email Filtering and Archival Sonic Wall Internet Filtering

3.7.4 Telecommunications and Technology Infrastructure, Networking, and Connectivity Systems

2 Orthanic Hub Ports 2 Cisco Switches 1 APU power Supply Unit 1 Sonic Wall 1 Net gear RangeMax 802.11g Wireless Router 5 Net gear 802.11g Wireless USB 2.0 Adapters Novell 8.0 Netware Software 10 Telephones

From looking at our hardware and software it is apparent that the District needs to continue to make sure that the students of Kansasville Grade School have the most up to date technology available whenever possible. It is apparent that not much has been done in the software area for several years.

The library/media catalog map was last completed in October 2006 using library software. With recent additions to the collection, ongoing weeding, and a change in library staff, a new library/media catalog map should be completed in the near future. Before doing so, however, all cataloging work needs to be complete. There are

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currently about 30 uncatalogued books from the Junior Library Guild, many uncatalogued videotapes, and two uncatalogued “Read With Me” DVDs for beginning readers.

First, examining the print side of the collection (excluding reference), the collection consists largely of nonfiction, fiction, and picture books with the nonfiction section remaining nearly twice as large as the fiction section. To maintain the collection at its current level, the library should continue its standing orders with established vendors such as Demco for periodicals and Junior Library Guild for books.

On the non-print side of the collection, there are many videotapes and few DVDS. With videotapes eventually becoming obsolete (to be replaced by DVDs), videotapes need to be carefully evaluated before being added to the collection. Weeding should also be done with the current videotape collection to see if the videotapes meet current needs of both faculty and students or are merely taking up valuable shelf space. In the future, and as also noted in the previous technology plan, new items will be purchased in DVD format. The library also has about 20 book “kits” consisting of both a printed book and the book on cassette tape. The previous librarian noted that more kits should be purchased in the future for younger students. Again, keeping pace with technology, the books should be on CD, rather than in tape format.

Turning to reference, the previous librarian noted that there is a glaring need in the reference section. That remains unchanged. Although an atlas set was recently added, the reference section could use a new set of encyclopedias, since the current encyclopedias are from 2002. The purchase of an online vs. printed set of encyclopedias should be evaluated for cost effectiveness and ease of use by students. The library has enough dictionaries for student use, but could use a set of thesauruses. Lastly, as noted previously, the professional collection is practically non-existent. Input is encouraged from teachers and staff for both their professional and curricular needs.

4 Goals and Objectives

4.1 Staff development-Need: Need: The district needs ensure that staff has the most up to information and tools to increase student performance and become technology literate.

Develop continuing, in-house, teacher-led workshops during the school day or in service time to share information and strategies for integrating technology in the classroom.

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Continue to work with CESA #2 and other related grant programs to provide ongoing instruction for technology implementation.

4.2 Desk Top Computer Replacement Schedule-Need: The district needs ensure that students have the most up to date technology to increase student performance and become technology literate.

Budget funds to 15 Laptops and install a school wide wireless system.

4.3 Library Media Goals-Need: To ensure that students have the most up to date technology to increase student performance and become technology literate, students need reference materials, books, and other learning materials to meet the state standards in all subject areas.

Budget Funds in 2010-20011 to purchase a Digital Video Camera for use in creating presentations.

Budget funds for 2009-2010 and subsequent years to add an additional day to the Library Media Specialists schedule to promote integration of Library Media skills and Information and Technology skills.

Budget Funds to Purchase Reference Materials, DVDs, Fiction Selections, and Audio Books.

4.4 After School and Community Open Computer Lab-Need: The District needs to help educate not just the students of Kansasville grade School, but also be available to help our parents and community members.

Continue to explore ways to staff after school activities in the computer lab for teachers and students.

Continue to explore ways to offer community open computer lab nights.

4.5 Distance Learning-Need: With tight budgets, a small, rural school needs to have access to programs that are not feasible to present on site with a permanent staff position.

Continue to investigate the need, feasibility and funding, but not implement in this plan unless a need is established and funding becomes available.

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5.1 Budget Proposal for 3 Year Plan

Year 1Proposed Budget for 2009-2010

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Item (Goal) Cost (some are estimates)

Sources of Funding

Hardware, Software, other FeesDigital Video Camera $ 500 General School Funds

Skyward (Maintenance of System and Tech Support)

$ 14,000 General School Funds/E-Rate

Messaging Architects $ 1500 General School Funds

Sonic Wall $ 668 General School Funds

Novel Licenses $ 2,000 General School FundsSymantec Licenses $ 1,908 General School Funds

Wireless Internet Service/Phone Service

$ 3,199 General School Funds/E-rate

Staff DevelopmentCESA #2 Contract $ 1,800 General School FundsWorkshops/Release Time $ 500 General School

Funds/Title II D

Library/MediaBooks, Reference Materials, DVDs, Audio Books

$ 3,000 Common School Funds

Additional Media Specialist Time 1 day

$ 4,000 General School Funds

Total for Year 2009-2010 $33,075.

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Sources of Funding

Hardware, Software, other Fees15 Lap Top Computers $ 15,000 General School

Funds/PTO Fund RaisersSoftware $ 5,000 General School

Funds/PTO Fund RaisersSkyward (Maintenance of System and Tech Support)


Sonic Wall/Sonic Points $ 2168 General School Funds

Novel Licenses $ 2,000 General School FundsSymantec Licenses $ 1908 General School Funds



Messaging Architects $ 1500 General School FundStaff DevelopmentCESA #2 Contract $ 1,800 General School FundsWorkshops/Release Time $ 500 General School

Funds/Title II D





Total for Year 2010-2011 is $ 52,275.

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Sources of Funding

Hardware, Software, other Fees

Messaging Architects $ 1500

Skyward (Maintenance of System and Tech Support)


Sonic Wall $ 668 General School Funds

Novel Licenses $ 2,000 General School FundsSymantec Licenses $ 1,908 General School Funds



Staff DevelopmentCESA #2 Contract $ 1,800 General School FundsWorkshops/Release Time $ 500 General School

Funds/Title II D





Total for 2011-2012 is $30,775.

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6. Dissemination to StakeholdersThis information and Technology Plan is posted on the District Website at http://www.kansasville.org/techplan. Information will be published in the monthly school newsletter and in the weekly news. It will be discussed at school staff meeting, School Board meetings, and Parent Teacher Organization meetings. The Technology Plan will be included in the staff handbooks. Copies of the plan will be available in the school office. Copies of the plan will also be made available at open houses, parent/teacher conferences, and other appropriate events.

7. Monitoring, Evaluating, and Revision of the PlanThe Information and Technology Planning Committee will meet at least twice a year to review the District’s progress toward fulfilling the goals of this plan and to recommend any changes of revisions to the plan on an on-going basis.

The District Information and Technology Team will meet periodically to review the progress of the plan to see that the goals are being met and that the Vision and Mission are being fulfilled. The Team will also meet to review all relevant data, including test scores, observational and anecdotal data, and other relevant information, to chart the progress of the impact on the investment in technology by the District on student performance. The dates and deadlines of the Action Plan will be charted to ensure compliance. Finding will be shared with the School Board and the public through the methods reported in section 6.

In 2010-2011, the District will conduct technology use survey to measure the progress of technology use by teachers in the classroom and compare that information to other survey tools used in the past. The District will conduct an in house survey using an in house survey to continue to measure the progress of technology use by teachers in the classroom in subsequent years. These studies, along with other data collected through other informal surveys, needs assessments, test scores, strategic planning processes, and other data gathering processes, will then be used to begin the planning process for the next 3-year Information and Technology Plan.

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http://www.kansasville.org/techplan

dover #1 public school district tech plan 2009... · web viewthis comprehensive information and...

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