Information (Library Media) and Technology Plan

Information and Technology Plan

July1, 2010 – June 30, 2013

Chetek-Weyerhaeuser Area School District

Dr. Al Brown, Superintendent

Date of School Board Approval

Contact Persons:

Matt Buchman

Library Media Specialist

1001 Knapp Street

Chetek, WI 54728

715-924-3137 x 2037 [email protected]

Bryan Johnson

Network Coordinator

1001 Knapp Street

Chetek, WI 54728

715-924-3137 x 2055 [email protected]

Insert copy of DPI Certification letter here.

Executive Summary

The 1999-2003 Technology Plan outlined the design and implementation of a district-wide network and

VoIP phone system. This plan provided the goals, timelines and budget decisions to integrate technology

throughout the curriculum and administration of the District.

The 2004-2007 Technology Plan emphasized the use of technology to support standards-based learning

opportunities, improving communications, using data-driven decision making, and providing staff

development in the use of technology to support student learning.

The 2004-07 PK-12 Library/Media Program Long Range Plan also emphasized the district’s effort to

prepare students to be productive citizens able to locate, evaluate, synthesize, and apply information

from a variety of resources as part of its mission statement.

The 2007-10 PK-12 Library/Media Program Long Range Plan emphasized the district’s effort to

increase student achievement, maintain the levels of technology that support the district while

continuing to research and provide access to new technologies that will help prepare students for post-

secondary education, careers and life choices.

With input from community, students, staff and administration, STNA, Simple Assessment, a local

technology skills assessment and the District’s strategic plan, the Technology Committee has

determined that the goals for the 2010-2013 plan should remain essentially the same as in the previous

plans. We recognize that our key goals will be valid many years into the future. Our objectives under

each goal will evolve as we improve the process of technology and library/media integration, research,

data-driven decision making, communications and providing technical support and maintenance in

learning and administrative environments.

Through the continual monitoring of the new plan, we will be a district that uses technology and a

variety of resources as tools to enhance learning, become individuals that continually update 21st

Century skills, and use current and longitudinal data to make informed decisions.

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Table of Contents

1.0 Introduction .......................................................................................................................................... 1

1.1 Summary of Research ................................................................................................................ 1

1.2 District Vision, Educational Technology/Library Media Vision and Mission Statements ....... 1

2.0 Background Information ...................................................................................................................... 2

2.1 District and Community Demographics and Current Status ..................................................... 2

2.2 History of the Library Media and Technology Plan .................................................................. 4

2.3 Overview of Planning Process with List of Committee Members ............................................ 5

2.4 Collaboration and Partnerships .................................................................................................. 6

3.0 Current Status....................................................................................................................................... 7

3.1 Assessment of Progress toward Previous Plan’s Goals ............................................................. 7

3.2 Assessment of Staff Technology Skills, Knowledge, and Attitudes ......................................... 9

3.3 Analysis of Student Proficiencies and Effective Teaching and Learning Practices .................. 9

3.4 Technology Design .................................................................................................................. 11

Software Priorities .................................................................................................................. 11

Hardware, Facilities, and Network Priorities ......................................................................... 12

3.5 Inventories (lead pages only) ................................................................................................... 14

3.6 Analysis of Support Systems and Leadership ......................................................................... 19

4.0 Program Goals and Educational Initiatives in Support of Educational Improvement ....................... 19

4.1 District Technology/Library Media Goals .............................................................................. 19

4.2 Instructional Goals and Initiatives ........................................................................................... 20

4.3 Communication and Information Goals and Initiatives .......................................................... 21

4.4 Staff Competency Goals and Initiatives .................................................................................. 21

4.5 Administrative and Management Goals and Initiatives .......................................................... 22

5.0 Action Plans ....................................................................................................................................... 23

5.1 Goal 1 ...................................................................................................................................... 23

5.2 Goal 2 ...................................................................................................................................... 25

5.3 Goal 3 ...................................................................................................................................... 27

5.4 Goal 4 ...................................................................................................................................... 29

Funding Coordination Worksheet ........................................................................................... 32

5.5 Budget ...................................................................................................................................... 33

6.0 Monitoring, Evaluation, and Revision of the Educational Technology Plan .................................... 37

6.1 Monitoring and Evaluation Process ......................................................................................... 37

6.2 Incorporation of Evaluation Information for Ongoing Planning ............................................. 37

6.3 Process for Reporting to Stakeholders..................................................................................... 37

6.4 Process and Timelines for Ongoing and Long-term Planning ................................................ 37

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Attachments

Attachment A – Selected Research ........................................................................................... A-1

Attachment B – School Improvement Plan ................................................................................. B-1

Attachment C – Staff Development Three-Year Plan .................................................................C-1

Attachment D – Acceptable Use Policy ...................................................................................... D1

Attachment E – Equipment/Software Request Form .................................................................. E-1

Attachment F – Administrative Organization Chart.................................................................... F-1

Attachment G – WSAS Summary - Most Current Summary from Data Analysis Team........... G-1

Attachment H – NETSS 2007 Student Profiles ........................................................................ H-1

Attachment I – Form for Community Use of Equipment &

Form for Ensuring Proper Disposal of Donated Equipment ............................... I-1

Attachment J - Sample of Technology/Library Media Committee Minutes ................................ J-1

Attachment K – Technology Concerns for Students with Special Needs .................................. K-1

Attachment L – Example of 8th

Grade On-Demand Writing/Technology Assessment .............. L-1

Attachment M – Staff Simple Assessment Results .................................................................... M-1

Attachment N – Staff STNA Assessment Results ...................................................................... N-1

Attachment O – Copyright Policy .............................................................................................. O-1

Attachment P – School Board Minutes for April 26, 2010, showing plan approval ................... P-1

Attachment Q – Job Description for Network Coordinator ....................................................... Q-1

Attachment R – Job Description for Computer Technician ........................................................ R-1

Attachment S - Citizen’s Request for Reconsideration of Instructional Material ....................... S-1

Attachment T - Selection Guidelines........................................................................................... T-1

Attachment U - Printing and Duplicating (Copyright) ............................................................... U-1

Attachment V – Example of Literacy Profile for Individual 4th

Grade Student ......................... V-1

Attachment W – Interlibrary Loan (Resource Sharing) ............................................................. W-1

Attachment X – District-Level Library Media Director Job Description .................................. X-1

Attachment Y – Library Aide Job Description ........................................................................... Y-1

Attachment Z – District Goals ..................................................................................................... Z-1

Attachment AA – Student Technology Use Survey Summary ................................................ AA-1

Attachment AB- Roselawn IMC Collection Analysis 4-09-10………………………………AB-1

Attachment AC-Middle/High School IMC Collection Analysis 4-09-10……………………AC-1

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1.0 Introduction

During the time span covered by the previous technology and library/media plans, the district has improved

student access to technology, increased the effectiveness of internal and external communications, given the

public online access to our updated library resources, provided parents access to current data on their child’s

academic and attendance data, added more on-line research tools, utilized an electronic tool for storing and

analyzing student data, continued to improved staff and student technology skills, have implemented an on-line

curriculum management tool and are in the processes of analyzing the alignment of district’s benchmarks to the

state standards. The curriculum management tool will help us attach National Educational Technology

Standards for Students (NETSS) to the appropriate grades, classes, and units, helping to ensure that those

standards are fully imbedded in the district’s curriculum.

1.1 Summary of Research

The reading and research done to prepare for the writing of this plan were done by the members of the

Library/Media Technology Committee members. Members read articles of professional interest and provided a

summary. A group of teachers and administrators participated in an on-line threaded discussion while reading

Teaching the Digital Generation by Frank S. Kelly, Ted McCain , Ian Jukes. The summaries are included in

Attachment A.

1.2 District Information Technology Vision and Mission Statements

The vision and mission statements were created by the Technology/Library Media Committee to complement

and strengthen the District’s Desired Outcome (vision).

Desired Outcome (Vision): Create a high-performing, student-centered school district that meets the needs of

our current student population and attracts new students to our district.

Information Technology District Vision: The Chetek Weyerhaeuser Area School District (CWASD),

recognizing the need to be educated in a digital, knowledge-based, global society, is committed to promoting

and utilizing diverse and current technologies, increasing the educational opportunities available, and providing

students with a curriculum supported by library/ media resources, technological tools and applications designed

to meet their individual needs--both in and out of the classroom.

Information Technology District Mission: Provide high-quality, student-centered learning opportunities

enhanced by a variety of resources and educational technologies, which will ensure Chetek-Weyerhaeuser

students meet and exceed the Wisconsin standards.

Desired Outcome for the Chetek School District:

Create a high-performing, student-centered school district that meets the needs of our current student

population and attracts new students to our district.

Information Technology Plan

July 1, 2010 – June 30, 2013

http://www.amazon.com/exec/obidos/search-handle-url?_encoding=UTF8&search-type=ss&index=digital-text&field-author=Frank%20S.%20Kelly

http://www.amazon.com/exec/obidos/search-handle-url?_encoding=UTF8&search-type=ss&index=digital-text&field-author=Ted%20McCain

http://www.amazon.com/exec/obidos/search-handle-url?_encoding=UTF8&search-type=ss&index=digital-text&field-author=Ian%20Jukes

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Beliefs about Information Technology: Beliefs and values help define the goals for using information

technology. These beliefs can be used to help create a “blueprint” for the continuous technological

improvement of the school district. The Technology/Library Media Committee subscribes to the following

beliefs:

Information technology should be incorporated into all phases of our curriculum.

All students should have access to a variety of resources and technology so that they understand,

effectively use, and welcome change as it is introduced.

Students in our school should be taught the ethics and responsibility associated with the use of

technology.

Information and technology should remain a tool for enhancing the learning process. It should not be

allowed to replace humanitarian concerns, basic skills, or critical thinking.

Our library media centers will provide the focal points for access to information. Print, networked resources and

online reference materials and services provide a variety of ways for our students and staff to access

information in the centers, from classrooms and from home.

2.0 Background Information

2.1 District and Community Demographics and Current Status

The Chetek Weyerhaeuser Area School District is located in northwest Wisconsin on Highway 53,

approximately 35 miles north of Eau Claire and 100 miles south of Superior. The number of students in PreK-

12 is 905. Students qualifying for free and reduced lunch make up 49.28% of the student population.

“As of the census of 2000, there were 2,180 people, 939 households, and 568 families residing in the

city. The population density was 358.2/km² (925.7/mi²). There were 1,052 housing units at an average

density of 172.8/km² (446.7/mi²). The racial makeup of the city was 98.62% White, 0.09% Black or

African American, 0.32% Native American, 0.23% Asian, 0.05% Pacific Islander, 0.09% from other

races, and 0.60% from two or more races. Hispanic or Latino of any race were 0.96% of the population.

There were 939 households out of which 25.0% had children under the age of 18 living with them,

47.9% were married couples living together, 8.7% had a female householder with no husband present,

and 39.5% were non-families. 34.9% of all households were made up of individuals and 20.4% had

someone living alone who was 65 years of age or older. The average household size was 2.21 and the

average family size was 2.81.

In the city the population was spread out with 22.2% under the age of 18, 7.2% from 18 to 24, 24.3%

from 25 to 44, 20.8% from 45 to 64, and 25.6% who were 65 years of age or older. The median age was

43 years. For every 100 females there were 92.9 males. For every 100 females age 18 and over, there

were 88.6 males.

The median income for a household in the city was $31,270, and the median income for a family was

$40,114. Males had a median income of $28,375 versus $18,906 for females. The per capita income for

the city was $17,922. About 9.0% of families and 12.4% of the population were below the poverty line,

including 15.0% of those under age 18 and 8.3% of those age 65 or over.”

http://en.wikipedia.org/wiki/Chetek,_Wisconsin

The school employs 79 certified and 47 non-certified staff, as well as 15 persons staffing the daycare facility.

Staff members have phones with voice mail, e-mail account and a computer on their desk. Providing access to

technology has greatly enhanced both internal and external communications. The ratio of students to computers

http://en.wikipedia.org/wiki/Chetek,_Wisconsin

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is approximately 5 to 1. This ratio excludes the computers on staff members’ desks and those used for

administrative purposes.

1. We are a progressive school district, providing a sound standards-based educational program for our

students. Through the careful preparation of our past technology plans, we have moved from a district

with virtually no up-to-date technology, prior to 2000, to being able to provide daily access to

educational technology. While it is difficult to prove that the use of technology increases student

learning, our staff believes this to be true for the majority of our students. Eighth grade students have

participated in a technology skills assessment that is combined with an on-demand writing as outlined in

Attachment L. Data collected from the assessment is saved each year and the results are used to find

gaps in our instruction. A summary of the data collected from these assessments is found on page 3 of

Attachment L. The Chetek Weyerhaeuser Area School District is committed to having our students

graduate with the skills they need to live, work and succeed in a highly technical society.

The School Improvement Plan is found in Attachment B. Highlighted areas reflect those initiatives directly

related to the use and integration of technology. Areas not highlighted will still involve technology for planning,

scheduling and creating files that will document the entire school improvement process.

Using Curriculum4Schools, the next generation of Link4Learning, and the new student information system

(SIS), Skyward, the district continues to make data-driven decisions using longitudinal data from our district-

developed student profiles and assessment data from tier 1, 2 and 3 assessments. Data is analyzed based on a

variety of criteria as can be seen in Attachment G, the WSAS Summary created at the annual district data

retreat. The results of this document play a large role in the creation of the School Improvement and the Staff

Development plans. Data analysis also drives the RtI interventions at the elementary school.

Curriculum alignment to the state assessment framework continues using Curriculum4Schools as a database of

unit plans and the available reports to look for gaps and overlaps in what is being taught in PK-12 classrooms.

The district is looking at on-line lesson planning software that will directly link the unit plans and their attached

standards and benchmarks. The National Educational Technology Standards for Students (NETSS) will be

available within Curriculum4Schools so they can be linked to any unit plan in any PK-12 course. Staff

development activities and opportunities will continue help teachers integrate the grade appropriate technology

standards into daily lesson plans.

Other technology oriented goals addressed in the School Improvement Plan include; continued developing

graduates with the skills, knowledge, work habits, attitude, leadership and team work required by employers for

success in the global 21st century workplace; better communication within the district; improved family access

to school information, expansion of on-line learning in science, social studies, business education and

technology education; improving media services to support student learning using the Big 6.

The Staff Development Plan is found in Attachment C. Highlighted areas reflect those activities directly

related to the use and integration of technology. In the plan, trend data and student profiles are the common

thread throughout 2009-2010. This thread will continue for several years in the future as we continue to add to

our curriculum database, identify and fix gaps in instruction, and refine the process and content of our student

profiles. See Attachment V for an example of a literacy profile for an individual 5th

grade student. These

profiles are shared with parents at all parent-teacher conferences in our elementary school. We have shown

significant progress in collecting, analyzing and using data to improve instruction for individual students. This

process will continue to be reviewed and revised.

Technology staff development will focus on integration of the NETSS with alignment documented in

Curriculum4Schools , classroom webpage creation and maintenance, and training teachers to use the curriculum

resources provided in Curriculum4Schools to document that the curriculum is aligned to the state standards and

to use student profiles to modify lessons to meet individual student needs.

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Seventeen new interactive white boards were installed during the summer of 2009. Monthly training sessions

will help teachers effectively integrate this technology into their classrooms.

Under the district’s current management model, the district business manager is the direct supervisor of the

technology staff. See Attachment F for the organization chart. The staff consists of a full-time network

coordinator and a full-time technician. The network coordinator, working with the business manager, technician

and technology committee, plans, budgets, coordinates and evaluates technology. Using the STNA survey

results and direct input from staff members, district leadership team, curriculum facilitators and administration,

the network coordinator and library media specialist will help plan staff development opportunities.

The technician assists the network coordinator in network management, installs hardware/software, maintains

existing equipment, troubleshoots problems with technology, and gives advice on new purchases. The network

coordinator will handle the E-rate applications and deadlines. The staff of the library media centers is

supervised by the building principal. Both the network coordinator and library media director attend the weekly

administrative team meetings.

2.2 History of the Library Media and Technology Plan

The 1999-2003 plan was written before the School District of Chetek began a major remodeling/construction

project. The construction project included additions to all buildings and the wiring and components to create a

district-wide network. When the network was proposed, the Technology Committee did a major revision of that

technology plan. The school board supported the proposed network by agreeing to create an annual technology

budget. The revisions focused on creating a three-phase plan for implementing the network, looking at the

staffing needs to support the network, and creating a three-year budget. Although the revised plan was not

resubmitted for certification, it was approved by the school board and was used to guide the decisions made

during the implementation of the network. The Library Media Long-Range Plan was revised in 2003. A copy

was included in the packet presented to the DPI for certification of the 2004-2007 technology plan. The 2007-

2010 plan was the first combined Library Media and Technology Plan.

The 2010-2013 plan is based on STNA and Simple Assessment survey results, research articles were reviewed

by technology committee members and summaries written to be included in Attachment A – Selected

Research, as well as a threaded discussion on the book: Teaching the Digital Generation, editors Frank S. Kelly,

Ted McCain and Ian Jukes. Goals were written at a technology committee meeting and policies have been

reviewed.

2.3 Overview of Planning Process with List of Committee Members

The preparation for this technology plan began in the fall of 2008, to prepare of the retirement of the technology

coordinator and the library media specialist at the end of the 2008-2009 school year. Students in grades 5-12,

parents, school board members Teachers, support staff, administrators and participated in the STNA survey.

The results were discussed in administrative team and technology committee meetings. The rest of the planning

process was a series of meetings with the technology committee, updates to the school board with directional

feedback from several board members. Due to the retirement of the technology coordinator at the end of June,

the new network coordinator, library media specialist and the retired technology coordinator attended the DPI

technology planning session that took place in August 2009 at CESA 11’s Star Academy. These sessions were

used to pull together the resources needed to complete the writing of the 2010-2013 technology plan.

The Technology Committee’s diverse membership provides input from the school District’s many stakeholders.

Using the resources mentioned above, the network coordinator, district technician, business manager and library

media director will plan technology purchases, update the technology plan at regular intervals and review and

revise the acceptable use policy as needed.

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Technology Committee

Member Stakeholder Representation

Mike Bilodeau School Board Member

Bryan Johnson Former School Board Member and Current Network Coordinator

Jenny Schofield Elementary Teacher and Link2Learn Virtual Programming Coordinator

Matt Buchman District IMC Director

Brenda Kretzschmar High School/Middle School Business Education Teacher, Curriculum Facilitator*

Dominique Olson District Technician

Melanie Becker Middle School Teacher

Mikki Jerdet Community Member

2.4 Collaboration and Partnerships

Community Education classes are provided during the day at the Senior Citizens Center and evenings in the

school buildings. Technology-related classes currently include Absolute Beginners Step 1 and 2, Introduction to

Computers, Computers: Internet/Email, Computers: Beginning Digital Camera Editing, and Facebook, Blogs

and Wikis. These classes change often depending on community interests and instructor availability.

Residents of CWASD have easy access to personal interest as well as credit classes. Within a 40-mile radius

there are three post-secondary campuses: WITC, UW-Barron County Campus, and UW-Eau Claire. UW-Stout

is only 60 miles away and has a curriculum rich in technology.

Community members may borrow equipment from the District if the time of use does not prevent classroom

access to the equipment. Equipment is usually borrowed for night or weekend presentations. There is an

Equipment Checkout form for the borrower to fill out – see Attachment I.

Our local public library is used by students for research, and community members use our school IMC. There is

a respectful and friendly relationship between the two libraries. Students can access several on-line resources,

including our library’s card catalog, from home.

The Chetek-Weyerhaeuser district had the Chetek Community Learning Center (CLC) and Obey grants

renewed. The purpose of this grant is to provide after school, weekend and summer programming for PreK-12

students and their families. One of the outcomes of the grant has been to extend supervised access to computer

labs after school. The labs are open for any student needing to use a computer to complete an assignment. The

grant provides for a tutor as well as a lab supervisor. Starting in 2009 the district received a PEP grant for a total

of 1.5 million dollars over a three year period. The grant has a technology component providing pedometers to

help students determine their level of activity, a Hopsports training system to increase the level of activity for

all students and help fight childhood obesity. Each year a grade level or department level team participates in

the EETT grant as part of the CESA 11 consortium. Chetek is a past recipient of a TLCF grant awarded to the

New Paradigm Partner Consortium. We will continue to actively seek other grants to help support technology

training and integration.

The CWASD website can be found at http://www.cwasd.k12.wi.us starting 7/1/2010. The site is made up of

approximately 700 pages that include staff contact information, board minutes, multiple calendars, classroom

pages, library access, parent access to grade books in the all schools, Chetek Area Scholarship Foundation and

much more. The content management system used to create the web pages requires no knowledge of HTML or

programs such as FrontPage or Dreamweaver. An hour of training has classroom teachers creating their own

pages. One of the built in website tools allows the district to offer on-line registration for summer school. This

feature has made the registration much easier for parents who have registered students from home or work.

http://www.cwasd.k12.wi.us/

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The district intranet (a 4Schools product) allows internal resources to be web-based and accessible from school

or home. Forms are updated in a single location and available immediately to all staff via secure login.

Assessment data is available for analysis as soon as the data is uploaded. Unit plans are linked to state standards

and district benchmarks. The district is currently looking for a web based lesson plan application.

The District Leadership Team and the team of Curriculum Facilitators provide another means of gathering

information concerning technology needs and sharing best practices for using educational technology. Listed

below are the members of these two teams.

District Leadership Team Position in the District Curriculum Facilitators Department/Position

Due to the number of committees that were formed to facilitate the Chetek-

Weyerhaeuser consolidation the District Leadership Team will not be meeting

until after the consolidation has taken place. Once things are running smoothly

the team will be reformed.

Al Brown Superintendent

Jill Koenitzer Elementary Principal

Denise Michaelsen Science

Deb Farrell English

John Loy Social Studies

Bill Munch Mathematics

Brenda Kretzschmar Encore

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3.0 Current Status

3.1 Assessment of Progress toward Previous Technology Plan’s Goals

2007 - 2010 District Library/Media & Technology Goals

1. Increase standards-based learning opportunities for all students.

Objective 1 - Imbed the Information Technology Literacy Standards throughout PreK-12 classes,

projects and activities to meet and exceed the recommended standards for grades 4, 8, and 10.

Ongoing: The Technology Committee proposed to the Board of Education (BOE) that the district

adopt the National Educational Technology Standards for Students (NETSS) in place of the

Information and Technology Literacy Standards and use the NETSS Student Profiles as grade level

guidelines. The NETSS are more general in nature and will not necessitate the rewriting of district

benchmarks as technologies continue to evolve at a rapid rate. The NETSS will be easier for the

teachers to link to their unit plans than the 300 benchmarks we were attempting to track with the

ITLS.

Objective 2 – Continue to update distance/on-line learning and virtual school opportunities.

Ongoing: In the High School, on-line courses have become part of the student course request sheet.

These courses have enabled students to take AP courses in English, science, history, psychology and

economics. Students are also using the courses for credit recovery, high interest courses, and

continuing education for students on temporary expulsion. CWASD’s virtual school continues to

serve families who have chosen to home school their children.

2. Create and maintain an on-going staff development program that addresses all levels of expertise and is

available whenever a staff member has the opportunity to take part.

Objective 1– Using ITLS benchmark data, teachers will create/integrate standards-based units and

assessments.

Ongoing: Teachers are midway through the process of entering their unit plans into

Curriculum4Schools (formerly Link4Learning). The process has been moving forward at a steady

but slower than planned for rate. The NETSS were replaced in the Curriculum4Schools database

during the 2009-10 school year and are available for all teachers to link to their unit plans.

Objective 2 – Staff assess integration of technology in unit/lesson plans at the classroom level (from

performance indicator for enGauge Project Profile Report page 66).

Ongoing: This is addressed in the new goal 4 objective 1.

3. Improve communications internally and with the community/public.

Objective 1 – Promote the district web page and other resources such as ParentConnect as a valuable

source of communication.

Ongoing: This continues to be an important goal because the website is often parents’ first contact

with the district. Chetek has migrated from SASI to Skyward and has replaced ParentConnect with

Family and Student Access. Feedback from parents indicates that this change was a very positive

one.

Objective 2 – Encourage grade level/department or classroom web pages to enable students and

parents to access relevant information pertaining to classroom expectations and curriculum

information.

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Ongoing and evolving: With the implementation of Skyward and the improved student and parent

interface it seems to work best to but the more static information on the web pages. Examples would

be course syllabi and classroom rules and expectations. Information that changes daily can be

viewed through Family & Student Access. Links to these resources are found on the district’s

website.

4. Provide and improve access to information and learning tools that support the goals of the District

according to local, state and NCLB guidelines.

Objective 1 - Continue as a district that uses data-driven decision making and current educational

research to provide an educational environment that can be more easily adapted to an individual

student’s needs.

Ongoing: As RtI is implemented the longitudinal data collected from local and state assessments

continues to play a large role in planning appropriate and effective interventions. Some of the

interventions are delivered via technology. An example is the EDUSS server purchaced during the

2008-09 school year.

Objective 2 - Maintain and upgrade the network, implement an updated hardware and software

replacement plan, improve response time to problem reports.

Completed: Improved response time was facilitated via an on-line form on the district’s intranet.

Ongoing: Technology will always need maintenance and upgrades.

Objective 3 – Maintain and update library media resources and equipment.

Ongoing and evolving: The look and types of resources needed in today’s libraries is evolving

almost as fast as technology. If the library is to be the center of instructional resources and learning it

will require maintenance, up-to-date resources and leadership.

3.2 Assessment of Staff Technology Skills, Knowledge, and Attitudes

Staff, members participated in the Simple Assessment Survey of the NETS and the STNA on-line survey. The

goals and objectives in section 4 were revised from the previous technology plan during several technology

committee meetings. The revised goals and draft of the plan were presented to the school board, in October

2009, by the network coordinator and library media specialist. After approval from the board, the final version

of the plan was written.

Each year a team of Chetek teachers have participated in the EETT grants awarded to CESA 11. All three

buildings have had teams involved in the grant. Currently a sixth grade team is participating. The focus is on the

integration of interactive whiteboards and interactive response systems. This grant supplements the district’s

monthly professional development trainings on creating lesson plans using the capabilities of the interactive

whiteboards.

To view the District Staff Development plan, see Attachment C.

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3.3 Analysis of Student Proficiencies and Effective Teaching and Learning Practices

We continue with the task of looking beyond the basic skills to providing our students with a curriculum

enhanced by educational technology that will help them meet and exceed Wisconsin standards and graduate

with the technological skills needed to succeed in a digital society. Students have access to a variety of

technologies and to the benefits of those technologies. The list below is not all-inclusive but is designed to show

the types of technology being made available.

Class or Service Type of Technology

Child Development electronic baby

Health & Physical Education Fitness Tracker software, pedometers, Hopsports training Center

Music Theory creating music digitally in a small lab created for that class

Special Education eSped special education software; assistive/adaptive technology; additional

computers for increased access, interactive white boards used a variety of settings.

Title I and CLC Program Increased computer lab access; computer software for RtI with expanded computer

access for students in the Title I study area.

Reading - Elementary & Middle

School

Renaissance Place, Accelerated Reader. Web-based access to all tests written.

Tech Ed for Middle and High School CAD and CAM software, computerized lathe, and laser engraver

Publications digital yearbook uses scanners, digital cameras, and file management skills

Science 6-12 digital microscopes and Motic software

General classrooms Microsoft Office Suite, Discovery Education Streaming Video, scanners, digital

cameras, multimedia projectors, SmartBoards, Internet research, Pinnacle Studio

for video editing, classroom web pages with course syllabus, assignments and other

resources

Skyward (SIS), Family Access,

Student Access, and Skyward

Financial

Student management software and the web interface that lets parents keep up with

their child’s progress on a daily basis. Students can keep up on current assignments,

missing work, take quizzes and schedule for the next school year. Staff members

can see pay stubs, sick & personal days and maintain their budgets including PO’s

and requisitions.

On-line Learning High School students have the option to sign up for on-line courses listed in the

high school course catalog. These include AP and enrichment courses from a

variety of vendors including Wisconsin Virtual High School. Students who have

been unsuccessful in a traditional classroom setting are using on-line courses to

recover credits. The education of students needing alternative placement or a

homebound setting during recovery from health issues is facilitated by enrollment

in on-line courses.

Electronic marquee in front of

Middle/High School

Keeps parents, students & community informed about building events

School Messenger The automatic phone dialer is used daily to contact parents of absent and tardy

students if there is not a prearranged absence. It is also used to make home contacts

12

for important events like parent-teacher conferences, scholarship due dates and so

on.

Students in grades four and five work on keyboarding skills throughout the school year. Middle School

students, grades six through eight, have training on Microsoft Office, on-line safety and etiquette as well as

keyboarding reinforcement exercises. High school students are required to take a half credit of computer science

in order to graduate. They have also had online safety training. The majority of students take one or more

additional classes that are technology oriented. From 2002 – 2009, FBLA students have advanced to state

competition each year in Computer Applications, Multimedia Presentation, Word Processing I and Word

Processing II. Several students have also gone on to national competition in Computer Applications, Word

Processing I, and Word Processing II. These students placed higher than students from much larger high schools

in northwestern Wisconsin.

The data analysis team, composed of teaching staff, administrative members, and a CESA 11 curriculum

specialist has determined that the areas needing improvement are reading/language arts, math and science.

Technology is supporting this process through the use of programs like Accelerated Math, NWEA MAP

assessments, and curriculum mapping using Curriculum4Schools. The District continues to expand student

portfolios in the assessment module of Link4Learning that track student progress in the writing process. The

profile includes graphs for individual students that help both the teacher and the parents see progress and decide

how to meet the individual student’s needs. See Attachment G for a summary of the WSAS results.

Assistive technology for special education students used in our district is based on the individual student’s IEP.

We have been fortunate to be able to borrow, on a trial basis, much of the technology from CESA 11 or

neighboring districts. This allows us to determine the effectiveness of the technology before we purchase it.

Those who can benefit from the use of assistive technology include special education, at risk, homeless and

ESL students. See Attachment K for the Assistive Technology procedure.

3.4 Technology Design

Analysis of Access

Middle and high school students have access to a computer lab before and after school and at lunchtime if they

need to work on assignments. Elementary students use their computer lab with their classroom teacher. Each of

the three buildings has a computer lab with each one having 25 computers. The high school/middle school has

an additional shared lab of 25 computers in the IMC and 27 computers in a classroom that has been temporarily

converted into a lab. There is also a set of 20 computers in the elementary school IMC. Labs dedicated to

specific curriculums are: Business Education –25, Computer Design – 12, CAD – 12, and Middle School

Science – 6.

Each teacher, administrator, and secretary has a workstation and VoIP phone on their desk. Some teachers have

one or two more workstations that they requested for their classroom. The District shares laptops, multimedia

projectors and two SmartBoards for presentations. As the cost of multimedia projectors decreases, projectors

will be ceiling mounted in classrooms.

Software Priorities

The network operating systems are Windows 2003 and Windows 2008 Server.

Network management includes Windows Active Directory and Group Policies, Call Manager for VoIP

phone system, Windows 2003 Active Directory, PrintLimit Pro to monitor printers and set quotas on student

accounts, and Symantec Ghost for disk imagining and software deployment.

Sophos Antivirus is used on the servers and all workstations.

13

An 8e6 Appliance is used for Web Filtering.

Internet Explorer 8 is the Internet browser used throughout the District.

District e-mail uses Microsoft Exchange. All staff members have e-mail accounts. Students in grades 9-12

will have accounts using Google Apps for K12 in 2010-11.

District IMC software includes Destiny 9.0 for library automation and providing students access to library

resources. Students are able to access the catalog from anywhere in the district or at home. We have an

online subscription to World Book Web which provides encyclopedia access that is current and updated

frequently. It is also broken out into World Book Kids, World Book Student and World Book Advanced so

that all grade levels have grade appropriate access PK-12. We have a subscription to NetTrekker which is a

K-12 online search engine resource. All of the links have been evaluated by professional teachers and are

ranked by readability and content available. It has been nicknamed “Google without the garbage.”We have

an online subscription to Discovery Education Streaming which provides over 12,000 educational videos

and clips on numerous educational topics. Videos can be streamed or downloaded for future viewing.

Through Badgerlink, a service provided by the State of Wisconsin, we receive current and archived

magazines, journals, and newspapers. EBSCOhost is a primary provider for these services. There are also

search engines that pull up all of the information that Badgerlink provides like Searchasaurus, Student

Reference Center and KidsSearch.

Administrative software includes Skyward Financial for payroll, accounting, and the human resources.

Skyward Food Service is used for lunchroom management.

Student records software includes Skyward and Skyward Family Access.

Workstations are currently running Windows XP Professional.

Personal productivity software is Office 2007. This is used on workstations throughout the District. Staff

members are given the opportunity to purchase Office 2007 through the Microsoft Home use agreement,

with approximately 60 staff members taking advantage of the offer.

Educational support software includes Inspiration, Kidspiration, Ainsworth Typing Tutor, AutoCAD2004,

SolidWorks, MasterCAM, PageMaker 6.5, Indesign, GIS, Microsoft Publisher, Adobe PhotoShop 7, Adobe

PhotoShop Elements, Accelerated Math, Accelerated Reader, Star Reading, various search engines, and a

variety of drill and practice as well as simulation.

The Technology/Library Media Committee and the Curriculum Facilitators team guide district software

selection.

Hardware, Facilities, and Network Priorities

Network description:We have a 40 Meg Internet connection currently through Charter Communications.

10 Gigabit singlemode fiber link routes traffic between the elementary and middle/high school buildings.

The core of the LAN are Cisco 3750 Catalyst switches and a Layer 3 module for inter-VLAN routing at

both sites. All wiring closets contain 2960S series switches and connect via Multimode fiber and Gigabit

trunks back to the 3750 switches.

The District is is the process of deploying a Cisco Wireless Network with student access in mind.

Network servers are protected by UPS.

There are approximately 375 workstations in the District. All workstations have Internet access.

The District has three laptops that can be checked out to classrooms or by teachers for overnight home use.

The laptops are network able.

Input/output devices include

14

Printers

o Six copiers are networked in the district. This allows teachers to print from their workstation.

o Computer labs have a networked laser jet printer. The CAD lab also has a HP500 plotter.

o Administrative office, building offices, and guidance offices have networked laser jet printers and

networked copies. The copier in the administration office has color capabilities.

o There are two HP 4550-color Laser Jet printers. One is at the elementary school building and the

other is shared at the middle/high school building.

Scanners

o There are a few flatbed scanners in each building. Copiers in each building also have scanning

capabilities.

Digital Microscopes (7) and Digital Stereoscopes (3)

Digital Cameras / Digital Video Camcorders

o There are digital cameras that can be checked out at each IMC.

o Several teachers have digital cameras for their classrooms.

o The District has digital video camcorders that can be checked out.

Multimedia Projectors

o There are multimedia projectors in every classroom at the elementary school and sixteen at the

middle/high school building.

SmartBoards

o SmartBoards are being installed in the district as money becomes availiable.

Desktop Video

o One workstation and one laptop are equipped with desktop video software.

Removable Storage Devices

o Almost all workstations have CD-ROM or DVD drives.

VoIP Phones

o Each teacher, administrator and secretary has a phone on his or her desk.

o Computer labs, workrooms, and coaches’ offices have phones.

Audio Visual Equipment

Other equipment supporting the use of technology in the School District of Chetek includes televisions, TV

monitors, VCRs, overhead projectors, listening centers with headsets, stereos, portable P.A. systems, FM

microphone systems, digital recorders, DVD players, CD players, and audio/video sound mixers.

Hardware Reallocation

Usable hardware is relocated wherever it can best be used.

Hardware that no longer meets minimum district standards is

o Donated to an organization or family upon receipt of a signed form stating that the recipient will

properly dispose of the hardware at a licensed recycling facility - see Attachment I

o Disposed of at a licensed recycling facility

The District technician completes hardware repairs. Printers are serviced by Laser Product Technologies in

Eau Claire.

3.5 Inventories

Here are the first pages of several of the inventories and licenses that are housed in the technology coordinator’s

office.

15

Room

#

Teacher

Name

Asset #

Silver

Asset

Sticker Property # Description Manufacturer Make/Model Serial #

Purchase

Date Cost PO #

Chetek

UPC

Title I,

CSF,

SPED,

etc…

100

Roselawn

400

HS/MS

Be specific

163 Read 180 01265 400

Intel Pentium Dual Core E2180 2GHz Bytespeed

V605T Mini Tower

2008-08-1939 7/28/2008

$ 755.00 8.001E+09

163 Read 180 01266 400


V605T Mini Tower

2008-08-1940 7/28/2008

$ 755.00 8.001E+09

163 Read 180 01267 400


V605T Mini Tower

2008-08-1941 7/28/2008

$ 755.00 8.001E+09

163 Read 180 01268 400


V605T Mini Tower

2008-08-1942 7/28/2008

$ 755.00 8.001E+09

163 Read 180 01272 400


V605T Mini Tower

2008-08-1943 7/28/2008

$ 755.00 8.001E+09

163 Read 180 01283 400


V605T Mini Tower

2008-09-2201 9/23/2008

$ 745.00 8.001E+09

131 Titile I Purchase 01279 Title I 1 100


V605T Mini Tower

2008-08-9533 8/5/2008

$ 745.00 8.001E+09



V605T Mini Tower

2008-08-9538 8/5/2008

$ 745.00 8.001E+09



V605T Mini Tower

2008-08-9537 8/5/2008

$ 745.00 8.001E+09



V605T Mini Tower

2008-08-9536 8/5/2008

$ 745.00 8.001E+09



V605T Mini Tower

2008-08-9534 8/5/2008

$ 745.00 8.001E+09

The Collection Analysis for the IMCs was done using Follett’s TitleWise software on April 9, 2010. This was a

very easy to use tool and provided us with many valuable resources. The collection at Roselawn Elementary

and the Middle/High School was analyzed. We will include the inventories at the end of the plan, but we

wanted to give a little info in this section.

Roselawn IMC:

Number of Records: 11,783

Number of Holdings: 14,598

Average Age: 1996

Items per Student: 32.9

Recommended per Student: 10

Middle/High School IMC:

Number of Records: 14,693

Number of Holding: 14,889

Average Age: 1992

Items per Student: 41.43

16

3.6 Analysis of Support Systems and Leadership

The school board meets as a committee of the whole on the first or second Monday of each month. At that time

all new ideas and business are brought forward by the administrative team, staff and community to be discussed

by the committee of the whole. Policy decisions are made at the regular board meetings held on the third or

fourth Monday of each month. Process and instruction decisions are made at the administrative level, by the

district leadership team, at building level meetings and by standing and ad hoc committees.

The curriculum facilitator team plans staff development with input from the Technology/Library Media

Committee for those areas that require the use and implementation of technology. See Attachment F for the

Administrative Organization Chart.

4.0 Programs and Educational Initiatives in Support of Educational Improvement

4.1 2010 – 2013 District Library/Media & Technology Goals

1. Increase the use of technology to deliver instruction.

Objective 1 - Imbed the National Educational Standards for Students NETSS throughout PreK-12 classes,

projects and activities using the Student Profiles as guidelines to meet and exceed the recommended

standards for grades 4, 8, and 10.

Objective 2 – Increase on-line learning and virtual school opportunities. Develop and implement a minimum

of five hybrid classes. At the secondary level, implement a learning management system (LMS).

2. Create and maintain an on-going staff development program that addresses all levels of expertise and is

available whenever a staff member has the opportunity to take part.

Objective 1– Provide a frequently updated collection of on-line learning opportunities to help staff members

improve their technology skills as well as monthly in-district technology learning opportunities.

With the availability of these staff development opportunities, as well as the usual professional development

workshops and seminars available outside of the district, teachers requesting software/hardware purchases

for their individual classroom will need to:

Objective 2 – Use available resources such as a listserv, workshops, school/classroom visits and webinars to

find new ways to effectively integrate technology into their curriculum units. Findings will be recorded on

an on-line form and the results will be summarized and made available to all staff by the library Media

Director.

Objective 3 – Request classroom software and hardware via an on-line form on the district’s intranet.

Teachers will make a presentation to the technology committee in January or February, explaining the

capabilities of the requested item, how they plan to use it, and how it will help the teacher improve student

learning in their classroom. Teachers must also include a list of any coincidental costs that will be necessary

to make the item functional.

3. Improve communications internally and with the community/public.

Objective 1 – Promote the district web page and other resources such as Family and Student Access, the

district newsletter, radio and newspaper ads and event coverage as a valuable source of communication. Use

School Messenger’s capabilities to make more frequent contacts with parents and other school groups with

the added benefit of reducing paper consumption and saving on postage.

Objective 2 – Require grade level web pages for elementary teachers and individual teacher web pages at

the secondary level. A template with the minimum requirements, containing items that do not change often,

17

will be provided to the teachers. A short instructor led in-service will take place during pre-service, allowing

teachers to complete/update the template during the session. This will enable students, parents, and

prospective families to access relevant information pertaining to classroom expectations and curriculum

information. When a LMS is implemented, secondary teachers will provide a link to the LMS on their web

page.

4. Provide and improve access to information and learning tools that support the goals of the District according

to local, state and NCLB guidelines.

Objective 1 – Use student profiles in Link4Learning to identify individual student needs and extend the

current profiles to include 6th

through 12th

grade in the area of technology skills.

Objective 2 - Maintain and upgrade the network, implement an updated hardware and software replacement

plan.

Objective 3 – Maintain and update library media resources and equipment, implementing an on-line form to

collect teacher requests.

4.2 Instructional Goals and Initiatives

The school board, in a recently adopted policies (goals) which state:

R-2 Academic Skills and Knowledge All students will graduate having attained individually challenging levels of academic achievement with the ability to apply their knowledge and skills.

R-2.1 Literacy is Fundamental

Literacy is fundamental. The ability to read and write is essential to learning. Students will demonstrate continuous improvement toward a high level of individual success in reading and writing. Students will be reading and writing at or above grade level by third grade and will maintain this level of performance throughout their academic years. Grade level is defined as student performance at proficient or advanced on state or standardized assessments. All students will think critically and analytically and will achieve at high academic levels that meet or exceed state and national performance standards. This high level of academic performance effectively eliminates any achievement gap. A competent learner meets or exceeds local, state, and federal standards in the following curricular areas. Students will:

2.1.1 Be proficient in language arts: 2.1.1.1 Reading 2.1.1.2 Writing 2.1.1.3 Oral Communication 2.2 Be proficient in mathematics 2.3 Be proficient in science 2.4 Be proficient in social studies 2.4.1 Economics and government 2.4.2 Geography 2.4.3 History 2.5 Be technologically proficient. 2.6 Be proficient in one or more non-core academic areas including but not limited to: fine arts, foreign languages, and vocational education.

R-4 College and Career All students will demonstrate and understand the skills, knowledge, work habits, attitude, leadership and teamwork required by employers for success in the global 21st century workplace. R-6 Personal Development Skills (Life Skills)

Life skills are essential for the development of our youth into healthy, caring and responsible adults. Students who possess strong life skills have a better chance to be responsible citizens and productive participants in our school and community, our country and the world. Students will be: 6.1 Effectively solve problems by managing resources such as:

• Time • Money • Information • Human Resources

18

6.2 Identify and accomplish goals 6.3 Compete and cooperate as circumstances require 6.4 Acquire the skills to manage conflict 6.5 Demonstrate practical, real-world skills, including financial management

The National Educational Technology Standards for Students (NETSS) are the focus of assessing whether or

not a student is technologically proficient. We will continue the process of documenting and collecting

assessment data that prove the NETSS are imbedded in the curriculum (Goal 1). Teachers attach the NETSS

to their unit plans using the NETS student profiles as grade level guidelines, in Curriculum4Schools. Using the

assessment module in Curriculum4Schools the district will extend student profiles in grades 6-12 documenting

assessments in the areas of technology skills.(Goal 4). This is especially important with the NETSS because

there is no course designed to teach the bulk of these standards. Even though we are already integrating

technology throughout most of our curriculum, the process of alignment will ensure that all of the NETSS are

being met. During the alignment process we will make all teachers aware of what standards should be addressed

at their grade level/subject areas, document activities that currently meet the NETSS standards, suggest types

of classroom activities and projects that will help students meet standards that are not currently addressed, and

facilitate research and purchases of effective instructional hardware and software (Goal 2). See Attachment H.

In late January of 2007 a survey was given to students in grades 4-12 seeking data on student access to and use

of technology. The results are summarized in Attachment AA. Staff and administration will be looking at the

results and identifying areas of concern as well as opportunities to incorporate students’ interests and skills into

daily activities.

As we continue to study the research on how a child learns, we realize how we as educators need to learn to

recognize each student’s learning style and physical needs in order to provide learning environments that will

help every student succeed (Goal 1). To that end, we are increasing the number of on-line courses available in

the areas of advanced placement, enrichment, and credit recovery in order to expand course offerings that were

previously limited to the number of openings in the course schedule. The credit recovery option will be more

relevant to the student because the course can be started during the next term instead of waiting for summer

school. The on-line course also offers the student a different venue and instructor instead of returning the

student to the same situation where the failure occurred. The LINK2LEARN program is an education program

that provides various options for parents and children who have chosen home-based education for their

child/children and desire to access Chetek Weyerhaeuser Area School District programs and resources.

It is a district goal to continue collecting relevant data on each student and expand the contents of our profiles.

The profiles will be used to help teachers and parents make appropriate educational decisions, and help

document that students are acquiring needed technology skills. (Goal 4).

19

4.3 Communication and Information Goals and Initiatives

The Chetek Weyerhaeuser Area School District has invested planning time, money and human resources to

create an infrastructure and technology base. Our goal is to effectively use the technology to improve the

communication process to keep students, staff and community members informed about activities, meetings,

curriculum, building use, schedules, and educational opportunities. This can be accomplished more efficiently

by using Microsoft Outlook options more fully, continually updating and adding to the District web pages. All

teachers will be required to create and maintain grade level/department or classroom web pages using a

template and instructor led in-service time (Goal 3). When a Learning Management System (LMS) is acquired,

secondary teachers will provide a link to the LMS on their web page.

In 2008-09 Family Access replaced ParentConnect for families with Internet access. All custodial

parents/guardians were sent usernames and passwords for logging in to Family Access. Principals and teachers

are continually encouraging parents to use this resource. It has improved parent-teacher communications,

especially with families where both parents/guardians work outside the home (Goal 3).

School Messenger, an automatic dialing system, will be utilized to communicate unexcused absences to

parents/guardians as well as replacing some of the bulk mailings in order to conserve paper and postage while

continuing to keep families informed about school activities, events and deadlines (Goal 3).

4.4 Staff Competency Goals and Initiatives

An on-going staff development program, guided by assessment results, is essential to reaching any of the goals

we have set. Teachers are encouraged to research new technologies and ways for incorporating them into

classroom activities, to attend classes and workshops demonstrating technologies, and to share ideas that have

worked for them. On-line resources will be made available for anywhere/anytime instruction and monthly in-

district learning opportunities will be offered to staff members. Teachers requesting software/hardware

purchases for their individual classrooms will need to back the request with research showing the purchase to be

an effective tool and also share how they anticipate the purchase will help to improve student learning.(Goal 2).

The technology staff will provide help to individual staff members as questions about the use and

implementation of technology arise. The emphasis will always be on teaching the staff member so he/she will

be able to repeat the process without support. As we develop new learning environments using technology, the

technology staff will also provide in-classroom support to help ensure a positive experience for the students and

to support the teacher (Goal 2).

Teacher/librarians will work with staff to help them understand the implications of copyright laws, plagiarism

and intellectual property. They will provide guidelines to help staff members set good examples for the students

by complying with those laws and bringing that compliance to the students’ attention. They will also support

staff members in helping to integrate NETSS that are not included in the Library/Media unit plans as well as

providing in-service on resources available through both IMC’s.

4.5 Administrative and Management Goals and Initiatives

The Chetek Weyerhaeuser Area School District has implemented the process of creating individual students

profiles in the areas of writing and mathematics and will add technology skills profiles for grades 6-12. These

profiles contain relevant assessment scores, on-demand writing and problem solving scores as well as classroom

data (Goals 3 & 4).

Technology is providing us with the tools to be a high-performing school district by increasing our efficiency in

the areas of communications, data collection and analysis, building maintenance, scheduling, research, report

writing, financial management and almost all other areas of district management. As we learn to more

effectively use the tools technology gives us, we will be increasingly able to meet individual student needs

(Goals 1, 3, & 4).

20

It is essential for administration and management of the school district to keep the network and its components

consistently maintained and upgraded. Technology is no longer a separate entity but is the “central nervous

system” of this complex organism, the school district. To that end, a three year budgetary plan will be created

that will include a hardware/software maintenance and replacement plan. Only those initiatives that can be

supported with data to improve student learning, aid in imbedding the ITL Standards, or support the District’s

strategic plan will be approved. The Technology Committee, on a yearly basis, will review the budgetary plan

(Goal 4).

21

5.0 Action Plans

5.1 Goal 1: Increase the use of technology to deliver instruction. (line # refers to the line # in the Technology Budget found in pages 27-31) (See district

goals R-1 through R-6 in Attachment Z)

Need: STNA, WSAS data, 6-traits writing profiles, NWEA MAP assessment

Objective Activities Measurement Tools Person(s)

Responsible

Projected Budget Timeline Policy

Change

1-1 Imbed the National

Educational Standards for

Students NETSS

throughout PreK-12 classes,

projects and activities using

the Student Profiles as

guidelines to meet and

exceed the recommended

standards for grades 4, 8,

and 10.

1-1A Teachers/Liberians will

update unit plans in

Curriculum4Schools attaching

NETSS and English Language

Arts benchmarks that apply.

R-2, R-4 & R-6

1-1B Unit plans and district

benchmarks will be reviewed and

edited once yearly

1-1C Provide resources and training

to integrate technology into

instruction

R-2, R-4 & R-6

1-1D Administer Simple

Assessment on-line, continue the

8th grade technology standards

assessment (see Attachment L for a

sample) and begin to link classroom

assessments to Curriculum4Schools.

Continue to promote online safety.

R-2, R-4 & R-6

Use Curriculum4Schools

(C4S) reports to monitor

Teacher requests and

monitoring updates/changes

in state standards

Continued review of WSAS

results

Continue to collect data from

8th grade assessment, create

6-12 profiles in C4S’s

assessment module, monitor

assessment of primary

NETSS standards at grade

& course levels. Continue

using NetSmartz curriculum

to promote online safety.

Director of Instruction,

Curriculum

Facilitators, CESA 11

Curriculum Specialist,

Library Media

Director

Administrators and

Curriculum

Facilitators

Director of Instruction

& CESA 11

Curriculum Specialist

Library Media

Director, 8th

Grade

English teachers and

Technology/Library

Media Committee, &

building principals

Curriculum4Schools

curriculum & assessment

management system

(line # 15)

No cost

Title II A & (line # 15)

No cost

Continuous

Annually

Continuous

Continuous

N/A

1-2 Increase on-line

learning and virtual school

opportunities. Develop and

implement a minimum of

five hybrid classes. At the

secondary level, implement

a learning management

1-2A Increase virtual program

participation

1-2B Expand high school course

offerings through online courses

1-2C Purchase and implement an

LMS

R-2 & R-4

Yearly summary report to

administrative team and

school board.

K-8 virtual program

coordinator, on-line

learning facilitators,

high school principal,

& network coordinator

Other regular curriculum

and staff development

budget

District incentive grants

$10,000 (possible BOE

allocation)

Continuous N/A

22

system (LMS).

23

5.2 Goal 2: Create and maintain an on-going staff development program that addresses all levels of expertise and is available whenever a staff

member has the opportunity to take part.

Need: STNA, School Improvement Plan, Technology Committee meetings

Objective Activities Measurement Tools Person(s) Responsible Projected Budget Timeline Policy

Change

2-1 Provide a frequently

updated collection of on-line

learning opportunities to

help staff members improve

their technology skills as

well as monthly in-district

technology learning

opportunities.

2-1A Offer monthly technology

training opportunities as part of the

early release in-service offerings

2-1B Provide on-line technology

training and self assessment

resources

2-1C Teacher/librarians in-service

staff on copyright laws, Untied

Streaming Video, and Library web

pages

2-1D Provide template and in-

service time to complete basic

classroom web pages.

2-1E Begin planning & training for

purchase and implementation of a

learning management system to

replace Moodle.

Participation rate, survey

results.

Results of pre/post

assessments, survey results

Demonstrate observance of

copyright laws, and use of

resources available on web

site

Each grade level in the

elementary and each teacher

in grades 6-12 will have a

web page with the

information required by the

district designed templates.

Hybrid courses and possible

on-line courses offered by

secondary teaching staff.


Curriculum Facilitators,

CESA 11 Curriculum

Specialist, Library

Media Director &

current staff

Library Media Director,

Network Coordinator &

technology Committee

Library Media Director


& Network Coordinator


Curriculum Facilitators,


& Network Coordinator

No cost to technology

budget. Part of annual

fees paid to CESA 11.

(part of line # 33)

No cost

No cost

Staff development

budget

LMS purchase in 1-2C

Began

October

2009 and

continuous

Began Jan.

2010 and

continuous

Continuous

Fall 2010

and

continuous

Fall 2010

and

continuous

N/A

24


Change

2-2 Use available resources

such as a listserv,

workshops,

school/classroom visits and

webinars to find new ways

to effectively integrate

technology into their

curriculum units. Findings

will be recorded on an on-

line form and the results will

be summarized and made

available to all staff by the

Library Media

Director.

2-3 Request classroom

software and hardware via

an on-line form on the

district’s intranet. Teachers

will make a presentation to

the technology committee in

January or February,

explaining the capabilities of

the requested item, how they

plan to use it, and how it

will help the teacher

improve student learning in

their classroom. Teachers

must also include a list of

any coincidental costs that

will be necessary to make

the item functional.

2-2A Record research on online

forms via link on Library/Media

web page

2-3A Teachers’ requesting

additional classroom technology

will research the effectiveness of the

hardware/software requested and

present the technology committee

with their plans for use in their

classroom and anticipated

improvement in student learning.

Summary of submitted

forms.

Technology Committee will

document all presentations

and purchase decisions.

Principals will be invited to

attend the presentations.


& Technology

Committee


& Technology

Committee

No Cost

No Cost

Fall 2010

and

continuous

Fall 2010

and

continuous

N/A

25

5.3 Goal 3: Improve communications internally and with the community/public.

Need: STNA, Technology Committee, District Leadership Team


Change

3-1 Promote the district web

page and other resources

such as Family and Student

Access, the district

newsletter, radio and

newspaper ads and event

coverage as a valuable

source of communication.

Use School Messenger’s

capabilities to make more

frequent contacts with

parents and other school

groups with the added

benefit of reducing paper

consumption and saving on

postage.

3-1A Keep website updated with

current information and relevant

resources, removing out dated

information

3-1B Display website URL on

district publications and letterhead

stationery

3-1C Place certified Information

Technology and Library Media Plan

on website

3-1D Give Family Access

usernames and passwords to

parent/guardians

3-1E Use School Messenger

automatic dialer capabilities to

increase communications with

families

Periodic reviews of website

contents & keep track of hits

on the District web page

URL displayed

Completed plan available on-

line

Mailings sent and inclusion

in routine enrollment process.

School Messenger call logs

Network Coordinator

with help from district

staff

Superintendent,

administrators and

office staff

Network Coordinator

Building administrator

and staff

Administration, event

leaders & Network

Coordinator

No Cost

No cost

No cost

No Cost

No additional cost

Quarterly

Continuous

When

certification

letter arrives

Annually

and upon

enrollment

Continuous

N/A

26

3-2 Require grade level web

pages for elementary

teachers and individual

teacher web pages at the

secondary level. A template

with the minimum

requirements, containing

items that do not change

often, will be provided to the

teachers. A short instructor

led in-service will take place

during pre-service, allowing

teachers to complete/update

the template during the

session. This will enable

students, parents, and

prospective families to

access relevant information

pertaining to classroom

expectations and curriculum

information. When a LMS

is implemented, secondary

teachers will provide a link

to the LMS on their web

page.

3-2A Instructor led in-service to

complete a district designed

template. Teachers desiring a more

detailed web page will be provided

the training required to do so.

100% of staff, grade levels or

departments have created

classroom web pages.

Building Administrator,


and Network

Coordinator.

No cost

Fall 2010

and

continuous

N/A

27

5.4 Goal 4: Provide and improve access to information and learning tools that support the goals of the District according to local, state and NCLB

guidelines. Need: STNA, district data-retreat, school board research, administrative team


Change

4-1 Use student profiles in

Curriculum4Schools to

identify individual student

needs and extend the current

profiles to include 6th

through 12th

grade in the

area of technology skills.

4-1A Work with DAC to create 6th

-

12th

grade technology skills profile

by identifying assessments to be

used and which skills to track

4-1B Train staff to enter use profile

data to identify student needs and

adapt unit and lessons plans to meet

those needs.

Creation of profile

framework in

Curriculum4Schools.

Collection and analysis of

profile data for the student

profiles that creates changes

in unit and lesson plans to

meet the needs if the

individual students.

Technology committee,

curriculum facilitators

and DAC

Superintendent,

building principals,

curriculum facilitators

and teachers.

No cost

Staff development

budget

Fall 2010

Fall 2010

and

ongoing

N/A

4-2 Maintain and upgrade

the network, implement an

updated hardware and

software replacement plan.

4-2A Review and maintain network

hardware and upgrade as required

4-2B Review and maintain service

contracts as needed

4-2C Review existing instructional

and non-instructional software and

upgrade as necessary

4-2D Review existing technology

policies

4-2E Reevaluate and maintain

equipment replacement cycle

4-2F Continue to investigate

emerging technologies via periodicals,

on-line searches, meetings and

workshops

Planned rollovers as well as

unexpected needs installed

and running

Service contracts deemed

necessary are paid

Equipment/Software request

form filled out and purchase

made

Policies are updated as

needed

New cycle determined and

updated schedule maintained

Research made available to

appropriate stakeholders

Technology staff

All staff

Technology committee

and building principals

Technology staff and

administration

Network coordinator

and technology

committee

All staff

$19,600.00

(lines 20-25, 37, 45, 53)

$42,120.00 (lines 5-7)

$72,955 (line 10-13)

$15,500.00 (line # 32,

39, 40-42)

No Cost

$20,800.00 (line # 48)

$3,600.00

(lines 17, 51, 54-55)

On-going N/A

28


Change

4-3 Maintain and update

library media resources and

equipment, implementing an

on-line form to collect

teacher requests.

4-3A Review and maintain the two

building general supply needs for

their Library/Media collections

4-3B Create an on-line form linked

to the Library web page to facilitate

teacher requests for resources

4-3B Review, Select, and Purchase

Audio Visual Media, Books,

Newspapers, Magazines, Computer

Software and Reference Materials

which are cataloged and housed in

the two building Library/Media

collections

4-3C Purchase and Maintain Copy

machine for reference, overhead and

student/teacher use.

4-3D Review existing

Library/Media Program Policies

Planned line items and

unexpected needs in the

budget which are approved

by the building principals

Form created and monitored

via email. Request/denial

communicated to teacher.

Purchase orders filled out,

approved by building

principals and paid and

accounted for by the District

Business Manager.

Purchase orders made and

approved by MS/HS building

principal.

Policies are updated as

needed

Library/Media Director


Library/Media Director,

MS/HS IMC Aide


Technology/Library

Media Committee

$5,750.00 (line # 19)

No cost

$28,470.00

(lines 27-30 & 33, 36,

39) Common School

Funds

$2,140.00

(line 50)

No cost

Ongoing NA

E-rate has been supporting telecommunications at 70% as of 2008-09 school year. Communications is essential in the education of our students by allowing communications with

parents, other educational institutions and government agencies. Internet access provides research options, web-based applications, and on-line courses not available in our

district, our website, and much more.

29

CWASD Educational Library/Media & Technology Plan Budget Summary

2010-11 2011-12 2012-13

Software Procurement

line 32 $5,000.00 $5,000.00 $5,000.00

line 40-42 $15,500.00 $8,740.00 $8,989.60

Hardware and Networking Acquisition & Implementation

line 8 $42,120.00 $43,804.80 $45,556.99

line 46 $5,500.00 $5,720.00 $5,948.80

line 49 $20,800.00 $21,632.00 $22,497.28

line 50 $2,410.00 $2,506.40 $2,606.66

Operations, Maintenance and Upgrade

line 13 $672.00 $698.88 $726.84

line 15 $2,800.00 $2,912.00 $3,028.48

line 19 $5,750.00 $5,980.00 $6,219.20

line 26 $10,100.00 $10,100.00 $10,100.00

line 37 $3,000.00 $3,120.00 $3,244.80

line 53 $1,000.00 $1,000.00 $1,000.00

Professional Development

line 17 $800.00 $800.00 $800.00

line 52, 54, 55 $2,800.00 $2,800.00 $2,800.00

Human Resources in Support of Technology

line 1 $179,242.90 $186,412.62 $193,869.12

TOTALS $297,494.90 $301,226.70 $312,387.76

Possible Funding Sources

Teach Block Grant N/A N/A N/A

TLCF Grant N/A N/A N/A

Common School Funds

lines 27-30 $23,250.00 $24,180.00 $25,147.20

line 33 $1,800.00 $1,872.00 $1,946.88

line 36 $2,920.00 $3,036.80 $3,158.27

line 39 $1,500.00 $1,560.00 $1,622.40

(projected from 2009-10 amount) EETT $3,500.00 $3640.00 $3785.60

(projected from 2009-10 amount) E-Rate $24,636.00 $25,621.00 $26,646.00

(projected from 2009-10 amount) Title II Part D $1904.00

TOTALS $59,510.00 $59,910.00 $62,306.00

30

CWASD Technology Budget

2010-11 2011-12 2012-13

See Action Plan

Budgeted Amounts

Line #

Ob ject Description Sub-total Total Sub-total Total Sub-total Total

1 169

*Salaries/Employee Benefits 179,242.90 186,412.61 193,869.12

Not Included

2 171

Substitute Teachers - Staff Dev.

-

-

-

cost paid from grants such as EETT if funds continue to be available

3 Total

-

-

-

4 310 Consultant Fees

5 Service Contracts 19,760.00 20,550.40 21,372.42

4-2B

6 Support for SIS 10,920.00 11,356.80 11,811.07

7 SmartNet Maintenance 11,440.00 11,897.60 12,373.50

8 Total 42,120.00 43,804.80 45,556.99

9 353

Telecommunications

10 Wiscnet Internet 3120.00 3,244.80 3,374.59 4-2B

11 Wiscnet Filtering 2860.00 2,974.40 3,093.38 4-2B

12 CenturyTel 22,615.00 23,519.60 24,460.38

4-2B regular budget and e-rate

13 Gaggle.net 2,240.00 2,329.60 2,422.78

4-2B e-rate & technology budget

14 Total 30,835.00 32,068.40 33,351.14

15 386 Curriculum4 Schools 2,800.00 2,912.00 3,028.48

1-1A &1-1C

16 342 Employee Travel

17 Travel to Professional Development 800.00 800.00 800.00 4-2F

18 Total 800.00 800.00 800.00

31

Budgeted Amounts 2010-11 2011-12 2012-13 See Action

Plan

Line #

Ob- ject Description Sub-total Total Sub-total Total Sub-total Total

19 411 General Supplies 5,750.00 5,980.00 6,219.20 4-3C

20 413 Computer Supplies

21 Printer Toner/Ink 8,000.00 8,000.00 8,000.00

4-2 A

22 Storage Media 200 200 200

23 Connecting Cables 200 200 200

24 Replacement Bulbs for Projectors 1,200.00 1,200.00 1,200.00

25 Technician Supplies 500 500 500

26 Total 10,100.00 10,100.00 10,100.00

27 431 Audio-Visual Media 950.00 988.00 1027.52

Common School Funds

28 432 Library Books 19,280.00 20,051.20 20,853.25

29 433 Newspapers 940.00 977.60 1,016.70

30 434 Periodicals 2,080.00 2,163.20 2,249.73

31 435

Instructional Software

32

Miscellaneous Software to be determined by technology committee review of requests 5,000.00 5,000.00 5,000.00 4-2C

33 Programmed Software 1,800.00 1,872.00 1,946.88

Common School Funds

34 Total 6,800.00 6,872.00 6,946.88

35

36 439 Other Media 2,920.00 3,036.80 3,158.27

Common School Funds

32


Plan

Line #

Ob- ject Description Sub-total Total Sub-total Total Sub-total Total

37 Miscellaneous parts and accessories 3,000.00 3,120.00 3,244.80 4-2A

38 480

Non Instructional Software

39

IMC Software Maintenance Destiny & Wiscat) 1500.00 1560.00 1622.40

Common School Funds

40

Microsoft Office and Windows Software Assurance (3rd of 3) 7,000.00

4-2C

41 Antivirus Software 6,000.00 6240.00 6489.60

42 Imaging software 2,500.00 2,500.00 2,500.00

43 Total 17,000.00 10,300.00 10,612.00

44 551

New Equipment Purchases

45 New Equipment Purchases 5,500.00 5,720.00 5,948.80 4-2A

46 Total 5,500.00 5,720.00 5,948.80

47 561

Replacement Equipment Purchases

48 Rollover 20,800.00 21,632.00 22,497.28 4-2E

49 Total 20,800.00 21,632.00 22,497.28

50 571 Equipment Rental 2,410.00 2,506.40 2,606.66 4-3 C

33


Plan Line

# Ob- ject Description Sub-total Total Sub-total Total Sub-total Total

51 940 Fees

52 Technology and Support Conferences 1000.00 1000.00 1000.00 4-2F

53 Computer Disposal Fee 1000.00 1000.00 1000.00 4-2A

54 Technician Training as agreed 1000.00 1000.00 1000.00

4-2F 55 Dues & Fees 800.00 800.00 800.00

56 Total 3,800.00 3,800.00 3,800.00

57 Grand Total 357,127.90 363,245.01 376,886.81

without common school funds

327,657.90

332,596.21

345,012.06

without CSF or Salaries

148,415.00

146,183.60

151,142.94

* Salaries and benefits for Network Coordinator, Computer Technician, IMC Director and Librarian

34

6.0 Monitoring, Evaluation, and Revision of the Educational Technology Plan

6.1 Monitoring and Evaluation Process

The District’s Technology Library/Media Committee and Curriculum Facilitators provide guidance to the

technology coordinator and technician. The technology coordinator and library media director, assisted by the

technician, will present proposed changes in the District Technology Plan to the business manager. The

proposal will include a spreadsheet showing costs involved in any proposed change and will show the impact

the change would have on the technology budget. If approval is received, the proposal will then go to the

superintendent and finally to the school board. The school board will receive a yearly update on the progress

made toward the implementation of the technology plan, even if no changes are proposed.

6.2 Incorporation of Evaluation Information for Ongoing Planning

An equipment/software request form (see Attachment E) is used by the network coordinator and technology

committee to prioritize purchases. Teachers must fill out the form before a purchase is considered. The form

asks the teacher to specify the key NETSS standards the purchase will help students address and to estimate

the number of students that will benefit from the purchase. After the requests are reviewed for compatibility and

prioritized, the network coordinator will develop a budget that will be submitted to the superintendent and

business manager at the end of March.

6.3 Process for Reporting to Stakeholders

The technology committee, network coordinator, and library media director, on a yearly basis, will update the

school board on the status of technology and the progress made toward implementation of the technology plan.

The local newspaper, The Chetek Alert, publishes an article on each school board meeting detailing the key

points of any update presented to the board. The District website will continue to expand and to be a source of

current information about technology and the District in general. Adult literacy opportunities can be found on

page 5 of the plan.

6.4 Process and Timelines for Ongoing and Long-term Planning

Software is purchased for computer labs in lab packs or site licenses at the recommendation of the teachers who

will use it, the technology committee, curriculum facilitators, and administrative team. Individual classroom

software is purchased on an as needed basis for integration into current or developing curriculum. Individual

teachers make budget requests through the regular budget process. All technology equipment and software

requests must be accompanied by an equipment/software request form (see Attachment E.)

The technology committee reviews hardware and networking needs yearly. Decisions are made in the spring

and purchases follow the regular budget procedure:

March 1 budget information distributed to the faculty

March 25 budget requests given to building principal

April administrative review of all budget requests

Early May notification to teachers of denial of requested items

Last day of school purchase orders turned in

June purchase orders processed and sent

June through August purchases arrive, equipment and software installed

The technology committee will conduct an ongoing review of the technology plan with input sought from staff,

students and community.

http://www.zwire.com/site/news.cfm?brd=1134&pag=460&dept_ID=150861

Attachment A Selected Research

A- 1

In an effort to engage staff members in the research in a way that did not involve before or after school

meetings it was decided to create a threaded discussion on the book Teaching the Digital Generation by

Frank S. Kelly, Ted McCain , Ian Jukes. Several teachers and administrators participated using the

district’s forum tool on the intranet.

http://www.amazon.com/exec/obidos/search-handle-url?_encoding=UTF8&search-type=ss&index=digital-text&field-author=Frank%20S.%20Kelly

http://www.amazon.com/exec/obidos/search-handle-url?_encoding=UTF8&search-type=ss&index=digital-text&field-author=Ted%20McCain

http://www.amazon.com/exec/obidos/search-handle-url?_encoding=UTF8&search-type=ss&index=digital-text&field-author=Ian%20Jukes

Attachment A Selected Research

A- 2

Christiansen, Clayton, M. “Creative Disruption: How to change the Way Kids Learn.” Forbes

Magazine, August 11, 2008

This article presents the idea that instead of just adding computers to an existing educational

operating model we need to implement it disruptively by targeting those not being served. Two areas

mentioned – AP courses and on-line courses for those who are not successful in school. Both areas

are areas that the district is trying to address.

Norris, Cathleen and Soloway, Elliot. “Tech Disruptions: The Impending Mobile Mega-Disruption.”

District Administration, January, 2009: Pages 84-85.

Norris and Soloway are saying that although PC’s and the internet may have caused a big disruptions

in education, they will “look like mere hiccups” compared to what the mobile disruption will cause.

According to authors, “over the next two to three years, the monthly cost of a cell phone will drop to

less than the cost of your newspaper.” Therefore it will be feasible for every student to own one and

expect to bring it to school and use it at school. This means that the “push” to use these technologies

in school will come from the bottom up. We have the choice to drag our heels and hold back on

allowing these devices in our schools or we can allow them and provide “a layer of software that

makes the disparate devices appear homogeneous and provide them with a safe data network.” At

the same time, we can make our scarce district dollars go farther.

Phillips, Matthew. “It makes Teachers Touchy.” Newsweek, September 22, 2008: page 10.

This article relates a story in which the teachers of a school were duct-taped to a gym wall while

students hit them in the face with pies to raise money for an interactive white board. A sad comment

on the state of school finances, while showing that teachers want to imbed technology in their

curriculum. The article also note that one district has seen significant decreases indiscipline

problems after installing the interactive white boards in every classroom.

Richardson, Will. “Online Edge: Creating Student Editors.” District Administration, December 2008:

page 80.

Richardson discusses the need to teach students to “read as editors from the first day they are with

us” when using the Internet. He contends that this cannot be taught as a separate unit but must be an

integral part of the literacy instruction. We have to begin in the early grades with modeling and

continue with new reading strategies that will integrate the learning into all area of the curriculum. It

means that we will need to know, as educators, how to judge what is credible, research authors, and

whether bolgs and other sites are worthy sources.

Attachment B School Improvement Plan 2009-10

B-1

Vision Create a high-performing, student-centered school district that meets the needs of our

current student population and attracts new students to our district.

Mission Chetek students are responsible, caring, productive and healthy citizens with knowledge

and skills to achieve their dreams.

Core Values Customer Satisfaction Learning for All

Data-Driven Decisions Visionary Leadership

Teamwork

Goals Results #1: Develop graduates with 21

st Century skills and abilities.

Results #2: Students will graduate having aligned individually challenging levels of

academic achievement with the ability to apply their knowledge.

Results #3: Students will have self-respect and practice behaviors that lead to healthy,

balanced, and positive lives.

Results #4: Students will demonstrate and understand the skills, knowledge, work habits,

attitude, leadership and team work required by employers for success in the

global 21st century workplace.

Results #5: Citizenship – Students will value democracy and be productive members of the

community.

Results #6: Personal Development Skills – Students will develop life skills essential for the

development of our youth into healthy, caring and responsible adults.

Guiding Philosophy

Continuous Improvement


B-2

Measurable Objectives and Performance

Indicators

Activities

Programs/Activities Utilizing Scientifically-Based Research that Meet Identified Needs

Assessment Strategy to Evaluate Progress

Percentage Complete

Monitoring Report Month/Year

R-1 Mission Statement - Chetek graduates are responsible, caring, productive and healthy citizens with the knowledge and skills to achieve their dreams.

OP Continuous improvement: Redefine the purpose and focus of the District Leadership Team

Plan of work (Improvement Plan) Quality control and communication within the school district

0%

EL-12 July/December WKCE November 2009

IN Creation of stakeholder perceptions survey (data collection and reporting)

Survey results report 0% Balanced Scorecard

OP Creation of a Balanced Scorecard Completion and implementation of the Balanced Scorecard

0% Quarterly

OP

Improve parent involvement -family access to school information -Improve secondary parent teacher conferences

Parent Satisfaction Survey 0% Balanced Scorecard

IN=Instruction CU=Curriculum OP=Operations PD=Professional Development


B-3


Indicators

Activities



Percentage Complete

Monitoring Report

Month/Year

R-2 Academic Skills and Knowledge - All students will graduate having attained individually challenging levels of academic achievement with the ability to apply their knowledge and skills.

PD Increasing teacher capacity and quality Staff Development

2009-10 staff development plan (Trend data analysis)

0% Aug-08

PD Development Professional Development Plan Design PDP process for initial educators and add to Mentor Program

0% April 10

Continuous improvement Quarterly monitoring reports, WKCE-CRT,NWEA, student profiles & portfolios 4 year comparisons Monitor number of days in classrooms and numbers of walkthroughs completed Pk - 5

IN Improvement of student achievement

targeting subgroups of SES and students with disabilities

-Increase instructional leadership capacity of

elementary principal

0% Jan. 10

IN

Math -differentiated instruction -flexible concept grouping -instructional coaching -Implementation of Advanced Placement courses

Assessments in tiers one and two (T1=classroom and T2= MAP) Exploration in grades K - 5 Number of students scoring 3 or greater in the AP test 9

th Grade Measure of Academic

Progress (MAP) Assessment Summits w/writing rubric WKCE Assessment summits w/writing rubric K – 8 Assessment summits w/writing rubric K - 5

0% September 09

IN

Reading/Language Arts -Implementation of a 9

th grade reading

program (Read 180) Grade 6-9 writing exercises -utilize Write Source and implement into literacy instruction. -utilize Words their Way into literacy instruction.

0% June 10

IN

Science -Identification of primary academic Standards -Connected 6-12 curriculum -Teacher Coaching (instruction) gr. 3-9 -select new science textbook

Alignment to the state assessment framework Curriculum review Science improvement grant K – 6 appropriate textbook purchase

0%

September 09

March 10


B-4

IN Special Education (teaching from standards assessment framework)

Implementation of Co-teaching model

0% Jan. 09

IN Advanced Placement -increase the number of AP classes in the High School (Chemistry and Social Studies

Number of students scoring 3 or better on the AP Exam

0% June 10

IN Online Learning -Expansion of online learning in science, social studies, and business education.

0% Sept 09

IN

Response to Instruction and Intervention -Development of Student Achievement Teams in grades 6-12. - . - redesign RtI at each grade level to meet specific needs for tier two and three

Full implementation PK-12 K - 5

May 10



B-5


Indicators

Activities



Percentage Complete

Monitoring Report

Month/Year

R-3 Health and Safety - All students will have self-respect and practice behaviors that lead to healthy, balanced, and positive lives.

OP

Improve Life Skills assessment to increase effectiveness Develop Positive Behavior Intervention Supports, as needed Increase visibility and leadership of Peacekeepers

Reduction in discipline referrals and consequences) PK - 5

0% June 10

Implement AODA Activities and Plan Search Institute Survey and Me and My World Survey

OP June 10

OP Improve student discipline on school busses Monthly Discipline Reports 0% Monthly



B-6


Indicators

Activities



Percentage Complete

Monitoring Report

Month/Year

R-4 College and Career - All students will demonstrate and understand the skills, knowledge, work habits, attitude, leadership and teamwork required by employers for success in the global 21st century workplace.

CU PD OP

Design and updated system of vocational programming -online courses -over-haul Tech. Ed. courses -work-based learning implementation -transcripted credits

Status reports from Principals 0% July 2009

IN CU PD

Integration of technology into content areas Development of system-wide instructional unit plans on Link4Learning

0% Year-long

CU Improve 8th and 10

th grade career planning

Implementation of career planning guides and documentation

0% June 2010

CU Definition of Career Clusters Vocational areas and guidance to produce a document to use in career planning

0% June 2010

IN Media services to support student learning (The Big 6)

Observation and staff evaluation 0% June 2010



B-7


Indicators

Activities



Percentage Complete

Monitoring Report

Month/Year

R-5 Citizenship - All students will value democracy and be productive members of the community.

CU/OP Define and develop a operation model for citizenship

Determined by the model or program

0% Feb. 09



B-8


Indicators

Activities



Percentage Complete

Monitoring Report

Month/Year

R-6 Personal Development

Skills (Life Skills) - Life

skills are essential for the development of our youth into healthy, caring

and responsible adults.

Students who possess strong life skills have a better chance

to be responsible citizens and productive

participants in our school and community, our country and the

world

IN/CU

Developmental Guidance PK-12

Search Institute, AODA data, perceptions survey (PK-5 report card and 7-12portfolio)

0% TBD


Attachment C Staff Development Plan

C-1

Month Core Content Area Special Education Encore Technology Summer 2009 Star Academy

Facilitating the Future

Summer School and graduate studies

Write Source Trainings (?)

Student Access and Skyward Training (Train the Trainer Model; 3rd week of August)

Read 180 training

August In-service August 25, 2009 Pre-service for new staff

August 26, 2009 Welcome and building, department and grade level meetings

August 27, 2009 Write Source Skyward Update Training

August 31, 2009 Teacher Preparation for students

September Early

Release

PK-4

5-8

9-12

WKCE and NWEA Assessment and Trend Data PE- PEP Grant SmartBoard

Training

Department and grade level analysis of the 2008 results Curriculum and

Establish Content Performance Goals (5% as measured with the WKCE) project generation

Data Protocols

Voc./Music/Guidance-

unit

October Early

Release

PK-4

5-8

9-12

Core: instructional practices Co-teaching/Modifications

November Early

Release

PK-4

5-8

9-12

Core: instructional practices Behavioral Assessment

Training

December Staff

Development

PK-4

5-8

9-12

Instructional Activities Classroom management Initial Educator Roundtable

Professional Learning Communities by Bruce King, Superintendent Marshfield School District (2hr presentation)

January Early

Release

Integration of

technology into

the classroom

SmartBoard

PE-PEP Grant:

Curriculum and project

generation.

Voc/Music/Guide:

assessments for each

unit

PE-PEP Grant:


generation.

Voc/Music/Guide:


unit

Integration of

technology into

the classroom

SmartBoard

PE-PEP Grant:


generation.

Integration of

technology into

the classroom

SmartBoard


C-2

PK-4

5-8

9-12

Core: Instructional Practices Co-teaching

February Early

Release

PK-4

5-8

9-12

Core: Instructional Practices Co-teaching

Initial Educators: Professional Development Plans the entire day

2nd

and 3rd

year teachers: ½ day PDP progress monitoring

March In-Service

PK-4

5-8

9-12

Classroom management Jean Blayles-Madigan: Nationally known speaker focusing on the importance of physical

activity

April Early Release

PK-4

5-8

9-12

Core: Unit and Benchmark Revision

May Early Release

PK-4

5-8

9-12

End of the year reporting by the various groups

June 8, 2009

In-Service

Staff will complete the school year (grades, room preparation, summer activities and check-out) Staff will submit requests for summer curriculum and professional development

Technology standards will be embedded within the individual content staff development.

Staff Development Goals

1. Tier II Assessments (Assessment Summit Process)

SmartBoard

Training

Voc/Music/Guide:

assessments for each unit

PE-PEP Grant:


generation.

Voc/Music/Guide:


unit

PE-PEP Grant:


generation.

Voc/Music/Guide:


unit

Integration of

technology into

the classroom

SmartBoard

Integration of

technology into

the classroom

SmartBoard


C-3

a. Continue refinement of assessment summits

b. Integrate data into profiles and portfolios

2. Student information and data analysis

a. Refine student profiles K-6 in math and reading

b. Development of student portfolios 7-12

c. Development of student assessments 6-12 (portfolio considerations)

d. Training for the use of information management systems

e. Training for data analysis

3. Improve instructional practices

a. differentiated instruction

b. use of student performance data to guide classroom instruction

c. best practice in instructional design

Attachment D Acceptable Use Policy

D1

IIAB

Administrative Policies and Bylaws School District of Chetek

COMPUTER, INTERNAL NETWORK, ELECTRONIC MAIL, AND INTERNET SAFETY POLICY

The School District of Chetek provides employees and students access to the District’s internal network and to the Internet for the purpose of furthering the educational goals and objectives of the District, the professional

development of its employees, and the educational enrichment of its students. Access to these facilities is available in all District schools.

District computers and network resources are provided for instructional, developmental, and management

purposes for use by students and staff, subject to the policies set forth herein. District computers and networks

may not be used to disrupt educational or management functions, and hardware and/or software shall not be destroyed, modified, copied, transferred, decompiled, disassembled, disabled, or otherwise abused in any

manner. Users shall not seek information on other users on the District’s network, including but not limited to their passwords, files, data, electronic mail, or other data that may be stored and accessible through said

computers and networks.

School administrators will apply the same criterion of educational suitability used for other education resources in

providing access to software and Internet information resources when enforcing this policy. All use of these resources shall be directly related to the education of the student, the professional development of the employee,

or the management of these resources by staff and administrators of the District.

Because the Internet is a fluid environment that may include materials of questionable educational value, and

because it provides access to many, constantly changing resources throughout the world, it is impossible for school administrators to review and pre-select materials that are appropriate for the use of our students and

employees. Therefore, the District has adopted practices regarding access to and use of District electronic resources and networks, especially the Internet.

The District firmly believes that the valuable information, interaction, collaboration, and peer contact available on the Internet all outweigh the possibility that students and employees may access materials that are not consistent

with the educational and professional development goals of the District. Ultimately, we rely on the parents and guardians of minors to be responsible for conveying and enforcing standards that their children should follow

when using electronic resources like the Internet or any other media, and we rely on our employees to use good judgment in selecting these resources for their students’ use and their own.

Consistent with the Children’s Internet Protection Act, the District has implemented software on all computers with Internet access that protects against access to visual depictions that are obscene, child pornography and/or

harmful to children. This software is operating at all times, and enables the District to monitor and protect against access to the aforementioned visual depictions. We have additional and extensive systems and security

mechanisms in place to ensure the security, integrity, and appropriateness of the data on our networks. However,

we also rely on and respect each family’s right to decide whether to allow their student(s) access to the Internet.

The District will send every student’s parent or guardian a copy of these network and Internet use guidelines and provide a copy of this policy to all current and new employees upon its adoption. Copies of the policy will be

available upon request from the school administration. In addition to this parental review, appropriate District

employees will review this policy with students at appropriate times during each school year.

Legal References: Wisconsin Statues Sections 118.13, 120.18, 120.49, 121.02(1)(H) Wisconsin Administrative Code P18.01(2)(h), P19.03

Communicated at

Regular Board of Education Meeting of

November 17, 2003


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A. Management, Administration, Monitoring, and Privacy

1. The District has software and systems in place that monitor and record all Internet usage. The

District wants users to be aware that our security systems are capable of recording, for each and every user, each World Wide Web site visit and the amount of time spent actively using the

World Wide Web, and we reserve the right to do so at any time without advance notice or

warning to the user. No District student or employee should have any expectation of privacy as to his or her Internet usage, or the privacy of any electronic mail message, file, download, note,

or other data stored or transmitted on or received through any District computing facility. The District may review computing activity and analyze usage patterns, and may choose to publicize

this data to assure that the District’s computing resources are devoted to maintaining the highest standards of educational benefit and employee productivity.

2. The District, through appropriate management personnel, reserves the right to inspect any and all data stored in public or private areas of networked and individual storage systems of any kind,

without notice or warning, and at any time or for any purpose.

3. If a student or employee finds that he/she is connected to a site that contains any offensive,

disruptive, or harmful material such as listed at the end of this section, he/she must disconnect from that site immediately, regardless of whether that site has been previously deemed

acceptable by any screening or rating program, and inform the teacher or supervisor of the incident. The District’s goal in creating the above standards and reporting requirement is not to

create an environment of fear and apprehensiveness of users accessing the Internet and internal networks, but to affirmatively set forth content standards for users to be mindful of when

accessing these resources on their own.

Offensive, disruptive, or harmful data include, but are not limited to any messages or files, or

data that contain the following:

Pornographic or erotic images,

Sexual implications,

Racial slurs,

Derogatory gender-specific comments,

Information or instructions designed to cause physical harm to another person,

Comments that offensively address a person’s age, sexual orientation, religious

beliefs, political beliefs, national origin, or disability,

Any comment intended to frighten, intimidate, threaten, abuse, annoy, or harass

another person, Those data or activities which invade the privacy of another person

4. The District will fully cooperate with requests from law enforcement and regulatory agencies for logs, diaries, data, and archives on individuals’ computing activities to the extent required by law.

B. Systems Management, Data Integrity, and Security

1. Non-District owned hardware or software may not be introduced into the system without approval from the appropriate District systems management personnel.

2. Employees shall download only those materials, which are applicable to their position in the

District, and the size of the file(s) downloaded during any one session should not exceed 10MB

without permission of District systems management personnel. Students may only download files from the Internet that are specifically designated for use in classroom assignments and activities

and then only with the permission and direction of their teacher. The use of the District’s Internet facilities to transfer data outside of these limits can create congestion that may adversely affect

everyone’s ability to access Internet resources of all kinds.


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3. No employee or student my use District computing facilities to download or distribute software or

data that is pirated, or in a manner inconsistent with its license agreement or applicable copyright law and District copyright policy. Any software or files transferred in any manner into or

via the District’s computing facilities becomes the property of the District, subject to the restrictions of any existing licensing agreement or applicable copyright law or policy. In any

event, such downloaded files, regardless of license or license ownership, may only be used in a

manner consistent with their licenses or copyrights, applicable District policy, or other controlling authority.

4. Unless software data transferred into the District’s computing facilities is part of an approved

educational curriculum, students and employees must understand that the unauthorized use or independent installation of non-standard data may cause computers and networks to function

erratically, improperly, or cause data loss, and should take that into consideration when installing

software and data, and must never install downloaded software to networked storage devices without the assistance and approval of appropriate personnel.

5. No employee or student may use the District’s computing facilities to propagate any virus, worm,

Trojan horse, trap-door program code, or any form of destructive or malicious computer

instruction. Further, employees or students may not propagate any virus “warnings” via electronic mail except to alert appropriate District systems management personnel.

6. Students and employees may not intentionally delete or modify data that is used as part of an

approved educational curriculum, except where the deletion or modification of said data is part of that curriculum. Users must respect the fact that, much like a library, software and data are

made available for all to use and benefit from.

7. No employee or student may use the District’s computing facilities to disable or overload and

computer system or network, or to circumvent any system intended to protect the privacy or security of another user or the user’s data.

8. All data that is transferred into the District’s computing facilities must be checked for viruses before it is run or otherwise accessed. On computers where virus scanning takes place

automatically, the virus scanning software must not be disabled, modified, uninstalled, or otherwise deactivated. If you are uncertain as to whether the workstation you are using is

capable of detecting viruses automatically, or you are unsure whether the data has been adequately checked for viruses, you should contact appropriate District systems management

personnel.

9. No student or employee may use the District’s computing facilities to access or attempt to access

stored materials or data that are not appropriate for their position, or are outside the scope of their education or employment duties.

C. User IDs and Passwords

1. Every student and employee accessing District computing resources will be assigned a

User ID and/or password that functions as your method or access to our computing

facilities. You should guard this information just as you would guard any other

identifying material like your bank account numbers. Users will be held fully accountable

for activity that occurs on any District computing facility under your User ID and

password, regardless of whether the persona assigned to the User ID and password is the

actual user. Therefore, great care should be taken not to share or otherwise disclose this

information to another person.


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2. User IDs and passwords should never be written in a conspicuous place, written down together,

or shared with any third party. If you lose your password (or User ID and password together), the student or employee must immediately inform appropriate District systems management

personnel so his/her account can be temporarily deactivated and a new password assigned.

3. The District has security facilities available to detect an intruder who may be attempting to use or

guess another’s User ID and password to gain access to resources they are not authorized to use. If you find that your account has become disabled because of an intruder’s attempt to

access our computing facilities, you should contact appropriate District systems management personnel for assistance.

4. Some student users may not be granted User IDs and passwords if their foreseeable computer

use will not involve storing files or accessing the Internet.

D. Electronic Mail

1. Electronic mail should primarily be used for internal District business, instructional purposes, and

collaboration with fellow students and peers, and other activities directly related to a user’s education or employment While we recognize that a certain amount of personal use occurs with

any communications medium, we strongly discourage users from using District computing resources for personal communication, and expressly prohibit their use commercially or for

personal enrichment or profit.

2. Though electronic mail is a fast and relatively easy mode of communication, nothing should be

included in an electronic mail message that the user would not want read by a third party. Although it is rare, the interconnected nature of the Internet and its component desperate

computing networks makes it possible for a third-party interceptor to store, view, read, print, and disseminate the contents of any electronic mail message to anyone else. The District has security

facilities in place to prevent unauthorized access to our internal networks and electronic mail

stored there, but be aware that messages transmitted outside our networks may be equally protected, less protected, or not protected at all. The likelihood of such an interception is

extremely low, but still possible, so you should therefore take great care when transmitting sensitive or confidential information. District employees should not transmit sensitive or

identifying information about students via electronic mail.

3. Electronic mail should be retained only as long as needed, and not archived or otherwise stored

beyond the time that it may reasonable need to be referred to.

4. Employees and students may not use District electronic mail facilities to propagate chain letters, advertising, jokes, personal files, images, or any other materials not directly related to their

employment or education.

5. Employees and students should keep in mind that electronic mail is a written form of

communication, just like a paper letter. Though electronic mail is relatively spontaneous compared with regular mail, you should take care to use the same level of discretion and

forethought before you send your message, and additionally check it for completeness, accuracy,

and grammar just as you would any written correspondence.

E. World Wide Web Publishing and Use

1. District employees, staff, and teachers will lead students in activities and exercises that

strengthen their research skills and enrich the educational process. This may include

using search engines in a way that is appropriate for the curricular goal and cognitive

level of students, using pre-determined Web resources as a group, or allowing students to


D5

independently research subjects consistent with established curriculum and content

guidelines.

2. Employees and students should read information on the World Wide Web with an evaluative and

critical attitude, verifying the sources, authenticity, and accuracy of information to the best of their ability. To the end, employees will endeavor to review Web materials that will be used in

classroom learning activities, and use only those that are of the highest quality.

3. Employees may bookmark educationally sound Web sites so they may be referred to quickly and easily, without the sometimes-tedious process of discovering the resource on one’s own. These

bookmarks may be saved on an individual workstation or a networked storage device, and should

be reviewed regularly by the user for relevance, currentness, and appropriateness to the educational and employment environment.

4. Materials published to the World Wide Web using District computing facilities are considered

official District materials, and will be created by appropriate employees. Students may, upon

approval of their teacher, create Web pages relating to class projects of other school-related activities. The purpose of Web pages published by the District shall be to communicate

information about the District to students, parents, and the public, and to provide an instructional tool with links to other sites that correlate with current curriculum, are age-appropriate, and are

reviewed in advance by appropriate District employees.

5. Creation and publishing of Web pages is subject to the following guidelines:

Pages and the data contained thereon belong to the District, and should reflect quality

work and accurate information.

Contents must adhere to this Acceptable Use Policy, applicable privacy policies and laws,

applicable copyright policies and laws, and other established District policies. Information published on District web pages should be education-related, non-

confidential, and non-commercial. However, advertising for non-profit, school-sponsored

organizations is acceptable.

All pages should be created to facilitate easy loading and viewing of graphics and

audiovisual materials by the user of the page, whether internal or outside the District, and subject to the restrictions contained in this Acceptable Use Policy.

Links to commercial or personal Web pages shall not be made from any District web

page, except where such linking would serve a legitimate educational purpose, and the content on the entire linked site would not violate any provision of this Acceptable Use

Policy.

6. District web pages shall not contain the following items without the explicit written permission of

a parent, guardian, or in the case of information about an employee, the employee.

Students’ full names, electronic mail addresses, telephone numbers, street addresses, or

any other identifying information. Identifying photographs, video, or likenesses of students and staff.

Employees’ personal electronic mail addresses, personal telephone numbers, street

addresses, or any other identifying information of a personal nature. Web pages may

contain an employee’s name, title, work telephone number, work electronic mail address,

the building or facility they are employed in, and other work-related information to facilitate communication with parents and other outside correspondents.

7. All school Web pages must be reviewed and approved by the Technology Coordinator and the

building Principal, prior to their publication.


D6

8. District Web pages should be updated regularly on a schedule determined by appropriate District

systems management personnel. Links to outside pages must be reviewed and checked regularly for accuracy.

9. The work of students may be published on the District’s Web pages provided that a written

release is granted by the parent or guardian of the student.

10. Each employee and student using the Web and other Internet facilities of the District shall

identify himself or herself honestly, accurately, and completely at all times. No employee or student may purport to represent the District or its views, policies, or opinions without the

advance approval of the Superintendent, and must refrain from political advocacy, endorsement of products, services, or educational methods, or communication with any media outlet or public

forum without such advance approval.

F. Resource Considerations

1. Students and employees with Internet access should not use District computing facilities to

transfer images, video, or sound materials unless there is an explicit educational purpose for such a transfer. The regular and widespread transfer of such large amounts of data creates a

significant burden on any computing facility. Rather than transferring large files via the public Internet, users should ideally download a large amount of data at once, then distribute it to

others using the District’s faster internal networks

2. Whenever possible, students and employees should schedule communications-intensive

operations such as large file transfers, video downloads, mass emailing, or the use of streaming audiovisual technology for times when other users are not likely to be performing the same

activity.

3. Students and employees will be granted a limited amount of space on the District’s networks to

store electronic mail, files, and other data. Users may not exceed this quota without the advance approval and assistance of appropriate District systems management personnel, and users at

their storage limit may find that their access to some resources will be automatically restricted or disabled to ensure that the resource will be equally available for everyone to use at all times.

4. The District may, at any time and without warning, move or delete data stored on networked

systems to efficiently allocate computing resources to all users. While every reasonable attempt

will be made to inform users of such modifications or deletions, users should preserve important or sensitive data on a disk or other removable storage medium, and particularly recognize that

there may be circumstances when such a notification will be possible, such as the end of an academic year or during a vacation period.

G. Enforcement

1. Any user identified as a security risk or having a history of problems with computing systems may

be denied access to the District’s computing facilities, with or without advance notice, warning, or

opportunity to cure a defect that may result in such a revocation of privileges.

2. The District will report all violations or suspected violations of District, Local, State or Federal laws and policies to the appropriate administrator, agency, or law enforcement authority, and will

cooperate fully in the investigation of any activity that may violate established law or doctrine.

3. Violations of this Acceptable Use Policy will be investigated by appropriate District personnel.

Where appropriate, disciplinary action will be taken against students and employees violating any provision of this Policy, as provided for by Board policy.


D7

Cross Ref: Board Policies and Administrative Regulations

IIA Instructional Materials Selections IIAA Selection of Supplementary Materials

IIBC Libraries KLB Public Complaints About Curriculum and Instructional Materials

IIAA-R Selection Guidelines

Attachment E Technology Equipment/Software Request Form

E-1

Attachment F Administrative Organization Chart

F-1

Network Coordinator

Attachment G WSAS Summary – Data Analysis

G-1

This attachment contains a small portion of the Data Analysis Committee’s report to the school board on

the student assessment data from the 2008-09 school year. The report to the BOE contains the key

findings document that summarizes the highlights of the team’s conclusions after review of the data. The

committee meets each June and provides a similar report each year. Committee members include the

superintendent, principals, special education director, Title I director, the secretary in charge of

assessment data, a CESA 11 curriculum specialist and interested teachers.

Data Analysis Key Findings

Demographic Data The district continues to be in declining enrollment.

There are noticeably more males than females in each grade level.

Comparably in this region, Chetek has a very high rate of low income.

The number of students qualifying for free and reduced lunch is relatively consistent despite increased percentages. This

is due to gradually decreasing district numbers.

The incident rate in special education is stable. Significant decrease is noted in primary grades in the category of

specific learning disabilities identification.

85% of students with disabilities are educated in the general classroom with general curriculum.

Wisconsin Knowledge and Concepts Exam-Criterion Referenced Tests Reading

In the area of reading, local trend data indicates that Chetek student’s performance has showed a steady increase in

comparison with local data in grades 4, 5, 6, 7, 8, and 10.

In comparison with state data in the area of reading, local data has shown a steady increase in comparison with state data

in grades 4, 5, 7, 8, and 10.

In grade 3 local trend data has shown a decrease. State trend data is flat and has shown no growth or decline.

In grade 7, previously, although local data had shown an increase, it was not at the level of the state data. This year the

trend data has exceeded the state trend data.

Math

In the area of math, local trend data indicates that Chetek student’s performance has showed a steady increase in

comparison with local data in all grades assessed. This includes grades 3, 4, 5, 6, 7, 8, and 10.

In comparison with state data in the area of math, local data has shown a steady increase in comparison with state data in

grades 3, 4, 5, 6, 7 and 10.

In previous years in grade 3, state data has remained consistently above the local data despite local growth. The current

trend line is not consistent with the state trend data.

In the area of math, cohort groups showed greater increase from assessment to assessment for current 4, 5, 6, 7, & 10

graders.

In grade 4, 5, 6, 7, and 10 local data has shown significantly greater increases in comparison with state data.

In grade 8, state data has shown greater increases than local data.

Attachment G WSAS Summary – Data Analysis

G-2

Language

Language arts local data has shown steady increase in comparison with local data and state data in both 4th

and 10th

grade.

Local trend data has indicated a decrease over the past 10 years at the 8th

grade level. Additionally, state trend data has

shown a decrease over the past 10 years.

Science

Local data in the area of science has shown steady increases in comparison with local and state data in grades 8 and 10.

Local data at the 4th

grade level has shown neither increase nor decrease over the past 10 years. State trend data has

shown a steady decrease in proficiency however.

Social Studies

Local data in the area of social studies has shown steady increases in comparison with local and state data in grade 10.

Local data at the 4th

grade level has shown neither increase nor decrease over the past 10 years. State trend data has

shown a steady decrease in proficiency however.

In the area of social studies, local data has shown a slight decline in comparison with local data in grade 8. State trend

data is flat at the 8th

grade level and shows neither growth nor decline.

Students with Disabilities

Students with disabilities within the district increased in proficiency in reading and math and exceeded the proficiency of

students with disabilities across the state for the first time in Chetek’s history. Greatest increases were noted in lower

grade levels.

Students with disabilities showed greater increases in the area of math than their non handicapped counter parts.

Economically Disadvantaged

Overall, economically disadvantaged students showed considerable gains this year. They scored consistently above

students of similar standing across the state.

Measures of Academic Performance (MAPS) or Northwest Education

Achievement Leveled Tests (NWEA)

Chetek students exceeded the national average in almost all assessed grade levels in reading (grades 1, 2, 3, 4, 5, 6, & 7)

and language (5, 6, 7, & 8).

Math data has shown amazing and dramatic growth significantly exceeding national averages.

Students with disabilities and low income groups exceed the mean growth of their counter parts in most areas and grade

levels.

Almost every grade level and content area exceeded grade level growth targets.

ACT

When the number of students taking the assessments increased, composite scores decreased.

Student Data

Analysis suggest positive effects from early intervening service programs that allow for increased intensity, time and

focus on targeted academics.

Attachment H National Educational Technology Standards for Students - Profiles

H-1

NETS for Students 2007 profiles

A major component of the NETS Project is the development of a general set of profiles describing

technology (ICT) literate students at key developmental points in their precollege education. The

profiles highlight a few important types of learning activities in which students might engage as the new

NETS•S are implemented. These examples are provided in an effort to bring the standards to life and

demonstrate the variety of activities possible. The profiles are divided into the following four grade

ranges. Because grade-level designations vary in different countries, age ranges are also provided.

The numbers in the parentheses after each item identify the standards (1-6) most closely linked to the

activity described. Each activity may relate to one indicator, to multiple indicators, or to the overall

standards referenced.

1. Creativity and Innovation

2. Communication and Collaboration

3. Research and Information Fluency

4. Critical Thinking, Problem Solving, and Decision Making

5. Digital Citizenship

6. Technology Operations and Concepts

Grades PK–2 (Ages 4–8)

The following experiences with technology and digital resources are examples of learning activities in

which students might engage during PK-Grade 2 (Ages 4-8):

1. Illustrate and communicate original ideas and stories using digital tools and media-rich resources. (1,2)

2. Identify, research, and collect data on an environmental issue using digital resources and propose a

developmentally appropriate solution. (1,3,4)

3. Engage in learning activities with learners from multiple cultures through e-mail and other electronic

means. (2,6)

4. In a collaborative work group, use a variety of technologies to produce a digital presentation or product in a

curriculum area. (1,2,6)

5. Find and evaluate information related to a current or historical person or event using digital resources. (3)

6. Use simulations and graphical organizers to explore and depict patterns of growth such as the life cycles of

plants and animals. (1,3,4)

7. Demonstrate safe and cooperative use of technology. (5)

8. Independently apply digital tools and resources to address a variety of tasks and problems. (4,6)

9. Communicate about technology using developmentally appropriate and accurate terminology. (6)

10. Demonstrate the ability to navigate in virtual environments such as electronic books, simulation software,

and Web sites. (6)

Grades 3–5 (Ages 8–11)

The following experiences with technology and digital resources are examples of learning activities in which

students might engage during Grades 3-5 (Ages 8-11):

1. Produce a media-rich digital story about a significant local event based on first-person interviews. (1,2,3,4)

2. Use digital-imaging technology to modify or create works of art for use in a digital presentation. (1,2,6)

3. Recognize bias in digital resources while researching an environmental issue with guidance from the

teacher. (3,4)


H-2

4. Select and apply digital tools to collect, organize, and analyze data to evaluate theories or test hypotheses.

(3,4,6)

5. Identify and investigate a global issue and generate possible solutions using digital tools and resources (3,4)

6. Conduct science experiments using digital instruments and measurement devices. (4,6)

7. Conceptualize, guide, and manage individual or group learning projects using digital planning tools with

teacher support. (4,6)

8. Practice injury prevention by applying a variety of ergonomic strategies when using technology. (5)

9. Debate the effect of existing and emerging technologies on individuals, society, and the global community.

(5,6)

10. Apply previous knowledge of digital technology operations to analyze and solve current hardware and

software problems. (4,6)




1. Describe and illustrate a content-related concept or process using a model, simulation, or concept-mapping

software. (1,2)

2. Create original animations or videos documenting school, community, or local events. (1,2,6)

3. Gather data, examine patterns, and apply information for decision making using digital tools and resources.

(1,4)

4. Participate in a cooperative learning project in an online learning community. (2)

5. Evaluate digital resources to determine the credibility of the author and publisher and the timeliness and

accuracy of the content. (3)

6. Employ data-collection technology such as probes, handheld devices, and geographic mapping systems to

gather, view, analyze, and report results for content-related problems. (3,4,6)

7. Select and use the appropriate tools and digital resources to accomplish a variety of tasks and to solve

problems. (3,4,6)

8. Use collaborative electronic authoring tools to explore common curriculum content from multicultural

perspectives with other learners. (2,3,4,5)

9. Integrate a variety of file types to create and illustrate a document or presentation. (1,6)

10. Independently develop and apply strategies for identifying and solving routine hardware and software

problems. (4,6)




1. Design, develop, and test a digital learning game to demonstrate knowledge and skills related to curriculum

content. (1,4)

2. Create and publish an online art gallery with examples and commentary that demonstrate an understanding

of different historical periods, cultures, and countries. (1,2)

3. Select digital tools or resources to use for a real-world task and justify the selection based on their

efficiency and effectiveness. (3,6)

4. Employ curriculum-specific simulations to practice critical-thinking processes. (1,4)

5. Identify a complex global issue, develop a systematic plan of investigation, and present innovative


H-3

sustainable solutions. (1,2,3,4)

6. Analyze the capabilities and limitations of current and emerging technology resources and assess their

potential to address personal, social, lifelong learning, and career needs. (4,5,6)

7. Design a Web site that meets accessibility requirements. (1,5)

8. Model legal and ethical behaviors when using information and technology by properly selecting, acquiring,

and citing resources. (3,5)

9. Create media-rich presentations for other students on the appropriate and ethical use of digital tools and

resources. (1,5)

10. Configure and troubleshoot hardware, software, and network systems to optimize their use for learning and

productivity. (4,6)

Attachment I Equipment Use and Proper Disposal of Donated Equipment

I-1

Form for lending computer equipment to the public and a form for ensuring proper disposal of donated

computer equipment.

School District of Chetek

Equipment Checkout Form

Name: __________________________________________________

Organization: ____________________________________________

Date out: ___________ Phone number: ______________________

Description of equipment borrowed: _________________________

_________________________________________________________

_________________________________________________________

Date returned: ____________ Verified by: __________________

To the recipient of a computer donated by the School District of Chetek:

When I am done using the computer or when it no longer functions, I agree to properly dispose of

the computer and monitor at a licensed recycler (like Kleenair between Rice Lake and Cameron.)

Relocation site of the computer: ______________________________

Signature of adult recipient: _________________________________

Date received: _____________________________________________

Computer model: __________________________________________

Computer serial number: ____________________________________

Monitor model: ____________________________________________

Monitor serial number: _____________________________________

Attachment J Sample Technology Committee Meeting Minutes

J-1

Technology Committee Meeting Agenda

April 26, 2010 3:45-4:30

Members Present: Matt Buchman, Bryan Johnson, Dom Olson, Jenny Schofield, Brenda

Kretzschmar Focus Items:

1. Cypress Funds. This is the 2nd Microsoft settlement money. The amount is not definite yet but should be around $276,000. Will not be finalized or distributed until at least January 2010. We are looking to redo all of the infrastructure and switches, get the wireless installed and update our operating system to Windows 7 with software assurance for the next revision,

2. EETT Grant. 6th Grade Team. Went to Cesa 11 on Tues. Oct 13. Literature unit on Walk Two Moons. Assessed use of technology. Their next unit will integrate more technology and they are planning on covering the Iditarod in conjunction with the book Dogsong. Possibly using blogs to communicate with teams.

3. PEP Grant. See Attached sheets. Elementary is going to have wireless notebooks and projectors purchased. Middle/High School is also going to have wireless notebooks. District wide Fitnessgram software and server purchase as well.

4. TECHNOLOGY Plan 2010-2013- Focus on Objectives. Draft needs to be presented at November School Board meeting. Goals were completed last spring.

5. Student Testing- Grades 4-12 NETS Standards. Will use Simple Assessment. 60 questions. 10 from each standard. Matt will work with principals to schedule sometime after WKCE testing.

6. ARRA Funds- Federal Stimulus Money. Special Education. Smart Boards were not purchased with these funds. Flow-thru dollars were used. We will be Audited on these funds.

7. Title 1 ARRA Funds- Future sustainability for whatever is purchased needs to be included in the new Tech Plan. Audited in March or early April. Possibility of computer purchases to replace existing in K-1 rooms at elementary school.

8. Link2learn Update Jenny has 20 students enrolled currently. All are living in the

Chetek School District. District has purchased laptops for each family. Parents come into building to pick up computer. Technicians do not go out to homes anymore. Also purchased technology program called Easytech. www.easytech.com This is a K-5 license currently.

http://www.easytech.com/

Attachment K Technology for Students with Special Needs

K-1

TECHNOLOGY FOR STUDENTS WITH SPECIAL NEEDS IGBAB

POLICY STATEMENT

The School District of Chetek shall provide special education and related services designed to meet the unique needs of each student with a disability, based on his/her individualized education program (IEP), as required by law.

The term “related services” means transportation and such developmental, corrective and other supportive services as required for the student with a disability to benefit from special education. “Assistive technology devices and services” would clearly be a functional part of the services defined. An “assistive technology device” means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of students with disabilities. “Assistive technology service” means any service that directly assists a student with a disability in the selection, acquisition or use of an assistive technology device. The term includes:

Evaluation of needs of a student with a disability, including a functional

evaluation of the child’s customary environment;

Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by students with

disabilities;

Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those

associated with existing education and rehabilitation plans and programs.

Training or technical assistance for a child with a disability or, if appropriate, that child’s family; and

Training or technical assistance for professionals, employers, or others who provide services to, employ, or are

otherwise substantially involved in the major life functions of students with disabilities.

Those students having special needs but not requiring a formal IEP according to law, which may include but are not limited to migrant students, homeless students, students living with poverty, and English Language Learners, will also be considered for assistive technology devices and/or services.

LEGAL REF: Chapter 115, subchapter V Wisconsin Statutes

Individuals with Disabilities Education Act Amendments of 1997

Approve: April 6, 2004

Revised:

Attachment K Technology for Students with Special Needs

K-2

IGBAB-R

POLICY PROCEDURE

A. A student’s need for assistive technology shall be determined on a case-by-case basis. If the IEP team determines

that a particular assistive technology item is required for the student to be provided a favorable benefit from his/her

education program, the technology must be provided to implement the IEP.

B. Assistive technology may be provided as special education, related services, or supplemental aids and services for

students with disabilities who are educated in regular classes.

C. The District is responsible for evaluation in areas in which assistive technology may be a factor. Determination of

need for assistive technology will be determined by the following criteria:

Identification of difficulty the student is experiencing and discussion of possible causes for the difficulty. This

includes a review of existing information and data. During this review the IEP Team decides other

information necessary to make an informed decision about the need for assistive technology.

Team members gather baseline data if existing data does not provide all needed information.

The team reviews the problem that is now clearly identified, generates possible solutions, and develops a trial plan

of the solutions.

During a specified time frame, the trials are completed and data is collected.

The team analyzes new data and makes decisions about the longer term use or permanent acquisition of one or more

assistive technology tools.

If specific assistive technology is identified as being needed, it is written in the student’s IEP.

D. Those students having special needs but not requiring a formal IEP according to law, which may include, but are not

limited to migrant students, homeless students, students living with poverty, and English Language Learners, will

also be considered for assistive technology devices and/or services on a case-by-case basis to be determined by the

following criteria:

1. Identification of difficulty the student is experiencing and discussion of possible causes for the difficulty by

individuals or a team comprised of classroom or special education teacher, guidance counselor, librarian,

district technology coordinator, and/or building principal. This includes a review of existing information

and data. During this review a team decides other information necessary to make an informed decision

about the necessity for assistive technology.

2. Team members gather baseline data if existing data does not provide all needed information.

3. The team reviews the problem that is now clearly identified, generates possible solutions, and develops a

trial plan of the solutions.

4. During a specified time frame, the trials are completed and data is collected.

5. The team analyzes new data and makes decisions about the longer term use or permanent acquisition of one

or more assistive technology tools.

6. If specific assistive technology is identified as being needed, a request is made of the district technology

coordinator for consideration and procurement.

Attachment L Example of 8th

Grade On-Demand Writing/Technology Assessment

L-1

This example includes a summary of five years of assessment data.

The School District of Chetek is using 6-Traits Writing and gives students in grades 1-8 two on-demand

writing assignments each year. While benchmarking the ITL Standards it was decided that one of the 8th

grade on-demands offered a perfect opportunity to do a technology assessment at the same time. It was

decided that regardless of whether the state follows through on the requirement for an 8th

grade

technology assessment that we would have a local assessment tied to the on-demand writing that would

be done anyway. Below is a copy of one on-demand that would be used. The first page is the

information that each student would have to open from our file server. The second page is the set of

instructions that the students will need to follow to complete the writing assignment. The student will

need to navigate our network; create, save files; demonstrate knowledge of Microsoft Word and Excel;

and send an e-mail with the file attached.

Eight Grade Prompt

Persuasive Writing

Your school district has decided to eliminate vending machines because they are too unhealthy.

You decide to go to the school board to convince them that the vending machines should stay and what

healthy choices should be offered.

DIRECTIONS: In 2-4 well-organized paragraphs, back up your argument with logical reasons and

specific examples. Make sure your paper has a clear beginning, middle, and end. You can use the space

below to organize your thoughts before you begin writing.

Introduction:

Reasons for keeping:

1.

2.

3.

Alternatives

Conclusion:



L-2

Writing On-Demand

_____ Open a G: drive document to view the writing prompt

_____ Your goal is to develop 2-4 paragraphs, back up your argument with logical reasons and specific

examples. Make sure your paper has a clear beginning, middle, and end.

_____ Use Inspiration to create a graphic organizer including an introduction, reasons for keeping the

vending machines, alternatives, and a conclusion

_____ Save the organizer to U: drive file

_____ Print the organizer

_____ Open a spreadsheet document and create a pie graph from the data given on the G: drive

_____ Write the final document.

_____ Include the pie graph in the final document.

_____ Save to U: drive

PAPER FORMAT

_____Place a header in font 16, bold and centered

_____Document is double-spaced, font 12

_____Spelling and grammar check

_____Email the document to your teacher as an attached file



L-3

8th Grade On-Demand

Writing/Technology

Assessment Rubric 2005 Mean

Student Score

_______ n=87

2006 Mean

Student Score

_______ n=72

2007 Mean

Student Score

_______ n=66

2008 Mean

Student Score

________ n=66

2009 Mean

Student Score

________ n= 69

4 = can do on own

3 - 2 = can do with prompt

1 = cannot do

Skills Assessed

Able to retrieve prompt from

network drive (G:) 3.74 3.83 3.65 3.71 3.81

Inspiration Organizer

Able to create the file 3.76 3.76 3.91 3.87 3.87

Able to use software tools to

produce symbols and links 3.85 3.50 3.97 3.79 3.88

Able to save the file to the

student's folder on network drive

(U:) 3.68 3.79 3.98 3.76 3.94

Internet/On-line Resource

Search

find an appropriate resource on-

line to support your persuasive

argument 3.69 3.66 3.55 3.81 3.77

copy and paste URL into final

document 3.62 3.38 3.41 3.63 3.62

Word

Able to create the Word document 3.87 3.75 3.95 3.89 4.00

Able to insert graphic into word

document 3.68 3.52 3.47 3.65 3.87

Able to format document as

specified

Header (font 16, bold and

centered) 3.62 3.17 2.91 3.30 3.41

Document double spaced 2.86 3.35 3.08 3.49 3.62

Font size 12 3.72 3.65 3.86 3.95 3.86

Spell checked 3.79 3.54 3.80 3.84 3.32

Grammar checked 3.79 3.59 3.82 3.76 3.12

Able to save completed on-demand

document to student's folder on

network drive (U:) 3.80 3.77 3.91 3.95 3.90

Comprehensive Student Average 3.68 3.58 3.66 3.74 3.71

Attachment M Staff Simple Assessment Results

M-1

Simple Assessment for Windows/Office 2007 – NETSS online assessment given to staff members in

February 2009.

1 1

4 4

1

5

21

76 6

8

6

4 4

2

4

9

7

3

5

32

1

0

2

4

6

8

10

45 48 60 62 63 65 67 68 70 72 73 75 77 78 80 82 83 85 87 88 90 92 95 97

# o

f St

aff

Me

mb

ers

Percentage Scores

Technology Skills Survey (Infosource - Simple Assessment)

Number of Staff Members with Percentage

District Average

Student Technology Proficiency (NETSS 2007) for Windows/Office 2007 – InfoSource

Simple Assessment

100% of administrators, teachers, instructional aides and secretarial staff took the assessment

between April 28,2009 and May 13, 2009

Attachment N Staff STNA Survey Results

N-1

The School Technology Needs Assessment (STNA) was given to teachers, classroom aides and

administrators in May of 2009. The table below shows the response rate and includes a link to the full

results separated by building.

Utilizing the data from the surveys, the district started implemented a train the trainer model with our

staff. The district was able to purchase 19 interactive whiteboards with 5 training sessions for all who

received the boards. Staff were very pleased with the trainings and gained a tremendous amount of

knowledge from them. It is expected that these staff members will now be a resource for all staff

members that receive interactive whiteboards in the future.

Another area we plan to inservice staff on is productivity software which will aid in moving the staff

towards a model of independent learning and self-guided projects for students in their classrooms.

School Site # Expected

# Completed

Response Rate

Opening Date

Closing Date

Roselawn Elementary 37 35 94.59% 5/11/2009 5/18/2009

Chetek Middle School 17 15 88.24% 5/11/2009 5/18/2009

Chetek High School 25 28 112.00% 5/11/2009 5/18/2009

Total 79 78 98.73%

Report URL Roselawn Elementary http://www.keysurvey.com/report/256093/256076/10895dc7?afterVoting=f20d9e4f5aef

Chetek Middle School http://www.keysurvey.com/report/256094/256075/659886c5?afterVoting=7ebe8d38264b

Chetek High School http://www.keysurvey.com/report/256095/256074/10ef0d49?afterVoting=7ebe8d38264b

http://www.keysurvey.com/report/256093/256076/10895dc7?afterVoting=f20d9e4f5aef

http://www.keysurvey.com/report/256094/256075/659886c5?afterVoting=7ebe8d38264b

http://www.keysurvey.com/report/256095/256074/10ef0d49?afterVoting=7ebe8d38264b

Attachment O Copyright Policy

O-1

SCHOOL DISTRICT OF CHETEK

BOARD POLICY

COPYRIGHT COMPLIANCE

INSTRUCTION The board recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder

of the copyright, except for certain exempt purposes. Severe penalties may be imposed for unauthorized copying or using of

audio visual or printed materials and computer software, unless the copying or using conforms to the "fair use" doctrine.

Under the "fair use" doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as

criticism, comment, news reporting, teaching, scholarship or research. If duplicating or changing a product is to fall within

the bounds of fair use, these four standards must be met for any of the foregoing purposes:

A. THE PURPOSE AND CHARACTER OF THE USE. The use must be for such purposes as teaching or scholarship

and must be nonprofit.

B. THE NATURE OF THE COPYRIGHTED WORK. Staff may make single copies of the following for use in

research, instruction or preparation for teaching: book chapters; articles from periodicals or newspapers; short

stories, essays or poems; and charts, graphs, diagrams, drawings, cartoons or pictures from books, periodicals, or

newspapers in accordance with these guidelines.

C. THE AMOUNT AND SUBSTANTIALITY OF THE PORTION USED. In most circumstances, copying the whole

of a work cannot be considered fair use; copying a small portion may be if these guidelines are followed.

D. THE EFFECT OF THE USE UPON THE POTENTIAL MARKET FOR OR VALUE OF THE COPYRIGHTED

WORK. If resulting economic loss to the copyright holder can be shown, even making a single copy of certain

materials may be an infringement, and making multiple copies presents the danger of greater penalties.

While the district encourages its staff to enrich the learning programs by making proper use of supplementary materials, it is

the responsibility of district staff to abide by the district's copying procedures and obey the requirements of the law. In no

circumstances shall it be necessary for district staff to violate copyright requirements in order to perform their duties

properly. The district cannot be responsible for any violations of the copyright law by its staff.

Any staff member who is uncertain as to whether reproducing or using copyrighted material complies with the district's

procedures or is permissible under the law should contact the superintendent or the person designated as the copyright

compliance officer. The latter will also assist staff in obtaining proper authorization to copy or use protected material when

such authorization is required.

Legal References: P.L. 94-553 Federal Copyright Law of 1976

(U.S. Code, Title 17)

Adopted: 1-12-95


O-2


ADMINISTRATIVE PROCEDURE

COPYRIGHT COMPLIANCE

INSTRUCTION

Staff may make copies of copyrighted school district materials that fall within the following guidelines. Where there is reason

to believe the material to be copied does not fall within these guidelines, prior permission shall be obtained from the

principal. Staff members who fail to follow this procedure may be held personally liable for copyright infringement.

Authorized Reproduction and Use of Copyrighted Material in Books and Periodicals

In preparing for instruction, a teacher may make or have made a single copy of:

A. A chapter from a book;

B. An article from a newspaper or periodical;

C. A short story, short essay or short poem; or

D. A chart, graph, diagram, drawing, cartoon or picture from a book, periodical or newspaper.

A teacher may make multiple copies not exceeding more than one per pupil, for classroom use or discussion if the copying

meets the tests of "brevity, spontaneity and cumulative effect" set by the following guidelines. Each copy must include the

notice of copyright present in the original work.

A. Brevity

1. A complete poem, if less than 250 words and if printed on not more than two pages, may be copied;

excerpts from longer poems cannot exceed 250 words;

2. Complete articles, stories or essays of less than 2500 words may be copied. Excerpts from prose works of

not more than 1000 words or 10% of the work -whichever is smaller - may be copied, but in any event, a

minimum of 500 words may be copied.

3. Each numerical limit set forth above may be expanded to permit the completion of an unfinished line of a

poem or an unfinished prose paragraph;

4. One chart, graph, diagram, drawing, cartoon or picture per book or periodical issue may be copied.

5. "Special" works cannot be reproduced in full under any circumstances; however, an excerpt of not more

than two published pages containing not more than 10% of the words in the text of such special work may

be reproduced. What constitutes a "special" work is not clearly defined; however, special works include

children's books combining poetry, prose or poetic prose with illustrations and which are less than 2500

words in their entirety. For a further discussion on what constitutes a "special" work, see Agreement on

Guidelines for classroom copying in Not-for-Print educational institutions with respect to books and

periodicals.

B. Spontaneity - Copying should be at the "instance and inspiration" of the individual teacher; and the inspiration and

decision to use the work and the moment of its use for maximum teaching effectiveness are so close in time that it

would be unreasonable to expect a timely reply to a request for permission.

C. Cumulative Effect - Teachers are limited to using copied material for only one course in the school in which copies

are made. No more than one short poem, article, story, essay or two excerpts from the same author may be copied,

and no more than three works or excerpts can be copied from a collective work or periodical volume during one

class term. Teachers are limited to nine instances of multiple copying for one course during one class term. The

numerical limitations set forth above do not apply to current news periodicals, newspapers and current news sections

of other periodicals.

Performances by teachers or students of copyrighted dramatic works without authorization from the copyright owner are

permitted as part of a teaching activity in a classroom or instructional setting. All other performances require permission from

the copyright owner.

Notwithstanding any of the foregoing, the copyright law prohibits using copies to create, replace or substitute for anthologies,

compilations or collective works. There shall be no copying of or from works intended to be "consumable" in the course of

study or of teaching. "Consumable" works include: workbooks, exercises, standardized tests, test booklets and answer sheets.

Teachers cannot substitute copies for the purchase of books, publishers' reprints or periodicals, nor can they repeatedly copy

the same item from term to term. Copying cannot be directed by a "higher authority", and students cannot be charged more

than actual cost of photocopying.

Teachers may use copyrighted material in overhead or opaque projectors for instructional purposes.


O-3

Authorized Reproduction and Use of Copyrighted Materials in the Library

A library may make a single copy (containing the notice of copyright present on the original work) of:

A. An unpublished work which is in its collection solely for purposes of preservation and security or for deposit for

research use in another qualified library or archives.

B. A published work in order to replace it because it is damaged, deteriorated, lost or stolen, provided that an unused

replacement cannot be obtained at a fair price.

A library may provide a single copy of copyrighted material to a student or staff member at no more than the actual cost of

photocopying. The copy must be limited to one article of a periodical issue or a small part of other material, unless the library

finds that the copyrighted work cannot be obtained elsewhere at a fair price. In the latter circumstance, the entire work may

be copied. In any case, the copy shall contain the notice of copyright present in the original work and the student or staff

member shall be notified that the copy is to be used only for private study, scholarship or research. Any other use may subject

the person to liability for copyright infringement and the library shall not make a copy if it has notice of any other use. The

foregoing reproduction right shall not apply to musical works, motion pictures or other audiovisual works (other than an

audiovisual work dealing with news), or pictorial, graphic or sculptural works (other than pictorial or graphic works

published as illustrations, diagrams or similar adjuncts to works of which copies are reproduced hereunder).

At the request of a teacher, copies may be made for reserve use. The same limits apply as for single or multiple copies

designated in "Authorized Reproduction and Use of Copyrighted Material in Print."

Authorized Reproduction and Use of Copyrighted Music

For academic purposes, other than performance, teachers may make a single copy of an entire performable unit (section),

movement, aria, etc. from a printed musical work that is (1) confirmed by the copyright proprietor to be out of print or (2)

unavailable except in a larger work, for purposes of preparing for instruction.

A teacher may make multiple copies not exceeding one copy per pupil for classroom use of an excerpt of not more than 10%

of a printed musical work if it is to be used for academic purposes other than performance, provided that the excerpt does not

comprise a part of the whole musical work which would constitute a performable unit such as a selection, movement, or aria.

In an emergency, a teacher may make and use replacement copies of printed music for an imminent musical performance

when the purchased copies have been lost, destroyed or are otherwise not available, provided that purchased copies shall be

substituted in due course.

A teacher may make and retain a single recording of student performances of copyrighted material when it is made for

purposes of evaluation or rehearsal.

A teacher may make and retain a single copy of excerpts from recordings of copyrighted musical works owned by the school

or the individual teacher for use as aural exercises or examination questions.

A teacher may edit or simplify purchased copies of music provided that the fundamental character of the music is not

distorted. Lyrics shall not be altered or added if none exist.

Copying cannot be used to create, replace or substitute for anthologies, compilations or collective works; copying of

consumable works is prohibited. Copying for the purpose of performance is prohibited, except in the case of an emergency as

set forth above, and copying for the purpose of substituting for the purchase of music is prohibited, except as set forth in the

first and second paragraphs above. All copies must include the copyright notice appearing on the printed copy.

Performance by teachers or students of copyrighted musical works is permitted without the authorization of the copyright

owner as part of a teaching activity in a classroom or instructional setting. The purpose shall be instructional rather than for

entertainment.

If the requirements of the foregoing paragraph are not satisfied, performances of non-dramatic musical works which are

copyrighted are permitted without the authorization of the copyright owner, provided that:

A. The performance is not for a commercial purpose;

B. None of the performers, promoters or organizers are compensated; and

C. (1) There is no direct or indirect admission charge; or (2) Admission fees are used for educational or charitable

purposes only; provided that the copyright owner has not objected to the performance.

All other musical performances require permission from the copyright owner.


O-4

Off-Air Recording of Copyrighted Programs

Television programs transmitted by television stations for reception by the general public without charge (hereinafter referred

to as "broadcast programs") may be recorded off-air simultaneously with broadcast transmission (including simultaneous

cable retransmission) and retained by a school for a period not to exceed the first forty-five (45) consecutive calendar days

after date of recording. Upon conclusion of this retention period, all off-air recordings must be erased or destroyed

immediately.

Off-air recordings may be used once by individual teachers in the course of relevant instructional activities, and repeated

once only when instructional reinforcement is necessary in classrooms and similar places devoted to instruction, during the

first ten (10) consecutive school days in the forty-five (45) calendar day retention period. "School days" are school session

days - not counting weekends, holidays, vacations, examination periods or other scheduled interruptions.

Off-air recordings may be made only at the request of and used by individual teachers, and may not be regularly recorded in

anticipation of requests. No broadcast program may be recorded off-air more than once at the request of the same teacher,

regardless of the number of times the program may be broadcast.

A limited number of copies may be reproduced from each off-air recording to meet the legitimate needs of teachers under

these guidelines. Each additional copy shall be subject to all provisions governing the original recording.

After the first ten (10) consecutive school days, off-air recordings may be used up to the end of the forty-five (45) calendar

day retention period only for teacher evaluation purposes, i.e., to determine whether or not to include the broadcast program

in the teaching curriculum. Permission must be secured from the publisher before the recording can be used for instructional

purposes or any other non-evaluation purpose after the ten (10) day period.

Off-air recordings need not be used in their entirety, but the recorded programs may not be altered from their original content.

Off-air recordings may not be physically or electronically combined or merged to constitute teaching anthologies or

compilations.

All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.

Authorized Reproduction and Use of Video Rentals or Videos Purchased for Home

Videos may only be rented for classroom use from agencies or companies, which allow for such use. Many retail video rental

stores have strict license agreements prohibiting use with large, non-home audiences. These restrictions may also apply to the

use of videos purchased for home use. Staff is expected to review and honor these agreements.

Authorized Reproduction and Use of Copyrighted Computer Software and CD-ROM Products

Schools have a valid need for high-quality software at reasonable prices. To assure a fair return to the authors of software

programs, the school district shall comply with the copyright laws and any usage agreements that are applicable to the

acquisition of software programs.

To this end, the following guidelines shall be in effect:

A. All copyright laws and license agreements between the vendor and the district shall be observed;

B. Staff members shall take reasonable precautions to prevent copying or the use of unauthorized copies on school

equipment, to avoid the installation of privately purchased software on school equipment and to avoid the use of

single copy software or CD-ROM products across a network with multiple users unless such use is permitted by the

applicable license agreement;

C. A back-up copy shall be purchased for use as a replacement when a program is lost or damaged. If the vendor is not

able to supply such, the district shall make a back-up program in accordance with the terms of the applicable license

agreement or 17 U.S.C. and 117 and attest that the program will be used for replacement purposes only;

D. The principal is authorized to sign a software license agreement on behalf of the school. A copy of said agreement

shall be retained by the principal.

Copying Limitations

Circumstances will arise when staff are uncertain whether or not copying is prohibited. In those circumstances, the

superintendent or designated copyright compliance officer should be contacted. The following prohibitions have been

expressly stated in guidelines agreed to by representatives of educators and authors/publishers:

A. Reproduction of copyrighted material shall not be used to create or substitute for anthologies, compilations or

collective works.

B. Unless expressly permitted by agreement with the publisher and authorized by district action, there shall be no

copying from copyrighted consumable materials such as workbooks, exercises, test booklets, answer sheets and the

like.


O-5

C. Staff shall not:

1. Use copies to substitute for the purchase of books, periodicals, music recordings, computer software or

other copyrighted material except as permitted by district procedure;

2. Copy or use the same item from term to term without the copyright owner's permission;

3. Copy or use more than nine instances of multiple copying of protected material for one course in any one

term;

4. Copy or use more than one short work or two excerpts from works of the same author in any one term; or

5. Copy or use protected material without including the notice of copyright present in the original work and

the following is a satisfactory notice: NOTICE: THIS MATERIAL MAY BE PROTECTED BY

COPYRIGHT LAW.

Attachment P BOE Minutes Showing Plan Approval

P-1

School board minutes for the April 26, 2010 meeting showing approval of the Technology Plan for

2010-2013.

Attachment Q Job Description for the Network Coordinator

Q-1

SCHOOL DISTRICT OF CHETEK Chetek, Wisconsin

POSITION TITLE: Network Coordinator

QUALIFICATIONS:

Educational Requirements: Bachelor's Degree or Associates degree with

applicable work experience

Certification Requirements: Preferred: MCSE and Novell CNE

Experience Requirements: At least 3 years of educational or private

sector experience

1. At least 3 years experience with computer networking.

2. Knowledge of and experience with fiber optics, network electronics, network operating systems and

managing network and email user accounts.

3. Advanced understanding of network protocols including but not limited to TCP/IP, IPX, Microsoft

network services, and wireless.

4. Advanced knowledge of Windows XP and Windows server and workstation.

5. Knowledge of HTML and designing and maintaining web servers.

6. Ability to develop positive, constructive relations with students, staff, administration and public.

7. Knowledge of the educational budgeting process.

8. Knowledge of the technical aspects of computer hardware, software, and networking.

WORKING RELATIONSHIP:

Line-Staff Responsibilities: Business Manager

Length of Contract: 12 Months

SALARY RANGE $45,000.00 - $55,000.00


Q-2

POSITION OBJECTIVE:

To coordinate the smooth and efficient operation of all computer and telephone networking,

including but not limited to fiber optics, network electronics, network servers, email and student

software networking.

POSITION RESPONSIBILITIES:

Management Skills

1. Provide necessary leadership of the Technology Staff to ensure implementation of objectives

stated in the District Technology Plan.

2. Provide and communicate technology planning to all stakeholders involved.

3. Manage technology in an organized and efficient manner

Leadership and Supervision

1. Coordinate the efforts of the technology staff.

2. Provide the necessary leadership to ensure that all technology acquisitions are supported by the

existing technology plan.

3. Provide recommendations to the District Technology Committee concerning issues such as

budgeting, spending, standardization, and personnel which will help ensure the efficient use of

district technology resources.

4. Assist the Superintendent and the Curriculum Facilitator’s Team in planning, implementing, and

updating a technology staff development plan.

Research and Development

Stay abreast of existing and developing networking technologies to position the district to take

advantage of cost effective data communication strategies. This will include but not be limited to

Microsoft, Novell, and Unix.

Planning and Implementation

1. By coordination of the District Technology Committee, provide leadership in all aspects of

developing, evaluating and updating a district technology plan.

2. Plan and provide recommendations concerning Distance Education.

3. Plan and implement management of LAN and WAN computer networks.

4. Plan and implement server strategy for district wide student and staff access.


Q-3

5. Plan and implement district wide server backup strategy.

6. Plan and implement district virus protection.

7. Responsible for planning and implementing network configuration to adopt to network operating

software requirements and upgrades.

8. Responsible for planning and designing network wiring and providing proposals to the Business

Manager.

9. Design and manage all network printing.

10. Design, implement, or maintain district web server.

11. Maintain and update the district web site.

12. Design and setup all network electronics.

13. Plan and implement district wide remote access strategy.

14. Plan and implement strategy for monitoring network traffic

15. Work with Building Principals in designing and providing network resources for Distance

Education.

16. Responsible for installing and updating network application software.

17. Assist in the planning and implementation of Internet, network, and email staff development.

Communication

1. Communicate plans concerning all network infrastructures to the Business Manager.

2. Participation on the District Technology Committee.

3. Provide reports and statistics pertaining to technology as needed by district, DPI, and other agencies.

4. Represent the district before governmental, private agencies, school board, and professional agencies

on matters related to technology.

5. Provide ongoing communication to students, staff, and community concerning technology related

issues that may benefit the district.

6. Serve as the contact person to telephone service provider for all service requests approved by the

building administrators and district Business Manager.


Q-4

Purchasing, Budgeting and Funding Sources

1. Prepare and administer the district technology budget.

2. Review purchase of all computer related hardware, productivity and network software and computer

related supplies.

3. To secure outside funding for the district. Identify, develop, and participate in grant planning and

proposal writing.

Maintaining and Troubleshooting

1. Responsible for maintaining and troubleshooting Internet, web page, and email services in the

district.

2. Responsible for monitoring network traffic to maximize efficiency of network resources.

3. Responsible for troubleshooting and maintaining all district networks.

4. Responsible for troubleshooting and maintaining all network electronics.

5. Maintain accurate records of all maintenance, inventory, and security measures associated with the

networks.

6. Maintain all network user accounts.

7. Maintain and catalog all district software.

8. Other related duties which may be assigned by the Business Manager.

REVISED:

Attachment R Job Description for the Computer/Network Technician

R-1

SCHOOL DISTRICT OF CHETEK Chetek, Wisconsin

POSITION TITLE: Network Technician

QUALIFICATIONS:

Educational Requirements: Associate Degree in Computer Repair

Experience Requirements:

1. At least 3 years experience with computer networking and computer repair.

2. Advanced understanding of network protocols including but not limited to TCP/IP, IPX,

Microsoft network services and AppleTalk.

3. Advanced knowledge of Windows 2000 Workstation and Microsoft Applications.

4. Knowledge of HTML and designing and maintaining the District’s web page.

WORKING RELATIONSHIP:

Line-Staff Responsibilities: District Technology Coordinator & Business Manager

Length of Contract: 12 Months

SALARY RANGE $30,000.00 - $35,000.00

POSITION OBJECTIVE:

To coordinate the smooth and efficient operation of all computer and telephone networking,

including but not limited to fiber optics, network electronics, and student and staff software.


R-2

POSITION RESPONSIBILITIES:

Research and Development

1. Stay abreast of existing and developing networking technologies to position the district to take

advantage of cost effective data communication strategies. This will include but not be limited

to Microsoft Operating Systems, Cisco IOS, and Desktop Applications.

Planning and Implementation

1. Plan and implement management of LAN and WAN computer networks.

2. Plan and implement workstation strategy for district wide student and staff access.

3. Responsible for planning and designing network wiring and providing proposals to District

Technology Coordinator.

4. Design and setup all network electronics.

5. Assist Technology Coordinator with planning and implement district wide remote access

strategy.

6. Plan and implement strategy for monitoring network traffic.

7. Work with District Technology Coordinator in designing and providing network resources for

Distance Education.

8. Assist in the planning and implementation of Internet, network, and staff development.

9. Responsible for initial software testing and working with Technology Coordinator to determine

the best way for deployment.

10. Plan and implement district wide server backup strategy.

11. Plan and implement district virus protection.

12. Responsible for planning and implementing network configuration to adapt to network operating

software requirements and upgrades.

13. Responsible for planning and designing network wiring and providing proposals to District

Technology Coordinator.

14. Design and manage all network printing.

15. Design, implement, and maintain district web server.

16. Responsible for installing and updating network application software.


R-3

Communication

1. Communicate plans concerning all network infrastructures to the District Technology

Coordinator.

2. Participate on the District Technology/Library Media Committee.

3. Work with District Staff to determine software and network requirements prior to purchasing of

software and hardware.

Maintaining and Troubleshooting

1. Assist in maintaining and troubleshooting Internet, web page, and e-mail services in the district.

2. Responsible for monitoring network traffic to maximize efficiency of network resources.

3. Responsible for troubleshooting and maintaining all network electronics.

4. Maintain accurate records of all maintenance and inventory associated with the network.

5. Responsible for technical support for all district electronics.

6. Maintain all network user accounts.

7. Other related duties that may be assigned by the Business Manager or the District Technology

Coordinator.

Attachment S Citizen’s Request for Reconsideration of Instructional Material

S-1

Attachment T Selection Guidelines

T-1

Wisconsin Statute 121.02(1)(h): [each school board shall] Provide adequate instructional materials, texts and library services which reflect the cultural

diversity and pluralistic nature of American society.

Administrative Rule PI 8.01(2)(h) currently in place operationalizing the above Statute:

(h) Library media services. Each school district board shall:

1. Have on file a written, long-range plan for library services development which has been formulated by teachers,

library and audiovisual personnel and administrators, and approved by the school district board.

2. Designate a licensed library media person to direct and coordinate the district's library media program.

3. Provide library facilities within the school building and make available to all pupils a current, balanced collection of

books, basic reference materials, texts, periodicals, and audiovisual materials which depicts in an accurate and

unbiased way the cultural diversity and pluralistic nature of American society.

4. Provide library media services to all pupils as follows: to pupils in grades kindergarten through 6, library media

services which are performed by or under the direction of licensed library and audiovisual personnel; and to pupils

in grades 7 through 12, library media services which are performed by licensed library and audiovisual personnel.

Attachment U Printing and Duplicating (Copyright)

U-1

Attachment V Example of Student Assessment Profile

V-1

This is an example of portions of a 5th

grade student’s assessment profile. Profiles can be accessed by

the classroom teacher, special education teacher if the student is on their case load, and administrators.

The profiles are shared at each of the elementary parent teacher conferences. The profiles were designed

by Chetek staff members and are now included in AssessmentData4Schools, part a web-based

curriculum management system.

A 5th Grade Student

Score Avg Score %ile

Goal Grade Adv. Criteria Possible 09-10 09-10 09-10

Literacy Profile - Reading

Unit Tests - Reading Comprehension

1 94 76.2 80 70.0 70.0 100.0

2 88 79.6 73 70.0 70.0 100.0

3 75 74.2 54 70.0 70.0 100.0

4 70.0 70.0 100.0

5 70.0 70.0 100.0

6 70.0 70.0 100.0

Unit Tests - Listening

1 83 76.8 63 70.0 70.0 100.0

2 83 77.2 71 70.0 70.0 100.0

3 83 81.5 68 70.0 70.0 100.0

4 70.0 70.0 100.0

5 70.0 70.0 100.0

6 70.0 70.0 100.0

Unit Tests - Reading for Information

1 100 81.5 100 70.0 70.0 100.0

2 67 79.3 36 70.0 70.0 100.0

3 83 80.6 62 70.0 70.0 100.0

4 70.0 70.0 100.0

5 70.0 70.0 100.0

6 70.0 70.0 100.0

Fluency

Fall 109 125.3 34 125.0 125.0 250.0

Winter 127 140.5 41 125.0 125.0 250.0

Spring 125.0 125.0 250.0

Literacy Profile - Writing

Ideas

Fall 2.50 2.2 79 3.0 4.0

Spring 3.0 4.0

Organization

Fall 3 2.2 95 3.0 4.0

Spring 3.0 4.0

Sentence Fluency

Fall 2 1.9 81 3.0 4.0

Spring 3.0 4.0

Words

Fall 2 2.0 84 3.0 4.0

Spring 3.0 4.0

Mechanics

Fall 3 1.9 100 3.0 4.0

Spring 3.0 4.0

Voice

Fall 3.50 2.2 98 3.0 4.0

Attachment V Example of Student Assessment Profile

V-2

Spring 3.0 4.0

Literacy Profile - Words Their Way Grade 5

Words Their Way

Trimester 1 128 110.5 81 177.0 185.0

Trimester 2 164 136.6 89 177.0 185.0

Trimester 3 177.0 185.0

Math Profile - Math Processes (Open Response)

Open Response

Fall 3 2.9 65 3.0 4.0

Spring 3.0 4.0

Math Profile - Math Skills

EOY Assessment

Fall 12 35.1 5 80.0 100.0

Spring 80.0 100.0

Attachment W Interlibrary Loan (Resource Sharing)

W-1

IIBE

INTERLIBRARY LOAN (RESOURCE SHARING)

The School District of Chetek provides a wide range of resources that support and enhance the

curriculum and that reflect the varying needs and interests of its students, administration, and faculty.

Additionally, resource sharing is necessary to meet informational needs not presently provided by the

school library media centers. Interlibrary loan should not be viewed as a substitute for collection

development but as a way to share resources to further enhance the educational needs of the

administration, faculty and students.

Interlibrary loan is the process by which one school’s library media center material or a copy of the

material is made available to another requesting library.

The School District of Chetek shall participate in mutual resource sharing with regional library systems

according to established procedures and policies for interlibrary loan. Resources may also be shared

within the School District of Chetek and community. Media specialists may request materials for

students and staff by following the prescribed loan procedures.

LEGAL REF: Section 43.72 Wisconsin Statutes

APPROVED: November 27, 2006

Attachment X Job Description for District Level Library Media Specialist

X-1


POSITION TITLE: LIBRARY MEDIA SPECIALIST

QUALIFICATIONS:

1. Licensed Library Media Specialist with teaching certification

2. At least three years of teaching experience.

3. Knowledge of and experience with educational computer technology such as educational

computer networks, instructional uses of technology, and long range planning of district

technology needs.

4. Experience in the grant writing process.

REPORTS TO: Building Principal/Superintendent

CONTRACT LENGTH: 210 Days

SALARY: As determined by the NUE Master Agreement

POSITION OBJECTIVE:

To provide all students with an enriched library environment containing a wide variety of materials and

technology that will invite intellectual growth, and to aid all students and staff in acquiring the skills

needed to take full advantage of media center resources and other learning environments. The media

specialist will also create new learning environments through the integration of technology in the

classroom.

MANAGEMENT SKILLS:

1. Provide necessary leadership of the instructional staff to insure implementation of the District

Technology Plan.

2. Provide staff development to integrate media and technology in the learning environments.

3. Provide the necessary leadership for the integration and support of technology and media into the

classroom environment.

PERFORMANCE RESPONSIBILITIES:

1. Supervises the operation of all district media centers.

2. Evaluates and selects new media center materials.

3. Oversees the requisition and maintenance of media center materials.

4. Assists teachers in the selection of books and other instructional materials, and makes media center

materials available to supplement the instructional program.


X-2

5. Monitors student progress in virtual education.

6. Informs teachers and other staff members concerning new materials the media center

acquires.

7. Maintains a comprehensive and efficient system for cataloguing all media center material and

instructs teachers and students on use of the system.

8. Arranges for interlibrary loan of materials of interest or use to teachers.

9. Works with teachers in planning those assignments likely to lead to extended use of media center

resources.

10. Promotes appropriate conduct of students using media center facilities.

11. Helps students to develop habits of independent reference work and to develop skill in the use of

reference materials in relation to planned assignments. (Big 6 Information and Technology Literacy

Model and Curriculum)

12. Presents and discusses materials with a class studying a particular topic, on the invitation of the

teacher.

13. Develops library media curriculum for instruction of media skills and information.

14. Prepares and administers the media center budget and contributes to the planning of the technology

budget.

15. Reviews all resources to make acquisition and purging decisions.

16. Supervises the clerical routines necessary for the smooth operation of the media center.

LEADERSHIP AND SUPERVISION:

1. Lead District Technology Committee and coordinate all subcommittees.

2. Provide the necessary leadership to ensure that all technology acquisitions are supported by the

existing technology plan.

3. Provide recommendations to the District Technology Committee concerning issues, such as

budgeting, spending, and standardization which will help ensure the efficient use of district

technology resources.

PLANNING AND IMPLEMENTATION:

1. Work with district technology staff to help ensure the district is prepared for potential changes in

technology that may affect the district.


X-3

2. Consult with technology staff and administrators for the appropriate placement of new hardware and

for the reallocation of replaced hardware.

3. Promote district and staff knowledge of and compliance with copyright laws as it relates to use of

programs.

EVLAUTION:

Performance of this job will be evaluated in accordance with provisions of the Board’s policy on

Evaluation of Professional Personnel.

APPROVED: April 23, 2007

REVISED:

Attachment Y Job Description for Library Aide

Y-1

Attachment Z District Goals

Z-1

RREESSUULLTTSS

The Results are the goals of public education in the School District of Chetek.

R-1 Mission Statement – Chetek graduates are responsible, caring, productive and healthy citizens with the

knowledge and skills to achieve their dreams.

R-2 Academic Skills and Knowledge – All students will graduate having attained individually

challenging levels of academic achievement with the ability to apply their knowledge and skills.

R-3 Health and Safety – All students will have self-respect and practice behaviors that lead to healthy,

balanced, and positive lives.

R-4 College and Career – All students will demonstrate and understand the skills, knowledge, work

habits, attitude, leadership and teamwork required by employers for success in the global 21st century

workplace.

R-5 Citizenship – All students will value democracy and be productive members of the community.

R-6 Personal Development Skills (Life Skills) – Life skills are essential for the development of our youth

into health, caring and responsible adults. Students who possess strong life skills have a better

chance to be responsible citizens and productive participants in our school and community, our

country and the world.

Attachment AA Student Technology Survey Results

AA-1

Due to the Consolidation of the districts, and wanting to get an accurate evaluation of where all students

in the new district are at, we were not able to get the SimpleAssessment survey completed before the

due date of this tech plan. Our plan is to administer it to all students in grades 5-12 in the fall and spring

every year.

Attachment AB Roselawn IMC Collection Analysis

AB-1

Attachment AC MS/HS IMC Collection Analysis

AC-1

Attachment AC MS/HS IMC Collection Analysis

AC-2

Information (Library Media) and Technology Plan

Documents

Transcript of Information (Library Media) and Technology Plan