Pittsville Public School District Comprehensive...

Pittsville Public School District

Comprehensive Information (Library Media) and Technology Plan

2006-2009

This Comprehensive Information (Library Media) and Technology Plan for the Pittsville Public School District is a 3 year plan for the 2006-2009 school years.

___________________________________________________________________________ Mary Peterson (date)

District Administrator

Approved by the Pittsville Public School District Board of Education, June 12, 2006

Approved by the Wisconsin Department of Public Instruction on

You can download a Microsoft Word version of this plan at http://www.pittsville.k12.wi.us/TechPlan

Pittsville Public School District Technology Plan 2006-2009

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Table of Contents 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 Demographics 2.2 District Information and Technology Team 2.3 Technology Planning Committee Members 2.4 History of the Growth of Technology in the Pittsville School District 2.5 Overview of the Planning Process 2.6 Community Resources and Adult Literacy Providers

3. Current Status and Needs Assessment

3.1 Assessment of Previous Plan’s Goals 3.1.1 Achieved Objectives 3.1.2 Delayed Objectives 3.1.3 Continuing Objectives 3.1.4 Dropped Objectives 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 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 & Objectives


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Table of Contents (continued)

3.2.5.4 Implementation Action Plan 3.3 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 Status 3.3.2.2 Recommendations 3.3.2.3 Goals & Objectives 3.3.2.4 Implementation Action Plan

3.3.3 Instructional Resources – Pittsville School District Library Media Centers 3.3.3.1 Materials

3.3.3.1a ES Materials: Current Status 3.3.3.1b ES Materials: Recommendations 3.3.3.1c ES Materials: Goals & Objectives 3.3.3.1d ES Materials: Implementation Action Plan 3.3.3.1e HS Materials: Current Status 3.3.3.1f HS Materials: Recommendations

3.3.3.2 Facilities 3.3.3.2a ES Facilities: Current Status 3.3.3.2b ES Facilities: Recommendations 3.3.3.2c HS Facilities: Current Status 3.3.3.2d HS Facilities: Recommendations 3.3.3.2e Facilities: Goals & Objectives 3.3.3.2f Facilities: Implementation Action Plan

3.3.3.3 Staffing and Scheduling 3.3.3.3a ES Staffing and Scheduling: Current Status 3.3.3.3b HS Staffing and Scheduling: Current Status 3.3.3.3c Staffing and Scheduling: Recommendations

3.3.3.4 Technology in the District Library Media Centers 3.3.3.4a Technology in the ES LMC: Current Status 3.3.3.4b Technology in the ES LMC: Recommendations 3.3.3.4c Technology in the HS LMC: Current Status 3.3.3.4d Technology in the HS LMC: Recommendations 3.3.3.4e Technology in the HS LMC: Goals & Objectives 3.3.3.4f Technology in the HS LMC: Implementation Action Plan

3.3.3.5 Curriculum 3.3.3.5a Library Information Skills Curriculum: Current Status 3.3.3.5b Library Information Skills Curriculum: Recommendations

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: Goal & Implementation Action Plan 3.3.4.4 Network Infrastructure: Current Status 3.3.4.5 Network Infrastructure: Recommendations


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Table of Contents (continued)

3.3.4.6 Network Infrastructure: Goals & Objectives 3.3.4.7 Implementation Action Plan

3.4 Adult Technology Literacy

4. Dissemination to Stakeholders 5. Monitoring, Evaluation, and Revision of the Plan Appendix A – Technology Hardware Inventory Appendix B – Computer Software Inventory Appendix C – Proposed Technology Budget Summary Appendix D – Required District Policies Appendix E – Research Resources


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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 lifelong 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, 2003. 1.1 Relevant Research and Best Practices The Information and Technology Planning Committee first looked at the results and recommendations of our enGauge surveys, district needs assessments, ITLS benchmark results, and informal summaries 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 as well as Internet sources relating to relevant research and best practices as provided by the Wisconsin Department of Public Instruction. Members of the Committee each selected some sample research reports to read and analyze, then they reported back to the group on the relevance of the research as it related to the Pittsville School District and our needs analysis. A list of the research resources we used can be found in Appendix E as well as on the District’s Web Page at: http://www.pittsville.k12.wi.us/TechPlan/Research_Resources.htm. 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 lifelong 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


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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 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 485 pre-kindergarten - eighth grade students and a four-year high school serving approximately 250 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, Mary Peterson; the High School Principal, John Olig; the Elementary Principal, Joann Sondelski; the Library Media Specialists, Gloria Young and Deb Halberg; and the District Finance Director, Jeffrey Gast. 2.3 Technology Planning Committee Members

Mary Peterson, District Administrator Mark Florence, School Board President Paul Sturgis, past School Board Member Chris Nepper, District Technology Coordinator John Olig, High School Principal Joann Sondelski, Elementary School Principal Gloria Young, District Library Media Specialist Deborah Halberg, High School Library Media Specialist Tom Possley, High School Teacher Diane Creola, Public Librarian/Community Member


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Wes Fox, High School Student Alex Zdun, High School Student

2.4 History of the Growth of Technology in the Pittsville School District Computer technology began in the Pit tsville 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 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. 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. 2.5 Overview of the Planning Process In February of 2006 the Technology Coordinator assembled a special committee of administrators, teachers, students, parents 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 twice monthly during the spring of 2006 to draft this technology plan. In May of 2003, the District initiated a Strategic Planning Process and completed a Technology Needs Assessment. In April of 2006, working with CESA 5, the District initiated another needs assessment, the results of which have been incorporated into this plan, as well as results from two LoTi surveys, the two enGauge surveys (see http://www.pittsville.k12.wi.us/TechPlan/Assessments.htm for more details), and requirements for the latest state and federal laws and programs such as PI 34 and the No Child Left Behind Act. The committee then formulated a 3 year plan that was presented to and later adopted by the School Board in June of 2006. 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.


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Records of this planning process can be found on the Pittsville School District’s Web page at http://www.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 Plan’s Goals

3.1.1 Achieved Objectives The following objectives from the previous technology plan have been successfully achieved:

§ (4.1) Develop continuing, in-house, teacher-led workshops. § (4.1) Continue to work with CESA 5 and related grant/consortium programs. § (4.2) Provide in-service time to complete the integration of the ITLS. § (4.5) Development of a keyboarding curriculum for grades 4-6. § (4.6) Replace the 8 HP LaserJet 4 Plus printers. § (4.10) Laptop/mobile wireless lab. § (4.11) Provide for VCR mounts underneath existing TV wall mounts. § (4.13) Provide the means for district users to login remotely over the Internet. § (4.16) Collaborate with the Public Library on open houses. § (4.16) Provide calendars, building use, sports schedules, etc. on the District Web Page. § (4.16) Provide a portal and programming for the local cable TV access channel (33). § (4.16) Organize local community video production § (4.16) Provide local access to attendance, lunch account, grades and other information

over the Internet 3.1.2 Delayed Objectives The following objectives from the previous technology plan have been delayed: § (4.1) Develop Technology Teaching/Coaching program § (4.3) Budget funds to replace 100 computers in 2003-2004 § (4.3) Return to a 5 Year Replacement Plan for desktop computers. § (4.9) After school and community open computer lab. § (4.12) Install an “In-house” video broadcasting system in the high school by the 2004-

2005 school year § (4.16) In conjunction with the PTO, provide family Internet and Internet safety training

through evening workshops 3.1.3 Continuing Objectives

The following objectives from the previous technology plan have only been partially achieved and are on-going: § (4.4) Budget for a technology resource/computer technician staff member (Bruce Naugle

was hired for help ½ days, once per week).


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§ (4.7) Continue with the existing Centrex system under a contract not to exceed 3 years (current contract was made for 5 years)

§ (4.8) Continue to investigate the need, feasibility and funding of a distance learning lab. § (4.11) Replace VHS player/recorders with appropriate DVD equipment, as needed. § (4.12) Acquire digital video editing capability for the high school by 2005-2006 (A single

computer with DV editing capability was provided in 2004-2005). § (4.12) Start a cycle for replacing digital still cameras and digital video cameras to start in

the 2005-2006 school year § (4.14) Handheld computers, network tracking software, streaming video § (4.15) Combined comprehensive library media and technology plan.

3.1.4 Dropped Objectives

The following objectives from the previous technology plan have been determined to be no longer relevant and will not be pursued: § (4.7) Replaced the CENTREX phone system with a more modern Voice Over IP or PBX

system.

3.2 Wisconsin Information and Technology Planning Focus Areas Current status was determined in each of the areas below by analyzing the results of the enGauge processes from both 2002 and 2005. Recommendations were made based on this analysis as well as the general recommendations found in the enGauge summaries. 3.2.1 Student Proficiency

3.2.1.1 Current Status During the 2003-2004 school year the high school and elementary school staff worked to integrate Wisconsin’s ITLS into our existing curricula. During the 2004-2005 school year the elementary staff worked to complete the integration process and then to develop benchmarks for assessing student progress and measuring the effects of the standards within the K-8 curricula. During the 2005-2006 school year the elementary staff completed the benchmarks and then 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 grader’s technology literacy as required by the NCLB Act. Judging by the quality of the projects already completed, the results so far look promising, with excellent student work and lots of evidence of grade level mastery of the ITLS, according to benchmark reports. Still to be accomplished, however, is the completion of the ITLS integration for the high school, and the development of benchmarks and assessments to measure student achievement at that level.


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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 complete the integration in at least the core subject areas. 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. In the elementary school, since the above mentioned process has already been completed, teachers need to focus now on increase the sue 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, projects and benchmarks should reveal areas of student strengths and weaknesses, with appropriate changes and modifications for continued growth. 3.2.1.3 Goals & Objectives

Needs Statement: Based on results of our enGauge processes and on requirements of the NCLB Act, students need to increase their use of technology (NCREL’s enGauge 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 enGauge 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, and improve technology-rich units and lessons to improve student mastery of enGauge 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/Team 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 ITLS into their curricula and develop benchmarks for measuring student achievement.

Staff Development Team

August 2006 – May 2007

None – 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

Staff Development

August 2008 –

None – staff will work during

Locally developed student assessments, rubrics and


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technology-rich units and modify lessons, units and benchmarks as needed to increase student learning

Team May 2009

Inservice days and the regular work day

benchmark checklists for tracking student progress, and WKCE test results



Budget: Expenditure & Source Success Indicators

2.2a.1: By the end of year 1, elementary school staff will develop assessment tools and strategies to better evaluate technology-rich projects and assignments




Self-assessment by teacher-collaboration teams

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





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





3.2.2 Educator Proficiency

3.2.2.1 Current Status Teachers at Pittsville generally 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 and consequences for not imbedding technology into student learning. While they have developed some comfort with technology, many teachers have not developed a wide-variety of technology based learning strategies. enGauge 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. e-mail, word processing, personal Web pages, gradebook programs) to effectively communicate with each other and the community. However, the frustration teachers have experienced with the new STI student records and grading program 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


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but the online assessment profile and the on-site summary show a discrepancy in student and staff understanding 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 design sessions 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 district/school actions could build teachers’ capacities to maximize the positive impact of technology on learning across content areas. The District should provide more support for further use and understanding of the STI student records and grading program. The best form of support could be ‘teacher coaches’ who are available to show “how to” and provide sideline assistance. There should be formal opportunities for participants to interact, exchange ideas, and share experiences.

3.2.2.3 Goals & Objectives Needs Statement : Based on results of informal surveys and the enGauge processes, 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, 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, all teachers will become proficient and comfortable users of the STI student records/grading program. 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 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.



Timeline Start-Finish


1.1a: In the fall of 2006, the district will provide appropriate in-service on the continued use of STI grading program and address teacher’s issues and concerns, with continued support throughout the year.


August 2006 - May 2007

None – staff will work during in-service days and the regular work day.

Survey conducted by the Staff Development Team

1.1b: During the first year, the district will support teachers who wish to

Staff Development

August 2006 -

$2,000-$3,500 from the consortium

Evaluation activities as defined


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participate in the CESA 5 Consortium Digital Tools Integration Teams to explore emerging new technologies.

Team May 2007

grant program. 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 Digital Tools Integration Teams to share their knowledge and experience with other staff members.


August 2007 - May 2008


Informal survey.

1.1d: 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 technology in the lives of teachers and staff.


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, though 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. Web sites have been located to assist teachers in preparing students for WKCE tests. Standards and benchmarks are present, and technology is increasingly referenced in those standards. Most assessments, usually classroom assessments, are aligned to the standards, but the assessment context is mostly traditional. Some technology is used in the assessment process, and these processes deal more and 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, but a formal process does not support this alignment yet. Teachers are asked to periodically assess alignment. Educators at Pittsville use technology primarily to support instructional strategies that were in place prior to the arrival of the technology, though some educators use problem-based or project-based learning that is supported by technology. Instructional programs are still primarily 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


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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. 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 build the capacity 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. 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 each teacher's work 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 enGauge survey, we have improved considerably 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 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 in acquiring skills and attitudes and meeting standards. Teachers


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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 enGauge processes, 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: 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.





1.1a: Using a program developed by ASCD, “Assessing Student Work,” through video tape instruction and using grade level learning communities, teachers, will evaluate assessment strategies and develop new and more proficient ways to evaluate technology-rich student work using a scoring rubric.

Elementary Principal and the Staff Development Team


$450 for purchase of the program, otherwise, staff will working during in-service days and the regular work day.

Teachers will produce a scoring rubric that will assess benchmarks in technology literacy, reading & language arts, and math.

1.1b: During year 2, using learning communities or collaboration teams (mentoring), teachers will work to establish the Big6 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 unites and lessons.




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

1.1c: During year 3, the district will provide time and opportunities for teachers to explore and research “best practices” strategies and methods for further inclusion of technology-rich activities into their units and lessons, including opportunities for sharing and collaboration through teaching/technology teams or coaching/mentoring.



None – staff will work during in-service days and the regular work day (potential unknown costs for bringing in presenters).

Teacher unit/lesson plans which includes the use of technology in new or innovative ways for that teacher. Principal observation of technology-rich lessons


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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 are available for student research and projects. 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 some question as to the adequacy of the 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 Interne t. 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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The current Centrex telephone system is adequate to meet the needs of the district. Phone service is provided for most offices and a limited number of classrooms where needs have been established. Phone service is critical to the needs of teachers, administrators and other adults to enable them to communicate with the outside world. 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. The current telephone sys tem should be maintained as contracted, with expansion to additional office areas and classrooms as needs warrant.

3.2.4.3 Goals & Objectives

Needs Statement : Based on results of the enGauge 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. Goal 1: The administration will provide support to continue 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 3.0Mb of Internet bandwidth for staff and student access. 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. 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. 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.






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1.1a: For each year of the plan the district will enter into Internet access and provider contracts to provide a minimum of 3.0Mb of Internet bandwidth.

Technology Coordinator

July 2006 – May 2009

$7,500 per year from technology funds

Internet access is available and in use.

1.1b: By the end of year 1 of the plan, the administration will study the costs, benefits and other issues involved with providing virtual private network (VPN) capabilities for a limited number of staff and students who have a need for such remote access, including a plan for implementing VPN services, if needed.


July 2006 – May 2007

None Written report is presented to the school board.

1.1c: By the end of year 3 of the plan, the administration will study the costs, benefits and other issues involved with providing additional distance/virtual learning opportunities for students beyond the limited Internet classes currently offered, from a video distance learning lab to additional classes from Internet sources.


July 2008 – May 2009

None Written report is presented to the school board.

1.1d The district will maintain the current contract for telephone service with TDS through the life of this plan.


On-going

$10,000 per year from general funds

Phone service is continued to offices and individuals as needed

3.2.5 Analysis of Support Systems and Leadership

3.2.5.1 Current Status 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 sys tematic use of technology. New leadership based on the vision is encouraged, but only within the same, traditional rules and regulations – and without the 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, Project STAIRS, Project Write, 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.


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Few partnerships involve technology. Limited use of interactive technologies is occurring, most often in the continuation of old practices – but in new ways. 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. 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 starting 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 standards have been integrated and benchmarks implemented in the 2005-06 school year. The high school is in the process of integrating the ITLS standards and will develop ITLS benchmarks in the near future. 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 should invite existing community outreach programs to engage in a "community scan" to identify the potential for mutually beneficial high-tech partnerships. It will be important


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to establish the criteria for such partnership within a formal process through which partnership proposals are encouraged and solicited. The process should be seeded with information from an assessment of school and community needs, providing a link between community members and teachers to see the possible connections.

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 ensures enough flexibility to enable teachers and administrators to make it meaningful to them. This process needs to be continued 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 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. 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: The staff development process will be reviewed to assure connection to the 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. 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 budget outline covering the next 3 years which provides a prioritized list of projected technology needs and funding sources to meet those needs.


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Acti vities Person/Team Responsible




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 team will develop a plan for staff development for the next 3 year technology plan which focuses on 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

Administrative 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

Administrative 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 280 student computers, for a ratio of 2.67 students per computer; 70 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 6 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 7 years for student computers; 4 years for teacher computers; 1 to 2 years for administration and special-purpose computers. There are 20 networked black and white laser printers, 4 networked color laser printers, 3 networked copy machines, and 12 other non-networked printers of various types. There are also


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5 flatbed scanners and 8 or 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 12 LCD projectors (1 per grade level), while the high school has 5. 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.

3.3.2.2 Recommendations The district should try to maintain or slightly increase the ration of computers to students. 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. The high school’s lack of a closed-circuit TV broadcast system should also be addressed. The district should investigate the needs, cost benefits, problems, and other issues with developing technologies such as tablet PCs, handheld computers, PDAs, Ipods, streaming video, podcasting, 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 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 Goal 1: By the end of year 3 of the plan the district will return to a 5 year replacement cycle for computer workstations Objective 1a: By the start of the 2006-2007 school year, the district will replace 25 lab computers at the high school 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. Objective 1c: By the start of the 2008-2009 school year the district will replace another 60 lab computers. 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


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





1.1a & 1.2c: Purchase 25 computers with video editing capability to replace the ones in high school computer lab 1


July 2006 – August 2006

$23,000 - $25,000 from technology budget

New computers are installed and being used

1.1b: Purchase 75 computers to replace all the teacher workstations



$60,000-$70,000 from technology budget


1.1c: Purchase 60 computers to replace all the teacher workstations





1.2a: 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

1.2b: 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


1.2d: Purchase up to 2 additional DV cameras for high school


July 2006 – May 2007

Technology, general funds, or grant money as available


1.2e: Inventory all district cameras, determine use, age, lifespan, condition, replacement costs, etc. and draw up plan for reasonable replacement procedures


July 2007 – May 2008

None Written report is presented to school board

1.3a: Investigate the needs, cost Technology On-going None Establish needs have


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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.

Coordinator been filled.

3.3.3 Instructional Resources – Pittsville School District Library Media Centers

3.3.3.1 Materials The goal of the Pittsville School District LMC collection development 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 ana lyses by Titlewave from Follett and/or BenchMARC from Sagebrush Corp.

3.3.3.1a ES Materials: Current Status The Pittsville Elementary LMC serves students and staff from Pre-Kindergarten through 8th grade. The collection consists of 13,660 print titles, 26 periodical subscriptions (with 3 years of back issues), 297 audio, video, and DVD titles, and 5 single-user computer software programs. The LMC also provides access to 2006 World Book on CD and a subscription to Britannica Online networked to all district computers. 3.3.3.1b ES Materials: Recommendations Collection analyses determined that the average age of the titles in our collection is 17 years. Looking at specific Dewey ranges, there is a real need to update the Social Sciences, Biographies, and Technology, so these areas will be targeted for weeding and selection in the next two years. Special attention will also 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 subscription to a video streaming service such as United Streaming should be considered. 3.3.3.1c ES Materials: Goals & Objectives

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. Goal 1: The district will provide curriculum-related 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.


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3.3.3.1d Implementation Action Plan





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

Library Media Specialists

July 2006 – May 2009

Costs unknown – from Common School Funds

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

3.3.3.1e HS Materials: Current Status The PHS LMC serves students and staff grades 9-12. The current collection consists of 7528 print titles, 52 periodicals with approximately 3 years of back issues, 5 newspaper subscriptions, 125 VHS videocassette and DVD titles, 10 single user computer programs. The HS LMC also provides access to 2006 World Book, the SIRS Researcher and Renaissance on the network and Encyclopedia Britannica online. Access to these is available on all of the district network computers. In an effort to increase leisure reading and encourage reading in general, the fiction section was targeted for major improvement. It is also hoped that visits to the LMC for other resources would follow. The Titlewise analysis showed a significant increase, more than double, in the number of materials checked out in the 2005-2006 school year as compared to the previous years. Activities promoting the newest teen fiction kept students informed of the arrival of new books, often, selected by teens themselves. Readership increased.

3.3.3.1f HS Materials: Recommendations The most recent collection analysis, June 2006, determined that the average age of the titles in our collection is 1983. This compares to 1979 in the analysis done in 2003. The Dewey ranges specifically targeted since 2003 included the Life Science/Biology and Political Science where nearly 100% of the titles were ‘aged.’ In those ranges some improvements have been made. The latest analysis has shown improvements in updating the information in all Dewey ranges. The Library Media Specialist will continue to provide for ongoing collection development through weeding, selecting, and ordering 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.

3.3.3.2 Facilities The District Library Media Centers are modern, clean, light, welcoming spaces. The space is comfortable and accommodating the variety of groups that utilize each LMC.

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


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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 even while scheduled classes are present. There are 10 tables with 40 chairs and 7 study carrels. Four computer stations are available for student use. The tables for 2 of the stations are newer and designed for this while the other 2 are on a table that sags. The wooden chairs at these stations are not ergonomically designed and thus are also showing signs of age. 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. The quality of the tables and chairs needed to replace these would be costly, however. Replacing the sagging table holding 2 computers with desks to match the ones holding the other 2 computers would be recommended. The workstation chairs should be replaced.

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 as required by the district’s LMCs

3.3.3.2f Facilities: Implementation Action Plan





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

Library Media Specialists

July 2006 – May 2009

$50,000?, source unknown

Required furniture is in place and is being used.

3.3.3.3 Staffing and Scheduling Research by Keith Cur ry 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 full- time Library Media Specialist and no aides. The LMC is generally open from 7:15 AM to 3:45 PM on school days. The schedule is fixed, each class


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coming to the LMC for 40 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. 3.3.3.3b HS Staffing and Scheduling: Current Status The HS LMC has one full- time LM Specialist and no aids. The LMC is generally open from 7:15 AM to 3:45 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. 3.3.3.3c Staffing and Scheduling: Recommendations Hiring LMC support staff, even on a part-time basis, should be seriously considered during this long-range planning process. Adequate LMC staff would assure that 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 Sagebrush Corporation Winnebago Spectrum online 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. They can also access it from any other district computer on the network.

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 30 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. The LCD is set up on a cart with a VCR and DVD player. With the increase in the use of DVDs and a shortage of DVD players in the building, teachers often sign it out to use in their classrooms. A goal for this year is to purchase more DVD players and set them up with speakers on all of the other LCD carts in the building. Since there is an LCD for each grade


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level, this would provide more equitable access to DVD technology throughout the building.

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. Limited video recording is done in the AV equipment room on 2 older TV sets. The same is true of dubbing. 3.3.3.4d Technology in the HS LMC: Recommendations Periodic replacement of the computers in the LMC workstations, according to the Information and Technology Plan cycle is recommended.

3.3.3.4e Technology in the HS LMC: Goals & Objectives

(See 3.3.2.3 Learning Tools: Goals & Objectives)

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 Prior to the 2004-2005 school year all classes K-8 were scheduled to come to the LMC for information skills instruction once every 6 school days. Starting in 2004-2005 K-6 students were scheduled for skills instruction every other week. (7th and 8th graders only come for a 15-minute checkout time each week.) 3.3.3.5b Library Information Skills Curriculum: Recommendations While the new schedule makes the ES LMC more available for class and individual student use, there is not adequate time for the previously taught skills curriculum. The instruction time is used mainly for library location skills and book talks. 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. At the HS level the information skills would fit into the freshmen Study Skills course. Continuing to build on the curriculum from the ES, the instructor of the Study Skills course and the HS LMS should collaborate on such lessons based on the ITLS to improve student achievement.

3.3.4 Telecommunications and Technology Infrastructure, Networking and 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


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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 does not currently provide cell phones for any employees, but does utilize portable, limited range 2-way radios as necessary. 3.3.4.2 Telecommunications: Recommendations With local and long distance phone service contract with TDS Telecom through June of 2009, there is little that needs to be addressed in this plan. It is recommended that the district continue to maintain the existing system to provide the necessary services already in place, while allowing the possibility for expansion of the system as the need for phones in other offices and areas of the district are determined. Should the need for phones in classrooms arise, it is recommended that the district consider a Voice over IP or PBX system, as these types of systems tend to be more economical for larger phone systems, along with the added benefits of voice mail, call forwarding, call controls, etc. 3.3.4.3 Telecommunications: Goal & Implementation Action Plan Since signed contracts with TDS are already in place through the life of this plan to provide telecommunications services for the district, no further action is required except to maintain the requirements of such contracts. 3.3.4.4 Network Infrastructure : Current Status The districts maintains a 100% fiber optic, 100% switched 2.5GB backbone for the Local Area Network (LAN). Wiring closets with adequate numbers of switches are located strategically throughout the buildings. Switches are Nortel Networks Baystack 450 models, purchased in the summer of 2000. 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, while newer, more efficient and more reliable technologies exist. With approximately 375 networked computers and 28 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 a dedicated T1 line for internet access, but will expand that service to a second T1 in July of 2006, increasing bandwidth to 3.0 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


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services. Email malware protection is provided by a subscription service to Postini and onsite scanning through GWAVA, but there is no system in place to automatically archive staff email, as required by Wisconsin Statutes. 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 T1 data lines. There has never been an established need for the district to provide dedicated video distance learning services for its students. 3.3.4.5 Network Infrastructure: Recommendations As the district’s technology infrastructure continues to age, the cost and necessity of replacing/updating the existing switches to maintain current service levels as well as to provide future expansion and added services, such as streaming video and added network drops, needs to be looked at. Mission-critical servers should be no more than 3 years of age. By the end of the 2007-8 school year, the 3 primary servers will be 5 years old and will need to be replaced. 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 need to be considered. Newer, more advanced, more efficient and more reliable backup systems to replace the tape systems currently in use will also need to be updated. 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 continues to age, replacement of the core switches at some point needs to be considered. By the end of the 2008-9 school year, most of these switches will be at or approaching 10 years in age, and in order to maintain a robust, reliable network which can keep pace with the growing demands of technology in the classrooms, an investment in new technologies for a network backbone will need to be adopted. With the increase of Internet bandwidth in July of 2006 from a single T1 line (1.5Mb) to a second T1 line providing a total of 3.0Mb 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.

The district also must implement an email archiving system to allow for the backing up and archiving of email messages for staff as required by Wisconsin Statutes.


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3.3.4.6 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 to maintain network services, while allowing for growth as technology-rich classroom instruction may require 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 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 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 Goal 3: The district will provide an appropria te email archiving system for staff email as provided by law. 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. 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 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 such an audit may deem necessary.






1.1a Purchase 3 new servers to replace the applications, mail and backup servers and install all necessary software and services




Required servers are in place and are functional.

1.2a Purchase 20 new switches to replace the existing switches, providing the number of access ports both currently needed and allowing for growth



$25,000 from technology budget

Required switches are in place and are functional.

1.3a Purchase the GWArchive software and install on one of the district’s servers to provide the required email archiving



$3,000 from technology budget

Required software is in p lace and is functional.

1.4a With (perhaps) the services of an outside consultant, conduct a security audit of the network to identify areas of vulnerability or concern and take appropriate action to correct problems


July 2008 – June 2009

$1,000-5,000? from technology budget

Any network security vulnerabilities have been addressed an problems corrected.


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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 (33), 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://www.pittsville.k12.wi.us/TechPlan. Information on the technology planning process, including 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 2006-2007 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


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compare that information with previous LoTi surveys. In the 2008-2009 school year the District will participate in a follow-up enGauge process to evaluate the system-wide use of educational technology and compare the data with the previous enGauge survey 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.


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Appendix A – Technolgy Hardware Inventory

Network Workstations: Dell Optiplex GX1 500Mbrt 12 Dell Optiplex GX110 40 Dell Optiplex GX150 30 Dell Optiplex GX240 31 Dell Optiplex GX260 135 Dell Optiplex GX270 59 Dell Optiplex GX280 36 Laptops: Dell Latitude LM 1 Dell Latitude CPt 4 IBM ThinkPad 1 Dell Latitude D505 2 Dell Latitude 110L 24 File Servers: DELL PowerEdge 2300 6 4GB hard drives 1 (Extra Storage Server) DELL PowerEdge 2500 w 5 18GB hard drives 1 (Skyward PaC Server) DELL PowerEdge 2550 RM w 5 18GB hard drives 2 (Web & Access Servers) DELL PowerEdge 2650 RM w 5 36GB hard drives 3 (Application, Email & Backup) DELL PowerEdge 2850 RM w 73GB Hard Drive 2 (STI & SQL Servers) Hubs, Switches and Routers Bay Networks BayStack 350F 10/100 Switch 16 port , Order No. AL2012?02 2 Bay Networks BayStack 100Base-T Hub 24 port, Order No. AT2202001 2 Bay Networks BayStack 252 10/100 Hub 24 port, Order No. AT2201?07 2 Nortel BayStack 450 10/100 Switch, 24 port 16 Nortel BayStack 450 10/100 Switch, 12 port 2 Nortel Accelar 1150 8 port Switch 1 NetGear FS 108 8 port Fast Ethernet Switch 1 HP EtherTwist 10Base-T Hub 8 port 1 Accton EtherHub 10Base-T Hub 8 port 1 Accton Venus 10Base-T Mini Hub 6 port 3 Dell TrueMobile 1170 802.11b/g Wireless Access Point 1 NetGear WG602 802.11b/g 54Mbps Wireless Access Point 1 Sonic Wall Pro 3060 1 Power Supplies: APC SmartUps 2400 2 APC SmartUps 3000 1 APC SmartUps 1500 1 APC SmartUps 1000 1 APC SmartUps 700 2 APC SmartUps 600 2


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Appendix A – Technology Hardware Inventory (continued) Peripherals: Procom Technology CD-ROM tower w 5 readers 1 Procom Technology CD-ROM tower w 14 readers 1 Sharp LCD Video Projector model XG-E67OU 6 Phillips ProScreen PXG10 Video Projector 1 Dell 2100 MP Video Projector 10 Epson Expression 636 flatbed scanner 1 Epson Perfection 1650 flatbed scanner 1 Plustec Scanner flatbed scanner 1 UMAX Astra 2200 flatbed scanner 1 Palm M500 1 Intellitools Keyboard 3 Sony Mavica MVC-FD5 Digital Camera 1 Sony Mavica MVC-FD91 Digital Camera 1 Sony Mavica MVC-FD92 Digital Camera 1 Kodac EasyShare LS443 Digital Camera 2 Kodac EasyShare CX4230 Digital Camera 4 Videonics MXPro DV mixer board 1 Canon ZR-10 DV Camcorder 1 Canon ZR-40 DV Camcorder 1 Canon ZR-60 DV Camcorder 6 Canon ZR-500 DV Camcorder 3 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 Lexmark Z53 2 HP LaserJet 4500 Color 2 HP LaserJet 4550 Color 1 HP DesignJet 350C plotter 1 Konica 7065 Copier 1 Konica 7060 Copier 1 Konica 7040 Copier 1 Lanier LP026N 8 Dell M5200N 1


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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 CareerWays Career Visions Mavis Beacon Typing Adobe Acrobat 7.0 MS PhotoDraw 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 Sun Star Office Vernier Software Logger Pro Vernier Software Graphical Analysis Visual Landscaping 2000 Volleyball ACE Word Power Administrative Software SASIxp/CLASSxp Skyward PaC Winnebago Spectrum STI Student Information Systems Nutrikids


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Appendix B – Computer Software Inventory (continued) Server Software Novell Netware 6.5 (1500 user license) Novell BorderManager 3.7 Novell GroupWise 6.5 (E-mail software) Novell Zenworks 6.0 for Desktops GroupWise Antivirus Sonic Wall Internet Filter Veritas Backup Exec 10.1 PowerChute Plus (Power Backup software) Sopohos Antivirus Software (enterprise) Surf Control (Internet filtering software) GHOST 5.0e(Workstation hard drive management/copying software)

Workstation Operating Systems

MS Windows 95 (5 licenses) MS Windows 98 (86 licenses) MS Windows XP (290 licenses)


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Appendix C – Proposed Technology Budget Summary School Year Item Goal/Objective 2006-07 2007-08 2008-09 Software Maintenance $21,025 $20,350 $20,750 Skyward Financial $7,200 $7,300 $7,400 Comalex Lunch Program $1,250 $1,350 $1,450 STI Student Information System 3.2.2.3 $7,500 $7,600 $7,700 GWAVA Email Archiving 3.3.4.5.3a $2,075 $1,100 $1,200 Misc. Software $3,000 $3,000 $3,000 Hardware, Facilities & Maintenance $37,400 $95,000 $81,000 Server Upgrades $2,600 $0 $0 Server Replacement (3) 3.3.4.5.1a $0 $20,000 $0 Replacement Computers 3.3.2.3.1 $30,000 $70,000 $50,000 2 DV Cameras for High School 3.3.2.3.1.2d $800 $0 $0 Switch Replacement (20) 3.3.4.5.2a $0 $0 $25,000 Equipment Components, Backup Tapes, UPS Backup Service/replacement, etc. 3.3.4.5 $2,000 $2,500 $3,000 TVs, VCRs, DVD Players, DLP Projectors, Misc. Peripherals 3.3.2.3.2 $2,000 $2,500 $3,000 Operation, Maint., Upgrade, Communications $30,700 $26,700 $27,000 Novell Annual License 3.3.4.5 $2,200 $2,200 $2,300 Skyward Service/Support Agreement 3.3.4.5 $11,000 $5,900 $6,000 Internet Access/Service 3.2.3.3.1a $7,500 $7,600 $7,700 Telephone Service 3.3.4.3 $10,000 $10,000 $11,000 Technology Needs Assessment 3.2.5.3.3a $0 $1,000 $0 Professional Development $33,500 $32,000 $32,000 CESA 5 Title IId Consortium 3.2.2.3 $2,500 $1,000 $1,000 Misc. Staff Development 3.2.3.3 $31,000 $31,000 $31,000 Human Resources in Support of Technology $71,000 $73,000 $75,000 Maintain Existing Technology Position 3.3.4.5 $71,000 $73,000 $75,000 Other $22,500 $22,500 $23,000 School Library Resources (Common School Fund) 3.3.3 $22,500 $22,500 $23,000 Possible Funding Sources $249,500 $321,000 $314,000 Technology Budget $30,000 $95,000 $80,000 General District Budget $160,000 $170,000 $180,000 Title IIa $35,000 $32,500 $30,000 Title IId $2,000 $1,000 $1,000 Common School Fund $22,500 $22,500 $23,000


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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 600: http://www.pittsville.k12.wi.us/Policies/Copyright_600.doc Interlibrary Loan of Materials Policy 640: http://www.pittsville.k12.wi.us/Policies/Interlibrary_Loan_640.doc Student Computer/Internet Use Policy 491 (AUP): http://www.pittsville.k12.wi.us/Policies/Student_AUP_491.DOC Assistive Technology Policy 5390: http://www.pittsville.k12.wi.us/Policies/Assistive_Technology_5390.DOC Selection and Reconsideration of Instructional Materials Policy 6163.4: http://www.pittsville.k12.wi.us/Policies/Materials_Selection_6163.4.DOC


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Appendix E – Research Resources

American Association of School Librarians. (2002). Advocacy Toolkit: Because Student Achievement IS the Bottom Line. http://www.ala/org/aasl/advocacy/index.html 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.html

Cognition 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.aect.org/Intranet/Publications/edtech/35/35-08.html. 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. http://www.oema.net/Oregon_Study/Executive_Study.doc

Lemke, Cheryl. (2001). enGauge: 21st Century Skills. Naperville, IL: NCREL http://www.ncrel.org/engauge/skills/skills.htm 5 October 2002. 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. North Central Region Educational Laboratory (2003). Critical Issue: Developing a School or District Technology Plan. http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm


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North Central Region Educational Laboratory (2003). Critical Issue: Using Technology to Improve Student Achievement. http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm North Central Region Educational Laboratory (2003). Meaningful, Engaged Learning. http://www.ncrel.org/sdrs/engaged.htm North Central Region Educational Laboratory (2003). New Times Demand New Ways of Learning. http://www.ncrel.org/sdrs/edtalk/newtimes.htm North Central Region Educational Laboratory (2003). Policy Issues in Using Technology for Engaged Learning. http://www.ncrel.org/sdrs/edtalk/policyis.htm 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. 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.

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