Pittsville Public School District Comprehensive Information

Pittsville Public School District

Comprehensive Information Library Media and Technology Plan

2009-2012

This Comprehensive Information (Library Media) and Technology Plan for the Pittsville Public School District is a 3 year plan for the 2009-2012 school years.

Approved by the Pittsville Public School District Board of Education, June 10, 2009

Approved by the Wisconsin Department of Public Instruction on:

Contact: Chris Nepper, 715-884-5225, [email protected]

You can d is plan at

http://psd.pittsville. .wi.us/TechPlanownload a Microsoft Word version of th

k12

Pittsville Public School District Technology Plan 2009-2012

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Table of Contents Executive Summary

1. Introduction 1.1 Relevant Research and Best Practices 1.2 Information and Technology Vision Statement 1.3 Information and Technology Mission Statement 1.4 Ties to District Mission and Vision Statements 2. Background information

2.1 School District and Community Demographics2.2 District Information and Technology Team2.3 Technology Planning Committee Members2.4 History of the Growth of Technology in the Pittsville School District2.5 Overview of the Planning Process2.6 Community Resources and Adult Literacy Providers

3. Current Status and Needs Assessment

3.1 Assessment of Previous Plan’s Goals 3.1.1 Student Proficiency (3.2.1) 3.1.2 Educator Proficiency (3.2.2) 3.1.3 Effective Teaching and Learning Practices (3.2.3) 3.1.4 Access to Information and Learning Tools (3.2.4) 3.1.5 Analysis of Support Systems and Leadership (3.2.5) 3.1.6 Learning Tools (3.3.2) 3.1.7 Instructional Resources – Pittsville School District Library Media Centers (3.3.3) 3.1.7.1 Materials (3.3.3.1) 3.1.7.2 Facilities (3.3.3.2) 3.1.8 Network Infrastructure: Current Status (3.3.4.4)3.2 Wisconsin Information and Technology Planning Focus Areas 3.2.1 Student Proficiency 3.2.1.1 Current Status 3.2.1.2 Recommendations 3.2.1.3 Goals & Objectives 3.2.1.4 Implementation Action Plan 3.2.2 Educator Proficiency 3.2.2.1 Current Status 3.2.2.2 Recommendations 3.2.2.3 Goals & Objectives 3.2.2.4 Implementation Action Plan 3.2.3 Effective Teaching and Learning Practices 3.2.3.1 Current Status 3.2.3.2 Recommendations 3.2.3.3 Goals & Objectives 3.2.3.4 Implementation Action Plan 3.2.4 Access to Information and Learning Tools 3.2.4.1 Current Status


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Table of Contents (continued)

3.2.4.2 Recommendations 3.2.4.3 Goals & Objectives 3.2.4.4 Implementation Action Plan 3.2.5 Analysis of Support Systems and Leadership 3.2.5.1 Current Status 3.2.5.2 Recommendations 3.2.5.3 Goals & Objectives3.2.5.4 Implementation Action Plan3.3 Information and Technology Resources and Fixed Assets

3.3.1 Alignment of Information and Technology Literacy Standards to Local Curriculum

3.3.2 Learning Tools 3.3.2.1 Current Status3.3.2.2 Recommendations3.3.2.3 Goals & Objectives3.3.2.4 Implementation Action Plan

3.3.3 Instructional Resources – Pittsville School District Library Media Centers3.3.3.1 Materials

3.3.3.1a ES Materials: Current Status3.3.3.1b ES Materials: Recommendations3.3.3.1c ES Materials: Goals & Objectives3.3.3.1d ES Materials: Implementation Action Plan3.3.3.1e HS Materials: Current Status3.3.3.1f HS Materials: Recommendations

3.3.3.2 Facilities3.3.3.2a ES Facilities: Current Status3.3.3.2b ES Facilities: Recommendations3.3.3.2c HS Facilities: Current Status3.3.3.2d HS Facilities: Recommendations3.3.3.2e Facilities: Goals & Objectives3.3.3.2f Facilities: Implementation Action Plan

3.3.3.3 Staffing and Scheduling3.3.3.3a ES Staffing and Scheduling: Current Status3.3.3.3b HS Staffing and Scheduling: Current Status3.3.3.3c Staffing and Scheduling: Recommendations

3.3.3.4 Technology in the District Library Media Centers3.3.3.4a Technology in the ES LMC: Current Status3.3.3.4b Technology in the ES LMC: Recommendations3.3.3.4c Technology in the HS LMC: Current Status3.3.3.4d Technology in the HS LMC: Recommendations3.3.3.4e Technology in the HS LMC: Goals & Objectives3.3.3.4f Technology in the HS LMC: Implementation Action Plan

3.3.3.5 Curriculum3.3.3.5a Library Information Skills Curriculum: Current Status3.3.3.5b Library Information Skills Curriculum: Recommendations


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Table of Contents (continued)

3.3.4 Telecommunications and Technology Infrastructure, Networking and Connectivity Systems

3.3.4.1 Telecommunications: Current Status 3.3.4.2 Telecommunications: Recommendations 3.3.4.3 Telecommunications: Goals & Objectives3.3.4.4 Telecommunications: Implementation Action Plan3.3.4.5 Network Infrastructure: Current Status 3.3.4.6 Network Infrastructure: Recommendations 3.3.4.7 Network Infrastructure: Goals & Objectives3.3.4.8 Network Infrastructure: Implementation Action Plan

3.4 Adult Technology Literacy

4. Dissemination to Stakeholders 5. Monitoring, Evaluation, and Revision of the Plan Appendix A – Technology Hardware InventoryAppendix B – Computer Software InventoryAppendix C – Proposed Technology Budget SummaryAppendix D – Required District PoliciesAppendix E – Research Resources & References


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Executive Summary This Comprehensive Information Library Media and Technology Plan addresses the following areas of concern for the Pittsville School District as determined through surveys of the staff, students, and community, a network assessment done by an outside consulting firm, as well as through an examination of test scores, 8th grade ITLS benchmark results and other informal assessments:

Student Proficiency – addresses updating/integrating Wisconsin’s ITL Standards at both the HS & ES, and developing technology rich units & assessments based on those standards. Educator Proficiency – addresses training & Inservice programs relating to technology integration teams, staff collaboration, and developing the use of new technologies Effective Teaching and Learning Practices – addresses best practices with technology in classrooms, training for technologies like SMARTBoards and BIG6/Super3 research models Access to Information Resources and Learning Tools – addresses Internet access, Internet safety, virtual access & distance learning potentials, wireless access, and providing more computers (netbooks) to increase student access to computer, network, Internet & information resources Analysis of Support Systems and Leadership – addresses the planning and staff development necessary to integrate 21st Century Skills into our instruction, plus the assessments and preparations to support technology in the next 3 year plan. Learning Tools – addresses maintaining and updating current hardware & software, plus provides for investments in any future technologies which may be proven effective in education & learning in the future Instructional Resources – addresses the facilities, status, needs & recommendations for our Library Media Centers Telecommunications & Technology Infrastructure, Networking & Connectivity Systems – addresses our telecommunications & network/infrastructure needs

This 3 year plan makes specific recommendations for budgeting, staff development and training, student performance, improvements to our LMCs, as well as hardware, software, Internet access, and network infrastructure.


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1. Introduction

The Pittsville Public School District Comprehensive Information and Technology Plan provides guidelines for the systematic acquisition, maintenance and effective use of state-of-the-art technologies, curriculum integration and staff development regarding the use of technology in the classroom. This three-year plan focuses on the effective integration of technology to improve student performance and enable the students of Pittsville to compete in an information-based global economy as life-long learners and problem solvers. The plan is designed to enhance the teaching and learning process on an interactive and equitable basis for all students in the district. The plan is consistent with guidelines set forth in the State of Wisconsin Department of Public Instruction’s Information and Technology Planning Model, 2008. 1.1 Relevant Research and Best Practices

The Information and Technology Planning Committee examined the results and recommendations of the LoTi and Speak Up 2008 surveys, which students, staff, and district residents completed in early 2009. The committee also looked at data from our elementary school ITLS benchmark records, the recommendations of a network assessment completed by Skyward IT Services, as well as informal summaries, assessments and observations to determine our current strengths and weaknesses in the areas of:

• student and educator proficiency • effective teaching and learning practices • access to information resources and learning tools • support systems and leadership • information and technology resources and fixed assets.

As part of the initial planning process members of the Committee reviewed various information and technology studies relating to relevant research and best practices as provided by the Wisconsin Department of Public Instruction. The research findings were then used to set forth the goals outlined in this Plan. 1.2 Information and Technology Vision Statement

The Pittsville School District believes that information and technology skills are essential for the development of life-long learners who are competitive in the global community of the 21st century. Students and staff will employ technology and information resources based on current research and best practices to enhance the overall learning experience. We will provide up-to-date technology, information resources, and training to students and staff to facilitate learning, resource sharing, innovation, and communication. 1.3 Information and Technology Mission Statement

The Pittsville Public School District will use technology and information resources to empower each student through his/her own efforts and the efforts of parents, educational staff, and the community, to be lifelong learners capable of adapting to change while making a positive contribution in the global community. By embedding Wisconsin’s Information and Technology Literacy Standards along with Wisconsin’s other Model Academic Standards into our curriculum, students will be provided with the resources, skills and opportunities needed for success in the 21st century. These skills include accessing and effectively using information, researching, problem-solving, and decision-making, which are all essential to developing higher level thinking. Learning will be improved, options enhanced, and access to global resources increased through partnerships

http://www.lqhome.com/cgi-bin/WebObjects/lotilounge.woa

http://www.tomorrow.org/Speakup/

http://psd.pittsville.k12.wi.us/Teacher/Curriculum

http://psd.pittsville.k12.wi.us/TechPlan/0912/Assessments/Network_Assessment.pdf

http://www.skyward.com/ITServices/Default.aspx


http://www.dpi.state.wi.us/standards/pdf/infotech.pdf

http://www.dpi.state.wi.us/standards/pdf/infotech.pdf

http://www.dpi.state.wi.us/standards/index.html

http://www.21stcenturyskills.org/





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and collaborative efforts of classroom teachers, library media and technical support staff, and members of the community. 1.4 Ties to District Vision and Mission Statements

The Pittsville School District’s Mission Statement reads, “The mission of the Pittsville Public Schools is to enable each student through his/her own efforts and the efforts of parents, educational staff, and the community to be a lifelong learner, capable of adapting to change while making a positive contribution in the global community.”

The Information and Technology Committee used the District’s Mission Statement as the foundation for the creation of the Information and Technology Mission Statement, building on the base statement to create a more detailed reference to the mission of the District in relation to technology and information use. 2. Background Information 2.1 School District and Community Demographics

The School District of Pittsville is a small, rural school district located in the geographic center of Wisconsin. The District service area is comprised of parts of three counties including Jackson, Wood, and Clark. The District is more than 500 square miles in size. The District's physical facilities include two school buildings, an elementary school serving approximately 432 pre-kindergarten - eighth grade students and a four-year high school serving approximately 219 students. Both facilities are located in the City of Pittsville, Wisconsin. The community is primarily middle income with a strong agricultural base as well as industrial and professional employment. Approximately 30% of the students attending Pittsville schools are considered low income based on data gathered for the federal free and reduced school lunch program. The community is primarily Caucasian with less than 1% of the population representing racial minorities. 2.2 District Information and Technology Team

The District Information and Technology Team consists of the District Technology Coordinator, Chris Nepper; the District Administrator, Terry Reynolds; the High School Principal, John Olig; the Elementary Principal, Joann Sondelski; the District Library Media Specialist, Gloria Young; and the District Finance Director, Jeffrey Gast. 2.3 Technology Planning Committee Members Terry Reynolds, District Administrator Carmen Kumm, High School Teacher Chris Nepper, District Technology Coordinator Jenny Storlie, High School Teacher John Olig, High School Principal Tammie Cramer, District Health Director Joann Sondelski, Elementary School Principal Alex Zdun, district resident Gloria Young, District Library Media Specialist Katie Marten, district resident Jodie Sanken, Junior High Teacher Ken Freedlund, district resident John Downs, High School Teacher Liana Oleson, district resident Kristine Doering, Art Teacher Tina Ellis Coyle, district resident 2.4 History of the Growth of Technology in the Pittsville School District

Computer technology began in the Pittsville Public School District in the early and mid-1980s when the district acquired several stand-alone Apple IIe and Apple IIc computers along with a varied but limited selection of software. In 1988 the District business office was computerized with the


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installation of a single computer. In 1990 the district installed its first lab with 25 IBM 286 computers at the high school. In 1993 a computer committee consisting of teachers and the principal of the elementary school met to select computers and an operating system for the first computer lab at the elementary school. The IBM format was chosen over Apple and 35 IBM Model 30 Eduquest computers were acquired along with a variety of educational software. In 1994 an IBM/Novell network was installed for the district’s administration. Also in that year the Pittsville School Board formed an ad hoc Computer Committee to formulate an Information Technology and Telecommunications Plan for the Pittsville School District.

The plan was approved in April, 1995 with a four phase implementation sequence. The plan called for a complete district-wide LAN with 2 computer labs in each building, 4 drops in each classroom, 3 student workstations and 1 teacher workstation in each classroom. The plan was completed in 1998. In 1997 the District hired a Technology Coordinator to oversee all aspects of technology in the district. In the summer of 1999, the business office server and software was upgraded and connected to the District’s LAN.

Since then the District has been concentrating on upgrading and maintaining software, computers, servers, printers, network and other equipment rather than on expanding the network. Emphasis has been on developing digital video recording and editing capabilities and expanding the use of technology in classrooms through staff development and training opportunities, as well as efforts to integrate/align our curricula to Wisconsin’s Model Academic Standards for Information & Technology Literacy, which was completed during the 2005-6 school year in the elementary school. Also completed during the 2005-6 school year was the upgrading of our student records software to STI and the opening up of Web access to allow teachers, students and parents access to grading information.

In 2008 the district started investing in SMARTBoard technology to bring the educational benefits of interactive whiteboards to the classroom. A group of teachers participated in a program provided through a Title IId grant program in conjunction with a consortium of schools within CESA5 to train teachers in the use of SMARTBoards and to facilitate the development of technology rich units. Those efforts will continue over the next several years with additional training provided by the district’s own SMART certified instructor.

Beginning in 2009 the district began to explore the possibility of investing in cheap netbook type computers to bring more on-demand access to computers, the Internet, information and other resources to students and teachers. The district also renewed its commitment to focus on the 21st Century Skills that our students will need in order to thrive in the world of tomorrow. 2.5 Overview of the Planning Process

In December of 2008 the Technology Coordinator assembled a special committee of administrators, teachers, and community members to assess the needs of the District in the area of information access, computer technology and telecommunications and make recommendations to the Board for consideration and implementation. This committee, known as the Information and Technology Planning Committee, met monthly during the winter/spring of 2009 to draft this technology plan. In January and February of 2009, the District teachers and staff completed the LoTi survey, and students and staff also participated in the Speak Up 2008 survey. The results of these surveys plus information from our previous enGauge and LoTi surveys, along with data obtained from our 8th grade technology benchmarks, anectdotal data, and data from a network assessment done by Skyward, were all examined to determine our district’s current technology status and needs. (see http://psd.pittsville.k12.wi.us/TechPlan/Assessments.htm for more details). The committee then formulated a 3 year plan that was presented to and later adopted by the School Board in June of

http://dpi.wi.gov/imt/itlstfst.html


http://smarttech.com/

http://web.cesa5.k12.wi.us/

http://smarttech.com/trainingcenter/masters/trainingCertification.asp

http://en.wikipedia.org/wiki/Netbook

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2009. The Information and Technology Planning Committee will meet at least annually to assess the progress of the District toward meeting the goals of the plan.

Records of this planning process can be found on the Pittsville School District’s Web page at http://psd.pittsville.k12.wi.us/TechPlan. 2.6 Community Resources and Adult Literacy Providers

Because of the rural, remote nature of our small community, the availability of effective community and business resources is rather limited. Currently, a limited partnership exists between the District and the Pittsville Public Library, mostly through sharing of resources and collaboration on projects of shared interest. The district will continue to seek community partnerships as needs and opportunities arise. Possibilities include partnering with local cranberry production businesses, or perhaps Mid-State Technical Colleges in Wisconsin Rapids or Marshfield. 3. Current Status and Needs Assessment 3.1 Assessment of Previous (06-09) Plan’s Goals & Objectives 3.1.1 Student Proficiency (3.2.1) Needs Statement: Based on results of our enGauge processes, and on requirements of the NCLB Act, students need to increase their use of technology (21st Century Skills) to enhance their learning process and increase achievement.

Status

Goal 1: At the high school, administration will facilitate staff collaboration to fully integrate Wisconsin’s ITLS, develop technology-rich units, and create benchmarks to improve student mastery of 21st Century Skills

Delayed (Other Priorities)

Objective 1a: By the end of year 3 of the plan, 80% of high school students will score at or above the proficient level on locally developed assessments for Wisconsin Model Academic Standards ITL benchmarks.


Goal 2: At the elementary school, administration will facilitate staff collaboration to monitor, modify, and improve technology-rich units and lessons to improve student mastery of 21st Century Skills


Objective 2a: By the end of year 3 of the plan, 80% of elementary school students will score at or above the proficient level on locally developed assessments for Wisconsin Model Academic Standards ITL benchmarks.


3.1.2 Educator Proficiency (3.2.2) Needs Statement: Based on results of the enGauge processes, teachers need to continue to increase their use of technology and collaboration in their daily lives.

Status

Goal 1: The administration will provide support, on-going training, and implementation programs for the further use of technology in the daily lives of teachers.

Ongoing

Objective 1a: By the end of year 1 of the plan, all teachers will become proficient and comfortable users of the STI student records/grading program.

Achieved

Objective 1b: During the first year of the plan, the district will join the CESA 5 Consortium EETT grant project to explore new and emerging digital tools through integration teams. If such programs are offered in future years, the district will consider continuing to join such efforts.

Achieved

Objective 1c: By the end of year 2 of the plan, the administration will provide opportunities for teachers to share their knowledge of new and emerging technologies with other staff members.

Ongoing

http://psd.pittsville.k12.wi.us/TechPlan

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http://www.mstc.edu/

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Objective 1d: By the end of year 3 of the plan, the administration will develop continuing staff support programs, such as coaching and mentoring, to assist teachers with the inclusion of emerging technologies into their daily lives.

Ongoing

3.1.3 Effective Teaching and Learning Practices (3.2.3) Needs Statement: Based on results of the enGauge processes, teachers need to develop improved methods and strategies for including more technology into lessons and units.

Status

Goal 1: The administration will provide support, on-going training, and implementation programs for the further use of technology-rich units and lessons.

Ongoing

Objective 1a: By the end of year 1 of the plan, all teachers will evaluate their current strategies for assessing student work and will develop better methods for assessing student work, producing a scoring rubric that will assess benchmarks in technology literacy, reading & language arts, and math.


Objective 1b: By the end of year 2 of the plan, teachers will teach at least 1 unit/lesson which uses the Big6 research model.


Objective 1c: By the end of year 3 of the plan, teachers will teach at least 1 unit/lesson which uses best practices technology-rich unit that they have not used before.


3.1.4 Access to Information Resources and Learning Tools (3.2.4) Needs Statement: Based on results of theenGauge processes, The district needs to maintain its high level of Internet and voice access, provide increased remote learning opportunities, and prioritize technology advancements based on needs.

Status

Goal 1: The administration will provide support to continue the technology infrastructure, access, and virtual/distance learning needs of the district.

Ongoing

Objective 1a: During each year of the plan the district will continue to provide a minimum of 3.0Mb of Internet bandwidth for staff and student access.

Achieved

Objective 1b: By the end of year 1 of the plan, the administration will conduct a cost/benefit analysis towards providing VPN services for a limited number of staff or students for increased remote access to network resources.

Dropped (No need established)

Objective 1c: By the end of year 3 of the plan, the administration will investigate the costs, benefits and other issues involved with providing additional distance/virtual learning opportunities for students.

Ongoing

Objective 1d: Since the district currently has a phone service contract with TDS through the life of this plan, the district will continue to maintain the existing contract.

Achieved

3.1.5 Analysis of Support Systems and Leadership (3.2.5) Needs Statement: Based on results of our enGauge processes the administration needs to encourage better use of technology and 21st Century Skills by tying these skills to the district’s vision and staff development, and by improving the budget process for technology to prioritize needs.

Status

Goal 1: The district will examine what 21st Century Skills are important to the school and community and will work to ensure those skills are being taught

Delayed

Objective 1a: By the end of year 2 of the plan, the district will prepare a list of 21st Century Skills that the community has established as important.

Delayed

Goal 2: The staff development process will be reviewed to assure connection to the Delayed















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vision and 21st Century Skills goals Objective 2a: By the end of year 3 of the plan, the district will prepare a list of staff development goals that are tied to the district’s vision and 21st Century Skills, which the district will focus on during the next 3 years.

Delayed

Goal 3: The district will conduct a needs assessment to determine technology needs and prioritize budgetary resources to fulfill those needs

Achieved

Objective 3a: By the end of year 3 of the plan, the administration will produce a budget outline covering the next 3 years which provides a prioritized list of projected technology needs and funding sources to meet those needs.

Achieved

3.1.6 Learning Tools (3.3.2) Needs Statement: the district needs to maintain, enhance and upgrade computer systems, printers, digital tools, peripherals, and other technology equipment to provide the learning environment necessary for increased student and teacher proficiency, effective teaching and learning practices, and overall student learning achievement

Status

Goal 1: By the end of year 3 of the plan the district will return to a 5 year replacement cycle for computer workstations

Ongoing

Objective 1a: By the start of the 2006-2007 school year, the district will replace 25 lab computers at the high school

Achieved

Objective 1b: By the start of the 2007-2008 school year, the district will replace all teacher workstations (75 computers) to all teachers to keep pace with the increasing demands of technology-rich instruction.

Achieved (year 2)

Objective 1c: By the start of the 2008-2009 school year the district will replace another 60 lab computers.

Achieved (modified)

Goal 2: To keep pace with changing video and television technology, the district will upgrade TV and video equipment as needed and as funds become available.

Ongoing

Objective 2a: As older units fail or as additional instructional needs are established, the district will replace/upgrade older TVs, VCRs, LCD projectors, etc. with new technology such as wall-mounted digital TVs, DVD player/recorders, DLP projectors, etc.

Ongoing

Objective 2b: As the need is established and funding becomes available, the district will purchase the necessary servers, software and other equipment to provide streaming video capability over the network.

Dropped (No need

established)

Objective 2c: By the start of the 2006-2007 school year, the district will increase the video editing capability at the high school by replacing the 25 high school lab computers from Objective 1a above with computers that have video editing capability built in, and will upgrade the existing portable DV editing workstation to provide more modern capability.

Achieved (year 3)

Objective 2d: By the end of year 1 of the plan, add up to 2 more DV cameras at the high school.

Achieved (year 3)

Objective 2e: By the end of year 2 of the plan, establish a rotation plan to assure that as older digital cameras (both still and motion) wear out, or as additional needs are established, that new purchases can be made.

Ongoing

Goal 3: Investigate the needs, cost benefits, problems, and other issues with new or emergent technologies such as PDAs, Ipods, Whiteboards, tablet PCs, etc. as it relates to classroom instruction and student learning.

Ongoing





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Objective 3a: As needs become apparent and funds become available, investing in these emerging technologies will be considered, equipment purchased and training provided for the proper use of such technology.

Ongoing

3.1.7 Instructional Resources – Pittsville School District Library Media Centers (3.3.3)

3.1.7.1 Materials (3.3.3.1) Needs Statement: The district needs to add and update curriculum-related titles to meet the needs of visual learners and students with limited reading skills.

Status

Goal 1: The district will provide curriculum-related titles to meet the needs of visual learners and students with limited reading skills.

Achieved

Objective 1a: By the end of year 3 of the plan the district will add and update curriculum-related titles to meet the needs of visual learners and students with limited reading skills.

Ongoing

3.1.7.2 Facilities (3.3.3.2)

Needs Statement: The district needs to replace/add tables and chairs in the district’s library media centers to improve comfort, behavior, and learning of students.

Status

Goal 1: The district will provide adequate seating and furniture to meet the needs of students and teachers in the district’s LMCs.

Delayed

Objective 1a: By the end of year 3 of the plan the district will purchase tables and chairs as required by the district’s LMCs

Delayed

3.1.8 Network Infrastructure: Current Status (3.3.4.4)

Needs Statement: The district needs to continue to provide a robust, sound network infrastructure to provide the technology and network services required for student learning to continue, as well as allowing growth as new technology-rich learning programs are developed and implemented.

Status

Goal 1: The district will provide appropriate servers to maintain network services, while allowing for growth as technology-rich classroom instruction may require

Achieved

Objective 1a: By the start of the 2007-2008 school year the district will replace its 3 aging mission-critical servers and backup processes with updated units that will provide the continued growth of services that are required by today’s classroom instruction

Achieved

Goal 2: The district will maintain adequate switch infrastructure to maintain network services, while allowing for growth as technology-rich classroom instruction may require

Achieved

Objective 2a: By the start of the 2008-2009 school year the district will replace its aging, outdated switches with new technology which will provide for the district’s network needs, both current and as projected into the future

Achieved

Goal 3: The district will provide an appropriate email archiving system for staff email as provided by law.

Achieved

Objective 3a: By the end of year 1 of the plan the district will purchase and implement the GWArchive email archiving system to provide the backup and archiving for email.

Achieved

Goal 4: The district will assure that it’s security systems are robust enough to provide the level of security that new threats and conditions may require

Delayed

Objective 4a: By the end of year 3 of the plan the district will conduct a security audit to identify network security concerns and take any action to correct deficiencies which

Achieved


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such an audit may deem necessary. 3.2 Wisconsin Information and Technology Planning Focus Areas

Current status was determined in each of the focus areas by analyzing the results of the 2009

LoTi survey and the results of the Speak Up 2008 survey. Those surveys were compared with previous LoTi surveys done in 1999 & 2001, along with the enGauge processes from both 2002 and 2005. Recommendations were made based on this analysis as well as the general recommendations found in the survey summaries. 3.2.1 Student Proficiency

3.2.1.1 Current Status Currently the elementary staff has completed the ITLS benchmarks and developed

curriculum units for which all students of a grade would complete a project incorporating most of their grade’s ITLS goals. Teachers also used a benchmark checklist to track and record the progress of each student’s completion of the ITLS goals for their grade. Using the benchmarks, as well as unit and lesson rubrics, teachers can assess the level of mastery and understanding of the ITLS for each student.

The benchmark checklists are used as a record of students’ progress toward completing their ITLS grade goals, and will be kept on file, along with a sample of student work for each grade, for future reference and to provide evidence of the level of our 8th graders’ technology literacy, as required by the NCLB Act.

Judging by the quality of the projects already completed, the results so far look promising. Reports have shown excellent student work with ample evidence of grade level mastery of the ITLS, as identified in the benchmark reports.

Although progress is being made, the ITLS have not been completely integrated into the curricula at the high school. For the 2009-10 school year and beyond teachers need to work to ensure that all standards are being met and should work to introduce technology rich projects or activities where appropriate. During the 2008 – 2009 school year, a new class offering at the high school included web design. 3.2.1.2 Recommendations

Integration of the ITLS into existing curricula needs to be completed at the high school. First, the high school staff needs to continue to integrate the technology standards - specifically the core subject areas because most students are required to take core subject area classes. Next, teachers need to develop classroom benchmarks for measuring application of the standards in lessons. Finally, technology-rich lessons, based on the standards and benchmarks, need to be developed to ensure that students are getting the maximum benefit of the technology available at the Pittsville School District. 21st Century skills need to be emphasized. Emphasis must be placed on activities which promote the skills of evaluation, analysis and synthesis. It is important for all staff to remember that technology is continually evolving and efforts must be made for staff to remain current to ensure our students are receiving optimal education opportunities they deserve.

In the elementary school, since the above mentioned process has already been completed, teachers need to focus now on increasing the use of technology-rich lessons by monitoring student progress and modifying lessons and strategies as necessary to maximize use of technology and increase student achievement. Continued monitoring and analysis of test results,



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http://psd.pittsville.k12.wi.us/Teacher/Standards/k12checklist.doc



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projects and benchmarks should reveal areas of student strengths and weaknesses, with appropriate changes and modifications for continued growth.

In the 2009 – 2010 school year new classes will be added to the high school course offerings to include areas such as ‘desktop publishing’ and ‘exploring technology.’ In the area of business education, additional business simulations will be moved to the computer-based systems, from the paper-based tools. In multi-media arts the students will explore Adobe Photoshop CS4 through digital photography. During painting and drawing classes, students will familiarize themselves with new drawing techniques through Adobe Illustrator. Freshman students will be educated on internet safety, chat rooms, and proper cell phone protocol in the Freshman Study Skills class. 3.2.1.3 Goals & Objectives

Needs Statement: Based on results of our Speak Up 2008 survey and on requirements of the NCLB Act, students need to increase their use of technology (21st Century Skills) to enhance their learning process and increase achievement. Goal 1: At the high school, administration will facilitate staff collaboration to fully integrate Wisconsin’s ITLS, develop technology-rich units and create benchmarks to improve student mastery of 21st Century Skills Objective 1a: By the end of year 3 of the plan, 80% of high school students will score at or above the proficient level on locally developed assessments for Wisconsin Model Academic Standards ITL benchmarks. Goal 2: At the elementary school, administration will facilitate staff collaboration to monitor, modify, update and improve technology-rich units and lessons to improve student mastery of 21st Century Skills Objective 2a: By the end of year 3 of the plan, 80% of elementary school students will score at or above the proficient level on locally-developed assessments for Wisconsin Model Academic Standards ITL benchmarks.

3.2.1.4 Implementation Action Plan

Activities Person/Tea

m Responsible

Timeline Start - Finish

Budget: Expenditure &

Source Success Indicators

1.1a.1: By the end of year 1, high school staff will complete the Integration of the new, updated ITLS into their curricula and develop benchmarks for measuring student achievement.

Staff Develop-ment Team

August 2009 – May 2010

Staff will work during Inservice days and the regular work day

All core subject area curricula are successfully updated (approved by building principals)

1.1a.2: By the end of year 2, high school staff will develop at least 1 technology-rich unit which incorporates as many of the ITLS benchmarks as possible




Locally developed student assessments, rubrics and benchmark checklists for tracking student progress and WKCE test results

1.1a.3: By the end of year 3, high school staff will assess their technology-rich units and modify lessons, units and benchmarks as needed to increase student learning




Locally developed student assessments, rubrics and benchmark checklists for tracking student progress and WKCE test results

2.2a.1: By the end of year 1, elementary school staff will update their curricula, assessment tools and

Staff Develop-ment

August 2009 – May

Staff will work during Inservice days and the

Self-assessment by teacher-collaboration teams















http://dpi.wi.gov/oea/wkce.html



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strategies to better evaluate technology-rich projects and assignments

Team 2010 regular work day

2.2a.2: By the end of year 2, elementary staff will apply improved assessment tools and strategies to technology-rich projects and assignments




Locally developed student assessments, rubrics and benchmark checklists for tracking student progress, and WKCE test results

2.2a.3: By the end of year 3, elementary school staff will assess their technology-rich units (based on results of previous year’s student achievement) and modify lessons, units and benchmarks as needed to increase student learning




Locally developed student assessments, rubrics and benchmark checklists for tracking student progress, and WKCE test results

3.2.2 Educator Proficiency

3.2.2.1 Current Status Teachers at Pittsville are aware of digital-age skills and understand the importance of these

skills to students’ lives; however they lack the specific strategies for developing these skills. Pittsville teachers are using technology as an option to support lessons that have been in place since before technology was available, but there is a need to establish expectations.

While they have developed some comfort with technology, many teachers have not developed a wide-variety of technology based learning strategies. LoTi survey evidence shows that there is a disagreement between the students’ perception and teacher reports of such technology-based learning.

Pittsville teachers use technology on a daily basis (e.g. attendance, e-mail, word processing, personal Web pages, EDUSS, and STI grade book program) to effectively communicate with each other and the community. However, the frustration teachers have experienced with the lesson plan and grading features is a clear indication that the district needs to provide more support and continued training. There are also no established procedures for helping teachers learn to use new and emerging technologies, or to incorporate such technologies into their lives and classrooms.

Pittsville has clear expectations, policies, and support for teacher and student use regarding social, ethical, and legal issues raised by technology. The District has established guidelines governing technology use, including copyright, plagiarism, proper citation, and acceptable use, but the enGauge on-line assessment profile and the enGauge on-site summary show a discrepancy in student and staff understanding of the ethical issues related to plagiarism and copyright. 3.2.2.2 Recommendations

The District should continue to implement management approaches that incorporate technology into the daily lives of teachers, requiring the expanded use of technology tools. The District should provide staff development to help teachers become proficient in planning and designing learning experiences that effectively use technology. A focus on specific curricular areas could draw teams of teachers, technology coordinators and curriculum and library media specialists into a collaborative design process to create a new high-quality model. Additional support and programs for the use of emerging technologies also needs to be established, along with support for innovative teachers who are implementing technology-supported strategies. Coupled with on-going support and team interactions as these designs are implemented, these




http://www.eduss.com/home_main.php

http://www.pittsville.k12.wi.us/STI_Home.cfm

http://www.pittsville.k12.wi.us/dist_policies.cfm





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district/school actions could build teachers’ capacities to maximize the positive impact of technology on learning across content areas.

The District needs to look into the option of allowing high school students to assist faculty members and/or students with technology activities. This could be done by opening up a work experience release position for certain high school students that are responsibly proficient in computer technology.

Another option to be explored is a Technology “Coach” to be a mentor for the teachers. This person could be a resource and aid for teachers during classroom hours, and a mentor/coach who could be available to help teachers before or after school, or during prep times. If a teacher has a need for specific application training (example: PowerPoint, SMARTBoard, Web 2.0 tools, etc.) or help with the integration of technology into his or her lesson plans, the “Coach” would be available to help develop the skills that the teacher needs, as well as aid in the drafting of lessons, units, and modifications to curricula.

The District should provide more support for further use and understanding of advanced features of STI, especially advanced lesson plan features, grading program and continual technology improvement. The best form of support could be ‘teacher coaches’ who are available to show “how to” and provide sideline assistance. There should be formal and hands-on opportunities for participants to interact, exchange ideas, and share experiences. Teachers also need to be trained in the use of the EDUSS program, which was introduced in the district in 2008, but has not been fully developed.

Staff development plans need to be more flexible to allow personalized staff development at those times and in those programs for which there are some teachers who clearly will not benefit from the main staff development focus. This will allow some groups of teachers, for example, to pursue training or personal development in technology while others continue with the primary staff development program. The District will look for ways to incorporate more development opportunities in the technology areas as appropriate, and to provide flexibility for those teachers who may not benefit from the district’s overall staff development plan. Staff development programs need to be practical, meaningful, relevant and timely for all the district’s teachers.

3.2.2.3 Goals & Objectives Needs Statement: Based on results of informal surveys and the LoTi survey, teachers need to continue to increase their use of technology and collaboration in their daily lives. Goal 1: The administration will provide support, on-going training, staff development and implementation programs for the further use of technology in the daily lives of teachers. Objective 1a: By the end of year 1 of the plan, the language arts teachers will become proficient and comfortable users of EDUSS. Objective 1b: During the first year of the plan, the district will join the CESA 5 Consortium EETT grant project to explore new and emerging digital tools through integration teams. If such programs are offered in future years, the district will consider continuing to join such efforts. Objective 1c: By the end of year 2 of the plan, the administration will provide opportunities for teachers to share their knowledge of new and emerging technologies with other staff members. Objective 1e: By the end of year 3 of the plan, the administration will develop continuing staff support programs, such as coaching and mentoring, to assist teachers with the inclusion of more 21st Century Skills and emerging technologies into their daily lives.

3.2.2.4 Implementation Action Plan Activities Person/Team

Responsible Timeline

Start-Budget:

Expenditure Success Indicators


http://www.pittsville.k12.wi.us/STI_Home.cfm







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Finish & Source 1.1a: In the fall of 2009, the district will provide appropriate in-service on the continued use of EDUSS and address teacher’s issues and concerns with continued support throughout the year.


August 2009 - May 2010

Staff will work during in-service days and the regular work day.

Survey conducted by the Staff Development Team and utilization of EDUSS program

1.1b: During the first year, the district will support teachers who wish to participate in the CESA 5 Consortium Technology Integration Leadership Teams to explore emerging new technologies.



$2,000-$3,500 from the consortium grant program.

Evaluation of activities as defined in the grant program.

1.1c: By the end of year 2, the district will provide time and opportunities for teachers who participated in the CESA 5 Consortium Technology Integration Leadership Teams to share their knowledge and experience with other staff members.




Informal survey.

1.1e: As new technologies become available, the district will establish in-service programs, integration/technology teams, and other collaborative efforts to support the continued push for more use of 21st Century Skills and new technologies


On-going


Varied.

3.2.3 Effective Teaching and Learning Practices

3.2.3.1 Current Status At Pittsville technology is used to motivate students within the context of traditional learning

activities. Students are increasingly engaged and motivated as teachers continue to experiment with new models of teaching and learning. While the teacher is still at the center of most learning activity, technology in the classroom is encouraging student independence. Much of student learning with technology is still done by individuals, but opportunities for collaboration are more and more common. Assessment is still viewed as primarily a summary judgment activity, but new student products and learning modes enabled by technology are beginning to require new modes of assessment.

Pittsville teachers make limited use of research in instructional planning. While efforts are made to ensure that applications of technology to learning are consistent with the topics and content of the curriculum, no specific processes are in place to consider research and best practice related to these applications. Teachers have some access to conferences, workshops, courses and professional resources, making them aware of innovative practices. Many teachers have incorporated some of these practices into their curricula.

Standards and benchmarks are present, and technology is increasingly referenced in those standards. Most classroom assessments are aligned to the standards, but the assessment context is typically traditional, though teachers are becoming more comfortable with alternative assessments. Some technology is used in the assessment process, and these processes deal more effectively with thinking, reasoning, and life and workplace skills (i.e. budget, office skills, career research and CAD). Instructional strategies are aligned with standards, particularly at the elementary school; however, the amount of implementation of technology varies greatly by grade level.

Educators at Pittsville use technology primarily to support instructional strategies that were in place prior to the arrival of cutting edge technology. Some educators use problem-based or project-based learning that is supported by technology. Instructional programs are still primarily



http://web.cesa5.k12.wi.us/departments/it_digitaltools.cfm




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teacher-directed, featuring work that is exercise-based, though increasingly this work is also supported by educational technology. The products of student work are being shared more between all students and the teacher. Pittsville teachers are using technology as an option to support lessons that have been in place since before technology was available, but there is a need to establish expectations and consequences for not imbedding technology into student learning.

Technology is more readily used for additional purposes at Pittsville now than three years ago. Some teachers are starting to use technology for a range of purposes. The Internet is used primarily for a single purpose such as gathering additional information and materials as a substitute for the library, but also for educational games, real life simulations, museum tours, virtual classrooms, etc. Web 2.0 tools are being implemented more and more as teachers become more comfortable with the technology. Inclusion of technology rich learning and assessments are continuing to be implemented. 3.2.3.2 Recommendations

Research suggests that students learn better when they are actively engaged in relevant, meaningful activities that bridge the gap between conceptual and applied learning. Improving learning through technology requires not only technology, but also the right combination of technology, teacher proficiencies, instructional design, and updated curriculum. Pittsville can enhance the capability of teachers to use technology by providing compelling models of effective uses of technology. Models enable teachers to experience immediate success both for their students and themselves. Until teachers and administrators are immersed in the culture of technology, they will need such models along with advice on the context, content, instructional design, curriculum, and assessment that together shape effective teaching and learning. Teachers need to experiment with new methods, websites and programs.

Research shows (Marzano) that student learning increases through the use of interactive whiteboards. The district has a teacher who is a certified instructor for SMARTBoards. The district needs to establish an on-going program & support to train teachers in effective use of such technology in their classroom environment. Using the certified instructor, the district should schedule workshops to train groups of teachers, and then support them with on-going follow-up and mentoring to get the most out of the technology.

Teachers share a base of common knowledge about teaching and learning practice. While such a base exists for most content areas and teaching specialties, the knowledge base for technology and learning is still emerging and is becoming more extensive. It will be important for the district to provide teachers with the latest information on how technology can add value to the teacher's interaction with students. Such information must bridge the gap between research and practice to provide teachers with practical recommendations that stem from the research.

The first step to aligning curriculum and instruction to the vision is a careful definition of how the vision translates into practice followed by designing curriculum, associated instructional approaches, assessments that link back to the vision, and the use of emerging technologies to assess learning in new ways. This work should be done collaboratively between district and school-based educators. Since our last LoTi survey, we have improved some in aligning to the vision.

By moving from the exploration of online, real-world applications to the incorporation of such experiences into student learning, Pittsville will continue to develop guidelines, selection criteria, and funding structures for Web experiences and access to digital content. The school should continue to create linkages with community groups to explore local possibilities in addition to the Web-based resources. The range-of-use model outlined in enGauge continues to

http://www.marzanoresearch.com/




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be used as a reference point for analyzing both a school's offerings as well as a student's experience with technology.

Teachers must use alternative forms of assessments to capture the full extent of student performance and progress while acquiring skills, attitudes, and meeting the standards. Teachers commonly use rubrics as a good way to consistently score students and their technology-based products. The district should consider providing teachers with time, mentors, and inservice credits to get them actively engaged in meaningful online or other professional interactions. To address the issue of plagiarism, options for lessons that would involve more critical thinking such as ‘compare and contrast’ should be modeled and used, along with district-wide implementation of the Project Big6 research model. 3.2.3.3 Goals & Objectives

Needs Statement: Based on results of the LoTi survey, teachers need to develop improved methods and strategies for including more technology into lessons and units. Goal 1: The administration will provide support, on-going training, and implementation programs for the further use of technology-rich units and lessons. Objective 1a: For each year of the plan the district will schedule training & support opportunities as necessary to assist teachers with learning the most effective methods and uses of SMARTBoards in the classroom to improve instruction and student learning. Objective 1b: By the end of year 1 of the plan 10 teachers will participate in the ‘Thinking with Technology’ course, then incorporate at least 1 technology rich unit with 21st Century Skills into their classes. Objective 1c: By the end of year 2 of the plan the 10 teachers trained in the ‘Thinking with Technology’ course, will help to train & mentor at least 10 more teachers in the program. Objective 1d: By the end of year 3, using learning communities or collaboration teams (mentoring), teachers will work to establish the Big6/Super3 research model as the primary model for students to use when conducting research.


Activities Person/Team Responsible

Timeline Start-Finish

Budget: Expenditure & Source Success Indicators

1.1a: For each year of the plan the district will schedule training & support opportunities as necessary to assist teachers with learning the most effective methods and uses of SMARTBoards in the classroom to improve instruction and student learning.

Staff Develop-ment Team & Jodie Sanken

On-going Staff will work during in-service days and the regular work day.

Effective use of SMARTBoards is seen through increased student learning as reflected in improved test scores, WKCE results, grades, observations, and other assessment tools

1.1b: By the end of year 1, 10 teachers will be trained on technology rich units and 21st Century Skills through the ‘Thinking with Technology’ course.

Jodie Sanken

August 2009 – June 2010

Staff will work over a 2-day summer workshop, plus in-service days and the regular work day.

Teachers will complete and implement at least 1 technology rich unit.

1.1c: By the end of year 2 of the plan the 10 teachers trained in the ‘Thinking with Technology’ course, will help to train & mentor at least 10 more teachers in the program.

Staff Develop-ment Team and Jodie Sanken

August 2010 – June 2011


Teachers will create technology rich units.

http://205.213.162.11/project_big6/index.html






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1.1e: By the end of year 3, using learning communities or collaboration teams (mentoring), teachers will work to establish the Big6/Super3 research model as the primary model for students to use when conducting research. Teachers who have already been trained in Big6 will lead/mentor other teachers in the development of Big6 units and lessons.




Teacher unit/lesson plans which incorporate Big6 research methods. Principal observation of Big6 lessons.

3.2.4 Access to Information Resources and Learning Tools

3.2.4.1 Current Status There is appropriate connectivity to resources and tools in all learning and administrative

environments. The local area network provides sufficient bandwidth for existing applications and access and provides for growth as online access increases. Computer labs and laptops on portable carts are available for student research and projects. High bandwidth Internet access is provided to all locations with adequate filtering and caching.

The school provides adequate support for the computer network. This support extends to the design, management, monitoring, maintenance, and security of the network. Current support for technology hardware includes user workstation installation, configuration, troubleshooting, maintenance, repair, upgrades, and replacement. There is support for end users with regard to workstation software installation, configuration, user training, and troubleshooting. The school or district provides adequate support for broadcast services and limited support for the creation and management of Web content, digital video delivery, and telephone services. Dedicated video services (including video-conferencing), and satellite services are nonexistent at this time, except for that which can be provided over the Internet. One person provides the technical support services, with contracted assistance from an outside technical services company, but is overtaxed to meet all users’ needs.

The school facilities support technology use for all administrators (data and voice) and teachers (data and limited voice) and for students in specific programs with data, but no interactive video. The school has infrastructure in place for the projection, television, and audio needs of the school. The school system has prepared for future technology needs. The facility could accommodate use by the greater community including appropriate security systems, easy-to-use technology, and automated systems for after-hours users. Permanent furniture items accommodate existing and planned technology.

Virtual learning is limited to traditional courses delivered via technology (e.g., broadcast), with occasional use of online courses over the Internet. The school has yet to investigate the feasibility of interactive video or the need for a video conferencing center.

The District’s current technology infrastructure includes a mix of modern, up-to-date equipment and some older equipment, such as computer workstations. The administrative equipment and software is adequate to meet the needs of the system, but training is insufficient to enable staff to take full advantage of the investment. Administrative software and equipment is standardized to ensure compatibility.

Some communication and administrative processes that lend themselves to paperless processes have been converted and are being used, but still in parallel to more traditional, paper-based systems. Policies are being considered to establish new, paperless protocols in this area. Information is easily accessed, easy to use, and provided in a usable form that is real-time and provides organizational efficiencies, but only to those personnel who have a "need to access." Some of the instructional content is electronically available at all sites in the school system.



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With the development of cheap, wireless portable computers the district needs to consider establishing programs to bring wireless laptop type computers into the hands of students, with a goal of eventually reaching a 1 to 1 computer to student ratio, especially in grades 4-12. This would facilitate anytime, anywhere access to computers, Internet, information, and resources to all students, greatly enhancing learning.

Although the district uses Surf Control to filter Internet access and subscribes to an email filtering service for both staff and students, evidence shows that there is a further need to educate students on the dangers & inappropriate material that exists on the internet, as well as the risk of inappropriate communication or contact between students and people with malicious or harmful intent (Internet ‘predators’).

3.2.4.2 Recommendations

Technical support issues must be addressed in upfront planning and cost analysis in the design phases. The total cost of ownership must be addressed to ensure that technical assistance is planned, budgeted, and managed effectively through a combination of strategies (e.g., equipment standardization, technical certification programs for students, and on-site training programs for entry-level workers.)

As more virtual or distance learning opportunities become available, the district should match its offerings with student learning needs. The district needs to have a method to evaluate what type of learner works best in virtual learning situations and what skill development is necessary prior to placing students in such situations. The district should develop a review process for judging the value of virtual learning opportunities in comparison to alternatives and in light of the costs.

Technology resources should be provided based on needs assessments completed by teachers, principals, and other instructional and administrative staff. The current technology infrastructure should be maintained and upgraded on a regular basis. That infrastructure should be deployed based on usage patterns that maximize learning. Internet bandwidth should continue to be monitored and increased to improve access as needs indicate.

In order to provide more access on demand to computer & Internet resources, the high school is in need of wireless internet capability with laptops and/or netbooks on carts, and the addition of more wireless laptops and/or netbooks at the elementary school with the ultimate goal of eventually providing a 1 to 1 ratio of computers to students for grades 4-8. To facilitate the increasing demands for wireless connectivity and to ease possible conflicts with multiple laptop carts and floating wireless access points the district should explore the possibility of installing a seamless district-wide wireless system, with central control and security.

In order to better safeguard student access to the Internet and to satisfy requirements of Federal regulations on the issue of Internet safety for minors, the district should provide internet safety training for all faculty members, who can then better monitor and protect students from harmful resources on the Internet. The faculty will need to follow-up with teaching and supervision of students.

3.2.4.3 Goals & Objectives

Needs Statement: Based on results of the LoTi survey and a network needs assessment done by Skyward consulting services, the district needs to maintain its high level of Internet and voice access, provide increased remote learning opportunities, and prioritize technology advancements based on needs.



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Goal 1: The administration will work toward providing safer and more readily accessible, Internet, and information access to as many students & staff as possible by continuing to provide support for the technology infrastructure, access, and virtual/distance learning needs of the district. Objective 1a: During each year of the plan the district will continue to provide a minimum of 5.0 Mb of Internet bandwidth for staff and student access, but the district may need to increase this if usage demands exceed current available bandwidth. Objective 1b: By the end of year 1 of the plan, teachers will participate in an Internet safety orientation presented by trained district staff. Objective 1c: By the end of year 3 of the plan, the administration will conduct a cost/benefit analysis towards providing VPN services and/or other distance/virtual learning opportunities for a limited number of staff and students for increased remote access to network resources. Objective 1d: By the end of year 2 of the plan the district will implement a seamless, comprehensive district-wide wireless solution. Objective 1e: During the 3 years of this plan, as needs & finances are established, additional portable computers will be purchased for both buildings, with priority given to establishing a laptop/netbook program at the high school.




Budget: Expenditure

& Source Success Indicators

1.1a: For each year of the plan the district will enter into Internet access and provider contracts to provide a minimum of 5.0Mb of Internet bandwidth.

Technology Coordinator

July 2009 – May 2012

$7,500 per year from technology funds

Internet access is available and in use.

1.1b: By the end of year 1, teachers will participate in an Internet safety orientation presented by trained district staff.

Guidance teacher & other trained staff

Fall Inservice, 2009


Teachers will complete and implement a internet safety plan for students.

1.1c: By the end of year 2 of the plan, the administration will study the costs, benefits and other issues involved with providing virtual private network (VPN) capabilities, plus additional distance/ virtual learning opportunities for students & staff beyond the limited Internet classes currently offered.


July 2010 – May 2011


Written report is presented to the school board.

1.1d: By the end of year 2 of the plan the district will implement a seamless, comprehensive district-wide wireless solution.


July 2010 – May 2011

$33,000 from general budget funds

Wireless connectivity is established throughout district classrooms, offices, & public areas needed access.

1.1d: During the 3 years of this plan, as needs & finances are established, additional laptops and/or netbooks will be purchased for both buildings, with priority given to establishing a laptop/netbook program at the high school.


On-going $25,000/year from technology funds, grants, or other funding sources

Laptops/netbooks are in the hands of students and are actively being used for classroom objectives

3.2.5 Analysis of Support Systems and Leadership

3.2.5.1 Current Status


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There are general expectations that every staff member will use technology, but it is not obvious that such expectations will advance the vision, nor are staff members held accountable to achieve expectations. School leaders sometimes use Inservice days and staff meetings to develop awareness of emergent ideas related to the vision, and the school has a process in place to identify and remove the barriers that prevent the systematic use of technology. New leadership based on the vision is encouraged, but only within the same traditional rules and regulations – and with only limited aid of emerging technologies.

The school staff recognizes effective uses of technology when they see it. The leadership team tries to encourage and reward the effective uses of technology, but only on an ad hoc basis. Leaders are focusing on changes in culture due to technology, but are just beginning to explore its development of community – thus their impact is isolated and not systemic. School leaders work together to facilitate the building of a common base of knowledge based on effective technology use. The knowledge base encourages interactive dialog, debate, or exchanges on a limited basis only. Pittsville is using some pilots of innovative uses of technology (such as Project Big6, SMARTBoards projects, CESA5’s Digital Tools initiatives, etc.) to test out the education system for barriers and to identify what support systems the educators and students need to succeed with technology.

The school is moving to reform measures that would open the school culture to ideas generated from emerging research on the brain, learning, teaching, and technology. Such innovations should be encouraged and supported by the school.

Few partnerships involve technology. Limited use of interactive technologies is occurring, most often in the continuation of old practices – but in new ways, such as with the introduction to the use of SMARTBoards in classrooms. Other new ways are gradually being implemented, such as web access to lessons, assignments, and grade information. School and community leaders are exploring telecommunications and technology needs.

In certain aspects of their responsibilities (mostly administrative/management), the administrators find technology to be extremely beneficial. Administrators are continuing to explore how this tool can be used in leading staff and students to the vision. Administrators know effective uses of technology when they see them. There are general expectations that every staff member will use technology, but such expectations are not tied to advancing the vision nor are staff members always held accountable to achieve expectations. Holding staff members accountable for innovative use of technology is critical. The ITLS benchmarks at the elementary mark the beginning of an effort to build accountability. The administrators encourage and support individual educators and teams of educators to bring value to student learning and to meet critical educational challenges. Administrators are beginning to model the powerful uses of technology for their personal lives. However, little progress from the previous technology plan has been made in these areas.

While some effort has been made to link the professional development to the vision for digital-age learners and to student performance, this linkage is not readily evident. Follow-up is often missed as part of the staff development process. Time is the most critical issue.

The curriculum is continuing to include learning activities that address digital-age proficiencies as students achieve academic content standards. The district is revising content standards to reflect 21st-century proficiencies. While teachers use the full range of approaches, most of their teaching leans toward the didactic. The school is intent in developing digital-age proficiencies among learners. At the elementary school the ITLS have been integrated and benchmarks implemented since the 2005-06 school year. The high school has still not completed the process of integrating the ITLS and needs to develop ITLS benchmarks in the near future.




http://pds.pittsville.k12.wi.us/Teacher/Standards/ITLS_k12_Benchmarks.doc

http://www.pittsville.k12.wi.us/Teacher/Standards/Tech_Standards_Scope_Sequence.htm




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The development of teacher and system capacity to design and use appropriate curriculum, learn new instructional strategies, and gain assessment literacy is in the process of being aligned and coordinated. The district has initiated the use of technologies to assess student performance in addition to recording and reporting student progress. 3.2.5.2 Recommendations

For teachers to be effective users of technology the system must replace barriers to technology with a strong support system that encourages and demands educators make the changes necessary to use technology effectively and innovatively. Process reengineering must take place to change the rules and culture to encourage, guide, and support teachers to bring effective uses of technology into learning. The district must focus on what is to be accomplished with technology and then track it back to see if it is happening. Polling teachers and listening to administrators can identify barriers or challenges, and will help identify the things that need to change. Barriers can be ‘not enough outlets in the classroom’ or the need to find other staff members with the desired expertise to support teachers in their day-to-day use of technology.

The district has designed a professional development program that has meaning and relevance to the participants. The program is grounded in research and best practice – but does not go far enough to ensure flexibility to enable teachers and administrators to make it meaningful to them. This process needs to be enhanced and adjusted for the maximum benefit of staff and students.

The district should develop a list of the 21st-century skills and goals for technology use that are important to the community. Those skills should be incorporated into the district vision. The district should then conduct a review process to assess whether these skills are being addressed at any level (e.g., included in the written standards, addressed within the curriculum of specific teachers). Once identified, they should investigate how the skills are being assessed. Schools should create teams to design and implement programs within the content areas that would effectively address the 21st-century skills and the goals for technology use. These teams should assess the impact of the interventions on learning.

The district should assess the current level of funding for technology across all district and building levels, analyzing investment and spending patterns and consolidating and aggregating where possible. In addition, the district should establish funding structures that guarantee long-term, stable funding for technology at both the district and building levels. The administration must assist the staff in realizing that a change in thinking is necessary when accessing student research products. When students are doing a research project, the process of doing the research must be more important than the final product. 3.2.5.3 Goals & Objectives

Needs Statement: Based on results of the LoTi survey and Speak Up 2008 survey surveys the administration needs to encourage better use of technology and 21st Century Skillsby tying these skills to the district’s vision and staff development, and by improving the budget process for technology to prioritize needs. Goal 1: The district will examine what 21st Century Skills are important to the school and community and will work to ensure those skills are being taught Objective 1a: By the end of year 2 of the plan, the district will prepare a list of 21st Century Skills that the community has established as important. Goal 2: Working with the staff development committee the staff development process will be reviewed to assure connection to the vision and 21st Century Skills goals





06/12/09 24 Techplan 2009-2012.doc

Objective 2a: By the end of year 3 of the plan, the district will prepare a list of staff development goals that are tied to the district’s vision and 21st Century Skills, which the district will work to integrate into curricula during the next 3 years. Goal 3: The district will conduct a needs assessment to determine technology needs and prioritize budgetary resources to fulfill those needs Objective 3a: By the end of year 3 of the plan, the administration will produce a staff development outline covering the next 3 years which provides a prioritized list of projected technology needs and funding sources to meet those needs.





1.1a.1: The staff development team will review the 21st Century Skills and select those skills which are most important to the community to prepare students for.




Written report is presented to the administration team

2.2a.1: The staff development committee will develop a plan for staff development for the next 3 year technology plan which focuses on integrating the 21st Century Skills previously identified, and which is tied to the district’s vision




Written plan is presented to the school board

3.3a.1: By the end of year 2, in conjunction with CESA5 or an outside consulting firm, the district will complete a technology needs assessment to determine technology priorities and funding needs for the next 3 years

Administra-tive Team


Possible costs include contracting with an outside agency – $500 - $1,000

Written report is presented to the school board

3.3a.2: By the end of year 3, a prioritized budget will be prepared for technology related expenditures for the next 3 years, including funding sources

Administra-tive Team


None Written report is presented to the school board

3.3 Information and Technology Resources and Fixed Assets

3.3.1 Alignment of Information and Technology Literacy Standards to Local Curriculum - See

section 3.2.1.1 for a summary of current status. 3.3.2 Learning Tools

3.3.2.1 Current Status The district currently has 360 student computers, for a ratio of 1.81 students per computer; 65

teacher workstations (1 to 1 ratio), and 20 computers for various administrative and support staff functions. All regular elementary classrooms have at least 3 student computers, while the high school classrooms have from 1 to 4 student computers, depending on the need. All computers are networked and have Internet access. Additionally, all teachers, administrators, and support staff have computers in their rooms and offices, or at least have access to computers if needed. All computers in the junior high are multimedia, with video editing capabilities. Computers range in age from 1 to 6 years for student computers; 2 years for teacher computers; and 1 to 2 years for administration and special-purpose computers.

There are 30 networked black and white laser printers, 7 networked color laser printers/ multifunction units, 4 networked copy machines, and 12 other non-networked printers of various


06/12/09 25 Techplan 2009-2012.doc

types. There are also 3 flatbed scanners and 10 digital still cameras throughout the district. The elementary school has a dedicated video production studio, with 3 DV editing computers, 10 video cameras, 2 DV and 2 VHS player/recorders, video and sound control boards, with the ability to broadcast over the cable TV network. The high school has a single DV editing computer and a video camera.

The elementary school has 16 LCD projectors, while the high school has 8. The auditorium has its own sound and light system, LCD projector, CD, DVD, VHS, and cassette tape players. Cable TV access is provided to all classrooms, meeting rooms, and most offices and utility rooms. The elementary classrooms all have a wall mounted TV, and either a VHS VCR or a DVD player, or both. The high school has several TVs and VHS VCRs or DVD players available on carts. The elementary school has three (3) SMARTboards. The high school has one (1) Airliner Slate.

3.3.2.2 Recommendations

The district should increase the ration of computers to students. The district should investigate the feasibility of investing in laptop or netbook type computers to work toward a goal of 1 to 1 computing for grades 4-12. It is recommended that the district attempt to maintain a 5 year rotation of computers to ensure that no student or other special use computer in use in the district is more than 5 years old, and that no teacher or staff computers are more than 3 years old. The number of other resources such as printers, copiers, scanners, digital and DV cameras, and other peripherals should be maintained at existing levels, or slightly increased as needs arise. Although the elementary school has TVs, VCRs, and cable access in every classroom and is gradually adding DVD players as funds allow, the high school needs to consider mounting TVs, VCR/DVD players in the classrooms.

Research shows (Marzano) that student learning increases through the use of interactive whiteboards. As more teachers are completing training in the use of interactive whiteboards (SMARTBoards), the district needs to invest in more of this technology, providing mounted whiteboards & LCD projectors in classrooms, along with other associated technology (sound, wireless connectivity & control, etc.) to make the application of interactive whiteboards safe (no tripping on cords stretched across classroom floors) & seamless in the classroom.

The district should investigate the needs, cost benefits, problems, and other issues with developing technologies such as handheld computers, PDAs, Ipods, streaming video, podcasting, interactive whiteboards, etc., remaining open to changing needs and availabilities. As these and other emergent technologies continue to develop and as research justifies the investment in equipment and training, the district should also investigate alternative funding sources for these new technologies. 3.3.2.3 Goals & Objectives

Needs Statement: The district shall maintain, enhance and upgrade computer systems, printers, digital tools, peripherals, and other technology equipment. These enhancements will allow the school district to provide the learning environment necessary for increased student and teacher proficiency, effective teaching and learning practices, and overall student learning achievement. Goal 1: By the end of year 3 of the plan the district will return to a 5 year replacement cycle for computer workstations to keep pace with the increasing demands of technology-rich instruction. Objective 1a: By the start of the 2009-2010 school year the district will replace 30 lab computers in the LMC lab. Objective 1b: By the start of the 2010-2011 school year the district will replace 48 computers in the

http://www.marzanoresearch.com/


06/12/09 26 Techplan 2009-2012.doc

HS labs. Objective 1c: By the start of the 2011-2012 school year, the district will replace all teacher workstations/laptops (65 computers) as determined. Goal 2: To keep pace with changing video and television technology, the district will upgrade TV and video equipment as needed and as funds become available. Objective 2a: As older units fail or as additional instructional needs are established, the district will replace/upgrade older TVs, VCRs, LCD projectors, etc. with new technology such as wall-mounted digital TVs, DVD player/recorders, DLP projectors, etc. Objective 2b: As the need is established and funding becomes available, the district will purchase the necessary servers, software and other equipment to provide streaming video capability over the network. Objective 2c: By the end of year 1 of the plan, the district will provide 2-3 new DV cameras at the high school. Objective 2d: By the end of year 2 of the plan, establish a rotation plan to assure that as older digital cameras (both still and motion) wear out, or as additional needs are established, that new purchases can be made. Goal 3: As teachers complete training in the use of SMARTBoards the district will support requests for the mounting of such technology in classrooms. Objective 3a: In each year of the plan the district will purchase SMARTBoards, LCD projectors, and other necessary equipment to supply this technology to classrooms. Goal 4: Investigate the needs, cost benefits, problems, and other issues with new or emergent technologies such as PDAs, Ipods, interactive whiteboards, tablet PCs, etc. as it relates to classroom instruction and student learning. Objective 4a: As needs become apparent and funds become available, investigation in these emerging technologies will be considered, equipment purchased and training provided for the proper use of such technology.





1.1a: Purchase 30 computers to replace existing computers in the LMC Lab


July 2009 – August 2009

$17,000 from technology budget

New computers are installed and being used

1.1b: Purchase 50 computers to replace workstations in 2 HS labs





1.1c: Purchase 65 computers to replace all teacher workstations & additional/replacement laptops/ netbook computers





2.2a: Purchase TVs, DVD player/recorders, DLP projectors as needed


Open Technology, general funds, or grant money as available

New equipment is installed and being used

2.2b: If needs are established, purchase server, software, and other equipment necessary to provide streaming video services over the network


Open Technology, general funds, or grant money as available


2.2c: Update the existing DV cameras in high school


July 2009 – June 2010

Technology, general funds, or grant money as available



06/12/09 27 Techplan 2009-2012.doc

2.2d: Inventory all district cameras, determine use, age, lifespan, condition, replacement costs, etc. and draw up plan for reasonable replacement procedures


July 2010 – May 2011

None Written report is presented to school board

3.3a: In each year of the plan the district will purchase SMARTBoards, LCD projectors, and other equipment necessary to support this technology


On-going Technology, general funds, or grant money as available


3.4a: Investigate the needs, cost benefits, problems, and other issues with new or emergent technologies such as PDAs, Ipods, Whiteboards, tablet PCs, etc. as it relates to classroom instruction and student learning. Create acquisition plan as needed, including TKO and funding sources.


On-going None Establish needs have been filled.

3.3.3 Instructional Resources – Pittsville School District Library Media Centers

3.3.3.1 Materials The goal in developing the collection at the Pittsville School District LMCs is to maintain a

quality collection that is current and meets the diverse information and recreational reading needs of all patrons. The collection must also support all course curriculums with materials that are appropriate for a wide range of reading levels and learning styles. The collection is developed following the guidelines in the District Selection Policy and analyses by Titlewave from Follett and/or the Mackin collection development program. These products and the Destiny Library software provide information about the ages and quantities of titles in all areas of the library, which is used in the selection process. The LMCs also provides access to 2006 World Book on CD and a subscription to Britannica Online which are networked to all district computers.

3.3.3.1a Elementary School Materials: Current Status The Pittsville Elementary LMC serves students and staff from Pre-Kindergarten through

8th grade. The collection consists of 15,311 print titles, 26 periodical subscriptions (with 3 years of back issues of some titles), 320 audio, video, and DVD titles. Collection analyses determined that the average age of the titles in our collection is 14 years. Sections that have recently been updated are the Social Sciences, Biographies, and Technology. 3.3.3.1b ES Materials: Recommendations

In future purchases, special attention should be paid to curriculum revisions and planned ITLS units to assure adequate library materials to support these changes. Videos and DVDs have been added to the collection recently, but there is still a need to add and update curriculum-related titles to meet the needs of visual learners and students with limited reading skills. Current research supports the use of video technologies to improve student learning and a subscription to a video streaming service such as United Streaming should be considered. There are many quality online subscription products that could help primary students learn researching skills without the dangers and confusion of Internet searching, so these products should be evaluated for possible purchase in the future. 3.3.3.1c ES Materials: Goals & Objectives

http://www.follett.com/

http://www.follettsoftware.com/page/destiny_library_mgr_/



06/12/09 28 Techplan 2009-2012.doc

Needs Statement: The district needs to continue to add and update curriculum-related video and print titles to meet the needs of visual learners and students with limited reading skills. Goal 1: The district will provide curriculum-related DVDs and print titles to meet the needs of visual learners and students with limited reading skills. Objective 1a: By the end of year 3 of the plan the district will add and update curriculum-related titles to meet the needs of visual learners and students with limited reading skills, replacing outdated and worn materials that will be withdrawn.

3.3.3.1d Implementation Action Plan



Budget: Expenditure &


1.1a Assess needs of visual learners and students with limited reading skills and purchase appropriate titles to meet their needs

Library Media Specialist

July 2009 – May 2012

Costs unknown – from Common School Funds (CSF)

Follow-up informal surveys to determine if student needs are being met.

1.1a The LMS will be discuss changes with curriculum writing teams to select appropriate materials

LMSs and teachers

July 2009-May 2012

Costs unknown-from CSFs

Follow-up informal surveys to determine if student and teacher needs are being met.

3.3.3.1e High School Materials: Current Status

The PHS LMC serves students and staff grades 9-12. The current collection consists of 7253 print titles, 55 periodicals with approximately 3 years of back issues, 5 newspaper subscriptions, and 125 VHS videocassette and DVD titles. The HS LMC also provides access to 2006 World Book and Encyclopedia Britannica on-line. Access to these is available on all of the district network computers. 3.3.3.1f High School Materials: Recommendations

The most recent collection analysis, May 2009, determined that the average age of the titles in our collection is 1988. This compares to 1984 in the analysis done in 2006. The Dewey ranges specifically targeted since 2008 included the Technology, Arts, and Poetry. The latest analysis has shown improvements in updating the information in all Dewey ranges. The Library Media Specialist will continue to provide ongoing collection development through weeding, and selection of new materials to meet changing curricular and recreational needs.

New, current videos and DVDs have been purchased, enhancing the curriculum and accommodating the various learning styles of students. The library aide continues to tape requested programs from PBS, but a video-streaming service should be considered to provide current products to enhance the curriculum and meet the needs of visual learners.

Current research shows that reading for pleasure often decreases during the teen years; these patrons do read non-fiction, graphic novels, and magazines. Collection development in the high school should include increasing the numbers of magazines and graphic novels, and updating the non-fiction with current titles of interest to teens. 3.3.3.1c High School Materials: Goals & Objectives

Needs Statement: The district needs to continue to add and update curriculum-related titles to meet the needs of visual learners and students with limited reading skills, and titles of interest to teens.

http://www.britannica.com/


06/12/09 29 Techplan 2009-2012.doc

Goal 1: The district will provide curriculum-related titles to meet the needs of visual learners and students with limited reading skills, and magazines, fiction, and non-fiction for recreational reading by teens. Objective 1a: By the end of year 3 of the plan the district will add and update curriculum-related titles to meet the needs of visual learners and students with limited reading skills. Objective 1b: Attractive new titles of magazines, graphic novels, and non-fiction will be added to encourage recreational reading. Outdated and worn materials that will be withdrawn.

3.3.3.1d Implementation Action Plan




1.1a Purchase curriculum-related titles to meet the needs of visual learners and students with limited reading skills.

LMS July 2009-May 2012

Costs unknown-from CSFs

1.1b The LMS will informally survey students to determine reading interests and make selections based on those interests.

LMS July 2009-May20012

Costs unknown from CSFs

Maintain and compare circulation statistics to determine if there is increased use of LMC materials.

3.3.3.2 Facilities The District Library Media Centers are modern, clean, light, welcoming spaces. The LMCs are comfortable and accommodate the variety of groups that utilize each LMC. The carpeting was replaced in both locations in the summer of 2008.

3.3.3.2a ES Facilities: Current Status The Elementary LMC is a modern, light, welcoming space that provides areas for

independent study while scheduled classes are present. There is adult-sized seating for 36 at tables and carrels, and two small tables that will seat10 primary students in the primary section. 3.3.3.2b ES Facilities: Recommendations

The tables and chairs in the main part of the LMC are too big for 2nd-5th graders to sit comfortably. Adding mid-sized tables and chairs for 20-24 would improve comfort and behavior and also make it possible for more students to use the LMC at one time. Adding tables and chairs to the primary area would improve skills instruction for K-2 classes. Bids were received from vendors in April 2006, but funding for the furniture replacement has not been approved yet. 3.3.3.2c HS Facilities: Current Status

The HS LMC is a modern, clean, welcoming space that provides areas for independent study. There are 10 tables with 40 chairs and 7 study carrels. Four computer stations are available for student use. The wooden chairs at these stations are not ergonomically designed and are also showing signs of age. The south-facing windows provide good light, but make the use of projected media nearly impossible since there are no shades or blinds. Installing blinds should also be considered for safety. The computer workstation chairs are old, rickety, non-ergonomic, and do not slide on the carpet.


06/12/09 30 Techplan 2009-2012.doc

3.3.3.2d HS Facilities: Recommendations The tables and chairs in the LMC are over 26 years old. Yet, the patina of the dark wood

adds to the aesthetics of the room. Several discussions about replacing them have been held, but the decision has been postponed. The computer workstation chairs should be replaced soon.

3.3.3.2e Facilities: Goals & Objectives

Needs Statement: The district needs to replace/add tables and chairs in the district’s library media centers to improve comfort, behavior, and learning of students. Goal 1: The district will provide adequate seating and furniture to meet the needs of students and teachers in the district’s LMCs. Objective 1a: By the end of year 3 of the plan the district will purchase tables and chairs.

3.3.3.2f Facilities: Implementation Action Plan Activities Person/Team


Start - Finish Budget: Expenditure &


1.1a Purchase required number of tables and chairs as funds become available.

Library Media Specialists, administration

July 2009 – May 2012

$50,000?, source unknown

Required furniture is in place and is being used.

1.1b Install blinds or shades in the high school LMC.

Maintenance staff., administration

July 2009-May 2012

District Funds Adequate shade is provided.

3.3.3.3 Staffing and Scheduling Research by Keith Curry Lance and David Loertscher, among others, has shown that adequately staffed Library Media Centers positively impacts student achievement. It is important to have a fully trained, full-time library media specialist at each school library. But, it is also important to have enough support staff to keep the facility open and perform clerical duties, freeing the professional staff to plan collaboratively with teachers and provide information skills lessons to students and staff.

3.3.3.3a ES Staffing and Scheduling: Current Status

The Elementary LMC has one Library Media Specialist and no aides. The LMS also provides LMS services at the HS. The ES LMC is generally open from 7:15 AM to 3:45 PM on school days except when the LMS is in the HS, at which time the ES LMC has to be closed (about 3 hours per week). The schedule is fixed, each class, 4YK-Grade 6, coming to the LMC for 45 minutes every other week for book exchange and skills instruction, providing prep time for the classroom teacher. On opposite weeks each class is scheduled for a 15-minute book return and checkout time, usually accompanied by the teacher. Unscheduled LMC time is available for teachers and students and it is frequently used by individual students for quiet study, make-up tests, and book exchanges. Less often, teachers will sign up to bring their classes for research. Grades 7 & 8 come to the LMC 15 minutes each week for book exchange and sign out from study hall when they want to come. 3.3.3.3b HS Staffing and Scheduling: Current Status

The HS LMC has one full-time Library Aide. The LMC is generally open from 7:30 AM to 3:30 PM on school days. The schedule is flexible. Often students will use the facility for study, test-taking and research. Students sign-out from study halls to come to the LMC for leisure reading or general study.

http://www.davidvl.org/research.html


06/12/09 31 Techplan 2009-2012.doc

3.3.3.3c Staffing and Scheduling: Recommendations Hiring more LMC support staff, even on a part-time basis, should be considered.

Adequate LMC staff would assure that the ES LMC would not have to be closed to provide LMS service to the HS, and students and staff could make optimum use of the resources and technology that have been purchased and maintained. Adequate personnel also would allow professional library staff to collaborate with and provide teachers with the support they need to design, teach, and evaluate lessons to meet the Wisconsin’s Model Academic Standards for Information & Technology Literacy.

3.3.3.4 Technology in the District Library Media Centers

The Destiny on-line catalog and circulation program allows the ES and HS Library Media Centers to share collections. Computers in the library media centers allow students ready access to the catalog but they can also access Destiny from any computer with an Internet connection. The District also provides subscriptions to Encyclopedia Britannica, Soundzabound, and (beginning July 2009) Pebblego for the elementary school. Britannica can also be accessed from home computers with Internet access.

3.3.3.4a Technology in the ES LMC: Current Status

The Elementary LMC has 7 computers for student use, all connected to the network. An LCD is used for demonstration and instruction of the library catalog, Internet lessons, and use of information databases like BadgerLink, and electronic encyclopedias. Students often use these computers to work in groups for guided practice of these resources during skills instruction. They are also used independently by students for access to materials and when classroom and lab computers are all in use. Direct access from the LMC to a computer lab with 29 workstations allows the media specialist to supervise and support students and staff using the lab. 3.3.3.4b Technology in the ES LMC: Recommendations

Collaborative use of the LMC computers by groups of students would be enhanced if there were 3-4 stools for each computer. Library chairs are too large for groups of students to comfortably share one computer. Bids were received for 21 stools, but at this time funding has not been approved for this purchase. 3.3.3.4c Technology in the HS LMC: Current Status

There are 4 student computer stations in the HS LMC. These are available for students and staff. In some cases they are booked in advance, by students or by teachers for students to come out of their classrooms to the LMC for the purpose of using the computers there.

3.3.3.4d Technology in the HS LMC: Recommendations

Periodic replacement of the computers in the LMC, according to the Information and Technology Plan cycle is recommended. The addition of a printer would facilitate printing Destiny documents (book lists and overdue notices), and eliminate the need for the aide or LMS to leave the LMC or sending students to the lab to retrieve printouts.

3.3.3.4e Technology in the HS LMC: Goals & Objectives

(See 3.3.2.3 Learning Tools: Goals & Objectives)


http://www.britannica.com/

http://www.soundzabound.com/

https://www.pebblego.com/UserLogin.aspx


06/12/09 32 Techplan 2009-2012.doc

3.3.3.4f Technology in the HS LMC: Implementation Action Plan (See 3.3.2.4 Implementation Action Plan)

3.3.3.5 Curriculum

3.3.3.5a Library Information Skills Curriculum: Current Status The LMC skills curriculum was revised in 2008, but the change from Spectrum to

Destiny will require some more revisions. Due to the limited time classes have scheduled in the LMC, the main focuses are literature appreciation and location skills. Other skills are taught as needed and requested by classroom teachers in conjunction with technology projects, either during scheduled classes or during flexible times. 3.3.3.5b Library Information Skills Curriculum: Recommendations

While the ES LMC schedule, where students come every other week, makes time available for classes and individual student use, there is not adequate time for the previously taught skills curriculum. A comprehensive information skills curriculum, based on the ITLS grade level benchmarks, should be collaboratively designed and taught by the classroom teachers at each grade and the ES Library Media Specialist. It would be most useful to teach these skills prior to, or in conjunction with, the ITL units designed to demonstrate proficiency of the benchmarks. More effort should be made to encourage this collaboration in conjunction with skills curriculum mapping. The HS should continue to build on the skills curriculum from the ES, and the LMS should collaborate on such lessons based on the ITLS to improve student achievement. The district ITL Standards should be rewritten as soon as the DPI publishes the promised revisions.

3.3.4 Telecommunications & Technology Infrastructure, Networking & Connectivity Systems

3.3.4.1 Telecommunications: Current Status The district uses a CENTREX telephone system contracted through TDS Telecom until June

of 2009, with 37 lines providing voice and fax services to all elementary, high school, and district offices. With the exception of a few rare cases, there are no phone services provided in classrooms. Instead, communications from classrooms to the central offices are provided through the PA system, with callback buttons in each classroom. To make phone calls teachers need to use telephones in offices and other strategic locations throughout the buildings. Telephones are a vital part of communicating with the outside world and are provided only to those staff, offices, or locations where specific needs have been established. The district also provides cell phones for some employees (administrators, some custodians, and playground supervisors) whose jobs require them to communicate with mobile systems. 3.3.4.2 Telecommunications: Recommendations

In order to provide the safety and modern communications necessary in today’s world it is recommended that the district expand the phone system into all classrooms, offices and other areas deemed necessary to have voice connectivity. The phone system should be a Voice over IP or PBX system, with the modern functions such as call monitoring, voice mail, call forwarding, call controls, etc. 3.3.4.3 Telecommunications: Goals & Objectives

Needs Statement: In order to provide the safety and modern communications the district needs to update its phone system to provide voice access to all classrooms, offices and other areas deemed

http://telecom.hellodirect.com/docs/Tutorials/CentrexIntro.1.032999.asp

http://www.tdstelecom.com/cust_serv/local_offices.asp?s=WI&boid=108

http://en.wikipedia.org/wiki/Voice_over_ip

http://en.wikipedia.org/wiki/PBX


06/12/09 33 Techplan 2009-2012.doc

necessary to have voice connectivity. Goal 1: The administration will provide funding and resources to install a modern, full featured PBX phone system to all classrooms, offices and other areas deemed necessary to have voice connectivity. Objective 1a: By the end of year 1 of this plan the district will install a modern, district-wide phone system to provide voice access to all classrooms, offices, and other spaces deemed necessary. Objective 1b: For each succeeding year of the plan thereafter the district will continue to provide phone service to each classroom and office as necessary.

3.3.4.4 Telecommunications: Implementation Action Plan



Budget: Expenditure

& Source Success Indicators

1.1e By the end of year 1 of the plan the district will contract with System Technologies to install a hybrid PBX phone service to provide phone service to each current classroom and office.


July/August 2009

$45,000 from general funds

Phone service is provided to offices and classrooms

1.1f For each year of the plan the district will continue to contract with TDS Telecom to provide phone service to each classroom and office as necessary.


On-going $11,000 per year from general funds

Phone service is continued to offices and classrooms as necessary

3.3.4.5 Network Infrastructure: Current Status

In the spring of 2009 the district commissioned Skyward to conduct a network assessment to determine the state of our network infrastructure and make security suggestions and recommendations for maintaining & expanding the network & its services to meet current and future needs. A summary of that report follows.

The districts maintains a 100% fiber optic, 100% switched 10GB backbone for the Local Area Network (LAN). Wiring closets with adequate numbers of switches are located strategically throughout the buildings. Switches are 3COM Superstack 4500 models, purchased in the summer of 2008. The high school, although separated by a public street from the district offices and elementary school, is connected to the LAN by a dedicated, district-owned fiber cable buried under the street. Except for the business server, which hosts Skyward PaC financial administration software and is located in the business office, all other district servers are located in a centralized data center in the elementary school. District login, application, Web services, email, database, and other servers are located in the data center. Servers are anywhere from 1 to 5 years old. Current backup systems involve older tape systems, plus newer, more efficient and more reliable disk backup technology. With approximately 375 networked computers and 38 networked printers, the capacity of the current network infrastructure is adequate, with only limited room for additional expansion. Although video can be streamed on a limited basis over the existing LAN, additional network infrastructure, including a streaming video server, would need to be added to provide adequate service should demand increase beyond its current, limited level.

The district uses dedicated T1 lines for internet access, but will convert that to a fiber optic service in July of 2009, increasing bandwidth to 5.0 Mb, which should provide more than enough capacity for the next few years, including any anticipated growth of the network and Internet demand during that time period. Security is maintained by a Sonic Wall appliance, which provides firewall, intrusion prevention, and malware scanning services. Content filtering is provided through Novell’s Border Manager in conjunction with Surf Control subscription

http://www.systechno.net/

http://www.systechno.net/

http://www.tdstelecom.com/



http://en.wikipedia.org/wiki/Fiber_optics

http://en.wikipedia.org/wiki/Ethernet_switch

http://www.3com.com/products/en_US/detail.jsp?tab=features&pathtype=purchase&sku=WEBSW4500SYS

http://www.skyward.com/

http://en.wikipedia.org/wiki/T1_line#T1

http://en.wikipedia.org/wiki/Bandwidth

http://www.sonicwall.com/

http://en.wikipedia.org/wiki/Firewall_%28networking%29

http://en.wikipedia.org/wiki/Intrusion-prevention_system

http://en.wikipedia.org/wiki/Malware

http://en.wikipedia.org/wiki/Content_filtering

http://www.novell.com/

http://www.novell.com/products/bordermanager/?sourceidint=t2_products_solutions:%20Security%20and%20Identity:BorderManager

http://www.surfcontrol.com/


06/12/09 34 Techplan 2009-2012.doc

services. Email malware protection is provided by a subscription to an offsite email scanning & filtering service, plus onsite scanning through GWAVA. The district utilizes GWArchive to automatically archive staff email.

The district currently does not subscribe to any distance video services and does not have a distance learning lab or any distance learning capability beyond those available over the Internet and the existing data lines. There has never been an established need for the district to provide dedicated video distance learning services for its students. 3.3.4.6 Network Infrastructure: Recommendations

The district has done a good job at maintaining its current infrastructure and technology, keeping pace with technological changes. The district needs to continue to invest in maintaining its infrastructure as technological improvements are developed and future needs and bandwidth requirements are determined, especially as such technologies as streaming video, additional network attachments and the growth of wireless is considered. Mission-critical servers should be no more than 3 years of age. With the increasing use of technology-rich lessons, there is a corresponding demand in the amount of storage space needed on servers and network storage devices. Newer servers with larger storage capacities or network attached storage systems and more reliable data backup and security systems need to be considered. Some of the servers do not utilize a RAID hard drive configuration, and this deficiency needs to be corrected right away. To save money on equipment, infrastructure and energy use (including cooling costs) the district needs to invest in virtual servers (VMware) and a Storage Area Network (SAN), or other network technologies to reduce the number of physical servers and the resulting high energy use. Yearly updates, patches and fixes for all server software need to be continued to keep these critical systems current and robust enough to handle the continually increasing demands on all network services.

As the network’s backbone was recently updated, the district should not have to look at replacing switches for some years to come. However, additional switches may need to be added here or there to provide additional connectivity in those data closets that are short of open ports for additional network devices.

With the increase of Internet bandwidth in July of 2009 from a T1 lines (3.0Mb) to a fiber optic line providing a total of 5.0Mb of data capacity for the district, continued growth for data access in the next few years would not seem to be a concern at this time. However, monitoring of access demands should continue, with future expansion always a consideration should the need develop. Added capacity would certainly be needed should the district join a distance learning consortium and construct a distance learning lab, or need additional capacity should streaming video or other emergent technologies place additional demands on the system.

Although the current firewall and network security systems would appear to be adequate, monitoring of security needs should continue. As technologies evolve and new threats develop, the possibility that additional security services may be required should be an on-going consideration. Manufacturer’s support for the district’s current firewall, the Sonic Wall 3060 appliance, will end in 2012, and the district needs to start planning for the eventual replacement of this device. The district’s current content filtering solution is antiquated, and manufacturer support for the Surf Control filter is ending. The district needs to consider migrating from its current filtering solution to something like Websense in combination with Novell Access Manager. Although all computers and servers are currently protected with Sophos Enterprise antivirus, the district needs to consider moving to a more comprehensive solution which will better protect

http://www.beginfinite.com/

http://www.messagingarchitects.com/products/m-archive-email-archiving.html?overview=6260d05c-4bc4-4f70-baaa-c546d762f5bb&gclid=CJ-909Tq7poCFSQeDQodMRZoCQ

http://www.vmware.com/technology/virtual-infrastructure.html

http://www.vmware.com/technology/virtual-infrastructure.html

http://en.wikipedia.org/wiki/Storage_area_network

http://www.sonicwall.com/

http://www.surfcontrol.com/

http://www.websense.com/

http://www.novell.com/promo/accessmanager.html

http://www.sophos.com/


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against all malware, including adware, spyware, Trojan horses, web bots and viruses. 3.3.4.7 Network Infrastructure: Goals & Objectives

Needs Statement: The district needs to continue to provide a robust, sound network infrastructure to provide the technology and network services required for student learning to continue, as well as allowing growth as new technology-rich learning programs are developed and implemented. Goal 1: The district will provide appropriate servers and data storage/backup systems to maintain network services, while allowing for growth as technology-rich classroom instruction may require Objective 1a: By the fall of year 1 the district will convert the hard drive systems on the STI and SQL servers to a RAID system, adding additional hard drives as necessary to increase data security to acceptable levels. Objective 1b: By the end of year 2 the district will begin replacing its aging servers and data storage systems with virtualized servers where practical and cost-effective, along with an efficient Network Attached Storage system and backup processes that will provide the continued growth of services that are required by today’s classroom instruction. Goal 2: The district will maintain adequate switch infrastructure to maintain network services, while allowing for growth as technology-rich classroom instruction may require. Objective 2a: By the end of year 2 the district will purchase up to 3 additional 3COM Superstack 4500 switches to add the port density needed in several of the data closets that have few or no remaining free ports. Goal 3: The district will continue to provide adequate Internet access to meet district needs. Objective 3a: Through all 3 years of this plan the technology coordinator will monitor bandwidth usage and make yearly recommendations on whether to maintain or increase bandwidth as appropriate. Goal 4: The district will continue to provide secure network access by maintaining required firewall appliances or services as constantly evolving network security needs dictate. Objective 4a: By the end of year 3 the technology coordinator will evaluate the effectiveness of the security provided by the Sonic Wall appliance and make recommendations on an appropriate replacement. Goal 5: The district will continue to provide an Internet and email content filtering solution to protect users from inappropriate access. Objective 5a: By the end of year 1 the district will update its current filtering solution to provide a more update and comprehensive filtering solution. Goal 6: The district will assure that its malware and antivirus systems are robust enough to provide the level of security that new threats and conditions may require. Objective 6a: By the end of year 1 of the plan the technology coordinator will recommend an updated antivirus solution.

3.3.4.8 Network Infrastructure: Implementation Action Plan Activities Person/Team


Start - Finish Budget: Expenditure &


1.1a By the fall of year 1 the district will convert the hard drive systems on the STI and SQL servers to a RAID system, adding additional hard drives as necessary



$2,000-$3,000 from WI V MS lawsuit settlement

Required hardware is in place and are functional.

1.1b By the fall of year 2 the district will replace servers and data storage


July 2010 – August

$25,000-$30,000 from technology

Required servers & hardware are in place




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systems with virtualized servers and an efficient Network Attached Storage system and backup processes where practical and cost-effective.

2010 budget and are functional.

1.2a By the end of year 2 the district will purchase up to 3 additional 3COM Superstack 4500 switches to add the required port density.


July 2010 – June 2011


Required hardware is in place and is functional.

1.3a Through all 3 years of this plan the technology coordinator will monitor bandwidth usage and make yearly recommendations on whether to maintain or increase bandwidth as appropriate.


Ongoing To be determined Internet bandwidth is sufficient to meet the needs of district users as reported by access reporting tools (ISP).

1.4a By the end of year 3 the technology coordinator will evaluate the effectiveness of the security provided by the Sonic Wall appliance and make recommendations on an appropriate replacement.


By June, 2012

To be determined Written report submitted to the school board with recommendation on an appropriate solution, including budget funds, OR a replacement has been purchased and is installed & functioning

1.5a By the end of year 1 the district will update its current filtering solution to provide a more update and comprehensive filtering solution.


July 2009 – June 2010

To be determined Filtering solution is installed and is functional

1.6a By the end of year 1 of the plan the technology coordinator will recommend an updated antivirus solution.


July 2009 – June 2010

To be determined Antivirus solution is installed and is functional

3.4 Adult Technology Literacy

The district will continue to seek ways to provide or assist other entities with advancing adult technology literacy among community members, including the following activities and collaborations: • Collaborate with the Public Library on open houses; provide the Public Library with tech

support • Provide events calendars, building use and sports schedules, and other items of community

interest on the District Web Page • Continue to provide programming for the local cable TV access channel, such as the weekly

Elementary School News program, produced by 7th graders • Provide local access to attendance, lunch account, grades and other information over the

Internet • In conjunction with the PTO, provide family Internet and Internet safety training through

evening workshops • Encourage parents to read to their children through programs like the “pajama party” reading

night where parents and other adults read to primary school students. 4. Dissemination to Stakeholders This Information and Technology Plan is posted on the District Web Site at http://psd.pittsville.k12.wi.us/TechPlan. Information on the technology planning process, including

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

http://psd.pittsville.k12.wi.us/TechPlan


06/12/09 37 Techplan 2009-2012.doc

meeting agendas, minutes, and other resources, is also published in the local newspaper, The Pittsville Record, and on the Web site. Information will be published in the school newspapers and newsletters, and is discussed at school staff meetings and School Board meetings. The Technology Plan is included in staff handbooks and will be made available at the Pittsville Public Library. Meeting dates and times are published in The Pittsville Record, and the public is always invited to attend and share their comments. Copies of this plan will be made available at open houses, parent/teacher meetings, and other appropriate events. 5. Monitoring, Evaluating, and Revision of the Plan The Information and Technology Planning Committee will meet at least twice a year to review the District’s progress toward fulfilling the goals of this Plan and to recommend any changes or revisions to the plan on an on-going basis. The District Information and Technology Team will meet from time to time to review the progress of this Plan to see that the goals are being met and that the Vision and Mission are being fulfilled. The Team will also meet to review all relevant data, including test scores, observational and anecdotal data, and other relevant information, to chart the progress of the impact on the investment of technology by this District on student performance. Additionally, the dates and deadlines of the Action Plan will be charted to ensure compliance. Findings will be shared with the School Board and the public through the methods described in Section 5, above. In the 2011-2012 school year the District will conduct a LoTi technology use profile (or a similar survey instrument) to measure the progress of technology use by teachers in the classroom and compare that information with previous LoTi surveys. In the 2011-2012 school year the District will participate in a follow-up Speak Up survey, if available, or similar survey instrument to evaluate the system-wide use of educational technology and compare the data with the previous surveys to measure the impact of technology use across the District. These studies, along with data collected through other informal surveys, needs assessments, test scores, strategic planning processes, and other data gathering or data mining processes, will then be used to begin the planning process for the next 3-year Information and Technology Plan.

http://loticonnection.com/lotilevels.html

http://psd.pittsville.k12.wi.us/TechPlan/Assessments.htm



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Appendix A – Technolgy Hardware Inventory

Network Workstations: Dell Optiplex GX260 95 Dell Optiplex GX270 59 Dell Optiplex GX280 36 Dell Optiplex 320 34 Dell Optiplex 330 4 Dell Optiplex 520 34 Dell Optiplex 755 67 Dell Optiplex 520 34 Laptops: IBM ThinkPad 1 Dell Latitude D505 2 Dell Latitude 110L 24 File Servers: DELL PowerEdge 2550 Viewpoint Server DELL PowerEdge 2550 Moodle Server DELL PowerEdge 2650 Destiny Library Services Server DELL PowerEdge 2650 Web Server DELL PowerEdge 2650 Firewall & Access Server DELL PowerEdge 2850 Installation & Backup Services Server DELL PowerEdge 2850 STI Student Records Server DELL PowerEdge 2850 SQL Server DELL PowerEdge 2950 Email Server DELL PowerEdge 2950 File/Login/Application Server DELL PowerEdge SC440 Skyward Financial Records Server Hubs, Switches and Routers Dell TrueMobile 1170 802.11b/g Wireless Access Point 1 NetGear WGT624 Wireless Access Point 1 NetGear WG602 Wireless Access Point 1 Linksys WRT54GL Wireless Access Point 1 Sonic Wall Pro 3060 1 Power Supplies: APC SmartUps 2400 2 APC SmartUps 3000 1 APC SmartUps 1500 2 APC SmartUps 1000 1 APC SmartUps 700 2 APC SmartUps 600 2


06/12/09 39 Techplan 2009-2012.doc

Appendix A – Technology Hardware Inventory (continued) Peripherals: Sharp LCD Video Projector model XG-E67OU 6 Phillips ProScreen PXG10 Video Projector 1 Dell 2100 MP Video Projector 8 InFocus IN2104EP DLP Projector 1 Epson PowerLite 83c DLP Projector 8 Epson Expression 636 flatbed scanner 1 Epson Perfection 1650 flatbed scanner 1 Plustec Scanner flatbed scanner 1 Palm M500 1 Kodac EasyShare LS443 Digital Camera 2 Kodac EasyShare CX4230 Digital Camera 4 Videonics MXPro DV mixer board 1 Canon ZR-60 DV Camcorder 6 Canon ZR-500 DV Camcorder 3 Canon ZR-950 DV Camcorder 4 JVC GYDV500U DV Camcorder 1 JVC Mini DV/VHS Video Cassette Recorder 1 Panasonic AG-DV100P DV Recorder/Player 1 Panasonic AG-DVC7 Camcorder 1 Printers: HP LaserJet 4L 1 HP LaserJet 4 Plus 8 HP LaserJet 5P 1 HP LaserJet 5 4 HP LaserJet 6MP 1 HP LaserJet 4000N 4 HP LaserJet 4100N 2 HP LaserJet 2200D 1 HP DesignJet 350C plotter 1 Konica 7165 Copier 2 Konica 7022 Copier 1 Konica 7272 Copier 1 Konica 7255 Copier 1 Konica 7130 Copier 1 Kinica Minolta Bizhub C451 1 Kyocera Ecosys C5025N Color Printer 1 Lanier LP026N 8 Lanier LD015 Copier 1 Lanier LP116c Color Printer 1 Dell M5200N 1 Ricoh Aficio CL-2000N Color Printer 1 Ricoh Aficiao 1013F Fax/Printer 1 Ricoh Aficio BP20N 1


06/12/09 40 Techplan 2009-2012.doc

Appendix B – Computer Software Inventory DOS Applications Algebra1 Part 1 Counters and Sums Algebra1 Part 2 Math Concepts Algebra2 Part 1 Measure Up! Algebra2 Part 2 Modeling Base 10 Math Money Computerized Record Keeping Pattern Blocks Counters and Equations Patterns & Shapes It's About Time

Windows Applications

Microsoft Office Pro 97 Microsoft Office Pro 2000 Microsoft Office XP Pro Microsoft Office Pro XP CareerWays Microsoft Office Pro 2003 Career Visions Mavis Beacon Typing Adobe Acrobat 7.0 MS PhotoDraw Adobe Premiere Pro 2.0 MS Visual Basic Cadkey MS Visual C++ World Book Encyclopedia CD Automated Accounting 7.0 Accelerated Reader Accelerated Math Star Literature Star Math Star Reader Adobe Illustrator Adobe PhotoDeluxe Adobe Photoshop Adobe Pagemaker Adobe Pagemill Adobe Premier Pro Pinnacle Studio DV Edmark Mighty Math Zoo Zillions Edmark Sammy’s Science House Inspiration Kidspiration Lotus Notes Macromedia Dreamweaver Macromedia Fireworks Norton PC Anywhere OJ Software Family Science Rosetta Stone Spanish Storylords Ultimate Writing & Creativity Center OpenOffice Vernier Software Logger Pro Vernier Software Graphical Analysis Visual Landscaping 2000 Volleyball ACE Word Power Sunburst primary software (24 titles with licenses varying from 2 to 10) Administrative Software Skyward PaC Winnebago Spectrum STI Student Information Systems Nutrikids


06/12/09 41 Techplan 2009-2012.doc

Appendix B – Computer Software Inventory (continued) Server Software Novell Netware 6.5 (1500 user license) Novell BorderManager 3.8 Novell GroupWise 7.0 (E-mail software) Novell Zenworks 7.0 for Desktops GroupWise Antivirus Sonic Wall Internet Filter Veritas Backup Exec 12 PowerChute Plus (Power Backup software) Sopohos Antivirus Software (enterprise) Surf Control (Internet filtering software)

Workstation Operating Systems

MS Windows XP (270 licenses) MS Windows Vista (65 licenses)


06/12/09 42 Techplan 2009-2012.doc

Appendix C – Proposed Technology Budget Summary School Year Item Goal/Objective 2009-10 2010-11 2011-12 Software Maintenance $29,850 $30,400 $31,000 Skyward Financial $7,500 $7,500 $7,600 Comalex Lunch Program $1,500 $1,550 $1,600 STI Student Information System 3.2.2.3 $7,500 $7,600 $7,700 GWAVA Email Archiving $3,000 $3,250 $3,500 Misc. Software Upgrades/Maintenance $10,350 $10,500 $10,600 Hardware, Facilities & Maintenance $91,000 $101,000 $83,000 Server Upgrades 3.3.4.6 $3,000 $0 $0 Server Replacement (3) 3.3.4.6 $0 $30,000 $0 Replacement Computers 3.3.2.3 $17,000 $30,000 $45,000 Additional Laptops/Netbooks 3.2.4.3 $25,000 $25,000 $25,000 District-Wide Wireless Implementation 3.2.4.3 $33,000 0 0 2 DV Cameras for High School 3.3.2.3 $1000 $0 $0 Switch Updates (3) 3.3.4.6 $0 $3,5000 $0 Equipment Components, UPS, Backup Services, Equipment Maintenance, etc. 3.3.4.6 $2,000 $2,500 $3,000 TVs, VCRs, DVD Players, DLP Projectors, Misc. Peripherals, SMARTBoards 3.3.2.3 $10,000 $10,000 $10,000 Operation, Maint., Upgrade, Communications $62,700 $32,300 $28,000 Novell Annual License 3.3.4.5 $2,200 $2,200 $2,300 Skyward Service/Support Agreement 3.3.4.5 $8,000 $10,000 $6,000 Internet Access/Service 3.2.4.3 $7,500 $7,600 $7,700 Telephone Service & New Phone System 3.3.4.3 $45,000 $11,500 $12,000 Technology Needs Assessment 3.2.5.3 $0 $1,000 $0 Professional Development $27,500 $27,500 $27,500 CESA 5 Title IId Consortium 3.2.2.3 $2,500 $2,500 $2,500 Misc. Staff Development 3.2.3.3 $25,000 $25,000 $25,000 Human Resources in Support of Technology $20,000 $20,500 $21,000 Maintain Existing Software/Service/Support Agreements 3.3.4.5 $20,000 $20,500 $21,000 Other $23,500 $23,600 $73,650 School Library Resources (Common School Fund) 3.3.3 $23,500 $23,600 $23,650 Library Facilities Upgrades (tables, chairs, blinds) 3.3.3.2f $0 $0 $50,000 Possible Funding Sources $254,550 $235,300 $264,150Technology Budget $75,000 $75,000 $75,000 General District Budget $88,950 $99,200 $127,000Title IIa $35,000 $36,000 $37,000 Title IId $1,500 $1,500 $1,500 Common School Fund $23,500 $23,600 $23,650 WI vs MS Lawsuit Settlement $30,600 $0 $0


06/12/09 43 Techplan 2009-2012.doc

Appendix D – Required District Policies The following policies, as well as others, can be found at the Pittsville School District Web site at http://www.pittsville.k12.wi.us. Just click on the link for District Policies. Copyright Policy 361.21: http://www.pittsville.k12.wi.us/policies/300Policies/Copyright_361_21.pdf Library Resource Sharing Policy 361.31: http://www.pittsville.k12.wi.us/policies/300Policies/Library_Resource_Sharing_361_31.pdf Student Computer/Internet Use Policy 491 (AUP): http://www.pittsville.k12.wi.us/policies/400Policies/491_Student_AUP.pdf Assistive Technology Policy 363.1: http://www.pittsville.k12.wi.us/policies/300Policies/Assistive_Technology_363_1.pdf Selection and Reconsideration of Instructional Materials Policy 361.27: http://www.pittsville.k12.wi.us/policies/300Policies/Selection_Reconsideration_361_27.pdf




http://www.pittsville.k12.wi.us/policies/300Policies/Copyright_361_21.pdf

http://www.pittsville.k12.wi.us/policies/300Policies/Library_Resource_Sharing_361_31.pdf

http://www.pittsville.k12.wi.us/policies/400Policies/491_Student_AUP.pdf

http://www.pittsville.k12.wi.us/policies/300Policies/Assistive_Technology_363_1.pdf

http://www.pittsville.k12.wi.us/policies/300Policies/Selection_Reconsideration_361_27.pdf


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Appendix E – Research Resources & References

American Association of School Librarians. (2002). Advocacy Toolkit: Because Student Achievement IS the Bottom Line. http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/toolkits/aasladvocacy.cfm Bain, A., & Ross, K. (2000). School reengineering and SAT-1 performance : A case study. International Journal of Education Reform, 9(2), 148-153. Bain, A., & Smith, D. (2000). Technology enabling school reform. T.H.E. Journal, 9(2), 148-153. Bracewell, R., Breuleux, A., Laferriere, T., Beniot, J., & Abdous, M. (1998). The emerging contribution of online resources and tools to classroom learning and teaching. Montreal: Universite Laval. Retreived March 19, 2002 from http://www.tact.fse.ulaval.ca/ang/html/review98.htmlCognition and Technology Group at Vanderbilt. (1992). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology Research and Development, 40(1), 65-80. Cradler, John. (2003). Technology's Impact on Teaching and Learning. Learning and Leading with Technology, 30, 54-57. Johnson, D. W., & Johnson, R. T. (1996). Cooperation and the use of technology. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology. New York: Macmillan, pp. 1017-1044. Retrieved January 30, 2003, from http://www.psypress.com/9780415963381 Kuhlthau, C.C. (1993) Seeking Meaning: A Process Approach to Library and Information Services. [ie] Greenwich, CT: Ablex. Lance, Keith Curry, et.al.(1999). Information Empowered: The School Librarian as an Agent of Academic Achievement in Alaska Schools. http://www.library.state.ak.us/dev/infoemp.html Lance, Keith Curry, et.al. (2001). Good Schools have School Librarians : Oregon School Librarians Collaborate to Improve Academic Achievement. Mann, D., Shakeshaft, C., Becker, J., & Kottkamp, R. (1998). West Virginia story : Achievement gains from a statewide comprehensive instructional technology program. Santa Monica, CA : Milken Exchange on Educational Technology. Marzano, Robert J. What Works in Schools: Translating Research into Action. Alexandria, VA : ASCD, 2003. Peters, L. (2003). Testing Time: The Need for a New Focus on Technology and Results. T.H.E. Journal, 30, 28-32. Rochelle, J., & Pea, R. (1999). Trajectories from today’s web to a powerful educational structure. Educational Researcher, 28(5), 22-25.

http://www.ala.org/ala/mgrps/divs/aasl/aaslproftools/toolkits/aasladvocacy.cfm

http://www.tact.fse.ulaval.ca/ang/html/review98.html

http://www.psypress.com/9780415963381

http://www.library.state.ak.us/dev/infoemp.html


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Smith, Ester G. (2001). Texas School Libraries : Standards, Resources, Services, and Students’ Performance. Austin, TX : Texas State Library and Archives Commission. Todd, Ross J., Carolyn Kuhlthau, and OELMA. (2004). Student Learning through Ohio School Libraries: The Ohio Research Study. Columbus, OH : Ohio Educational Library Media Association. Todd, R. (1995). Integrated Information Literacy Skills Instruction: Does it make a Difference? School Library Media Quarterly, 23(2), 133-139. Wisconsin Department of Public Instruction. (2002). Information & Technology Literacy: A Collaborative Planning Guide for Library Media and Technology. Madison : WDPI. Wisconsin Department of Public Instruction. (2000). Information & Technology Literacy Standards Matrix. Madison: WDPI. Wisconsin Department of Public Instruction. (1998). Wisconsin’s Model Academic Standards for Information and Technology Literacy. Madison: WDPI. Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, & Kim Malenoski. (2007). Using Technology with Classroom Instruction that Works. ASCD/MCREL Worthy, J., Moorman, M. and Turner, M. (1999). What Johnny Likes to Read is Hard to Find in School. Reading research Quarterly, 34. (1), 12-17, doi: 10.1598/RRQ. 34.1.2 (http://www.reading.org/Publish.aspx?page=/publications/journals/rrq/v34/i1/abstracts/rrq-34-1-worthy.html&mode=redirect#) Young Adult Literature Exploration, Evaluation, and Appreciation, by K. Bucher & M. Lee Manning, 2006 edition, p. 44-45. http://www.education.com/reference/article/gender-reading-preferences/ The Information and Reading Preferences of North Carolina Children: Brian W. Sturm, Assistant Professor, School of Information and Library Science, University of North Carolina at Chapel Hill http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/readingpreferences.cfm Education Reform in Minnesota: Profile of Learning and the Instructional Role of the School Library Media Specialist: Marie E. Kelsey, Professor, College of St. Scholastica, Duluth, Minnesota http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/minnesota.cfm#Top

http://www.reading.org/Publish.aspx?page=/publications/journals/rrq/v34/i1/abstracts/rrq-34-1-worthy.html&mode=redirect

http://www.reading.org/Publish.aspx?page=/publications/journals/rrq/v34/i1/abstracts/rrq-34-1-worthy.html&mode=redirect

http://www.education.com/reference/article/gender-reading-preferences/

http://www.education.com/reference/article/gender-reading-preferences/

mailto:[email protected]

http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/readingpreferences.cfm

http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/readingpreferences.cfm

mailto:[email protected]

http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/minnesota.cfm#Top

http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume9/minnesota.cfm#Top

Pittsville Public School District Comprehensive Information

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