Library Media / Technology Plan

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July 1, 2005- June 30, 2008
District Administrator: Mr. Jeff Kasuboski
Approval Date: May 9, 2005
Effective July 1, 2005- June 30, 2008

District Contact: Mike Mades, Technology Coordinator
920-787-3354 ---Ext. 1113
madesm@wautoma.k12.wi.us

District Technology Staff:
Joe Anklam
Mike Mades
Mary Ann Hudziak

Library Media Specialists:
Mike Reese
Sally Nie
Sally Schnese

Wautoma Area Schools
http://www.cms4schools.com/wautoma/
Jeff Kasuboski, District Administrator

Approved by Wautoma Area School Board on May 9, 2005.
District Vision and Mission Page 9LMT(Plan) Vision and Mission Page 10 Background Page 15-18

Table of Contents

Title...................................................................... Page 2
Table of Contents.................................................Page 3
Executive Summary............................................ Page 4
Section I. Introduction..........................................Page 5-14
District Vision and Mission.................................... Page 9
LMT(Plan) Vision and Mission................................Page 10
Background...........................................................Pages 15-18
Needs Assessment/Current Status.........................Page 19-24
Plan, Goals, and Objectives...................................Page 25-34
Action and Implementation Plans............................Page 25-34
Dissemination to Stakeholders...............................Page 34
Monitoring, Evaluation, and Revision........................Page 35-36
Appendices ..........................................................Page 36
Resources.............................................................Page 37-38

The Executive Summary

This Library Media / Technology Plan (LMTP) is written to support the mission statement, the vision statement, and the needs of the Wautoma Area School District. The LMTP planning team met during the 2004-2005 school year, with the purposes of reviewing where we’ve been, where we are, and to determine where we want to go.To determine where we are, the planning team reviewed the results of the 2003 Taking a Good Look at Instructional Technology (TAGLIT) Data Summary and the enGauge Online Assessment Survey conducted November of 2004. The committee established goals based upon the needs identified by these results. The district’s enGauge profile indicated that Instruction, Training / Staff Development, Tech Support, and Communication are areas that need to be addressed in our Library Media Technology Plan. Using a variety of funding sources, we are able to provide technology equipment and resources, as well as on-going training and support for our staff in the use and instruction of technology. Funding sources include:The Wautoma Area School District The Wisconsin Common School FundThe Wisconsin TEACH FundThe NCLB/Federal Title ProgramsThe Federal ERATE Program, andThe Federal Reading First Grant
Technology literacy isn’t going to wait for districts to catch up, so we believe advanced planning and communication will allow WASD to stay on the cutting edge for the students, staff, and community. This LMTP reflects the mission and beliefs of the district according to the suggested outline of the Wisconsin Department of Public Instruction.

Introduction

Educational Technology is defined as the application of knowledge, tools, and skills to solve practical problems and extend human capabilities (Wisconsin Department of Public Instruction, 2003). Our approach for developing a new Library Media & Technology (LM & T) Plan was to mirror this definition. We looked at data and research to become more knowledgeable of our district needs (Tabs 2, 6 & 7). We used a committee to examine this data and research in conjunction with input from their areas of expertise in order to develop a comprehensive plan in sync with our district goals and the Model Academic Standards for Information and Technology Literacy (I & TL). One data source was the online enGauge assessment survey. The group made plans for staff, students, parents, and community members to complete this survey, which allowed us to find possible areas of strength and weakness. Parents completed the survey during parent teacher conferences, which turned out to be a showcase for our laptop carts in all buildings. Student council representatives along with volunteer parents and staff assisted hesitant parents in the operation of computers. It was exciting to see the parents being taught by their children on the use of technology in our district. The school’s newsletters also directed parents to the website links, which allowed parents the opportunity to complete the survey in the privacy of their own homes. Our committee then analyzed this survey data in conjunction with the TAGLIT survey data to select goals for the LM & T Plan.

A Robust Library Media Program
The Wautoma Area School District’s technology department in conjunction with the library media department has decided that a robust library media program is essential for increased academic achievement. According to the article “How Librarians Help Kids Achieve” The Second Colorado Study (2000) http://www.lrs.org/documents/lmcstudies/CO/execsumm.pdf.In this time of high stakes academic testing it’s essential to have every staff and resource person possible collaborating best practices and researching material available to produce higher academic achievement. Our library media specialists must continue collaboration with staff members on the ongoing process of incorporating standards for information and technology literacy into our local curriculums.

Sustained Systemic Professional DevelopmentSystemic development involves all stakeholders such as: students, teachers, parents, administrators, and community members. According to NCREL,”Characteristics of Systemic Reform” (http://www.ncrel.org/sdrs/areas/issues/educatrs), systemic professional development is a process that requires constant communication and evaluation and has implications for curriculum, instruction, assessment, and professional development. This process is addressed in our goals section of the LM & T Plan. Goal one being instruction; goal two being training/staff development; goal three being tech support; and goal four being communication. When the four aforementioned goals are reached, the LM & T committee feels we will have reached sustained professional development.

Effective student use of technology that fosters higher order thinking and leads to improvement in academic achievement
The Riverview Elementary School Reading First Technical Assistance Plan is an inserted example of technology that will foster higher order thinking. See Tab 6 of the LMTP. In addition to the computer centers in each classroom, the district is also adding a computer lab for the building. This will allow more teachers access to the lab environment for group lessons. I have also included in tab 6 our Lesson Framework Check List and Where Do I Start? Constructing a Technology-Rich Integrated Lesson. This model is also being carried out in the other buildings to maintain uniformity of student access and experiences with technology in Wautoma Area Schools.

Authentic inquiry/problem –based learning units(PBL)
Problem-based Learning according to (Torp & Sage) is an instructional method that challenges students to “learn to learn” by working cooperatively to solve real world problems. Solutions to Problem-based Learning activities require each group to hypothesize, collect analyze, integrate, synthesize, and explain answers. In the PBL classroom, learning is experiential and constructive where the teacher assumes the role of facilitator. This constructivist approach is what our district is trying to accomplish in year 1 goal 2d.

Staff adoption and effective use of technology during teaching practiceshttp://www.ncrel.org/sdrs/areas/issues/content/cntareas/math/ma2lindi.htm
This NCREL site is a model for our staff to incorporate authentic lessons, which will engage their students. The planning committee has appended the best practice articles at the end of the plan; however, I’ve listed some article titles and summaries relevant to this LMTP. See tab 2 at the end of our plan for best practice articles.

Summary of Relevant Research and Best Practice

Article 1“Extended Schools,” www.seabritain2005.com/curriculum/resources.cfm?section.
This article was found to be critical for our school’s plan. The Before and After School Programs have found the extension of the school day to be vital to the success of some of their students. The after school program alone wasn’t servicing the needs of parents not able to pick students up during working hours, so the before school plan was implemented. The before school plan allowed some parents the opportunity to drop off their kids before they went to work, which allowed the student time to complete homework before the school day started. The after school program also allowed parents to come into the lab and do research while they waited for their children to complete their homework. Other opportunities the extended school day offers are classes for community members at the end of the normal school day. Our high school business education teacher offered multiple classes in Microsoft Excel, and Microsoft Word to community members in the after school setting.

Article 2Year 1: Goal 1 b, 1f and Goal 2a
The above goals will be achieved by exposing our staff to examples of units written in the “Project Planning Form” outlined in this article. Our staff needs workshops that allow exploration time and the opportunity to design lessons, which most effectively impacts student learning. “Technology Integration Unit Planning,” http://www.kent.k12.wa.us/curriculum/tech/proj_plan.html. To use this format effectively, some questions need to be addressed. For example: What you need to know before you start? What does research say about using Technology effectively? Research exists now that helps define where technology can most effectively impact student learning.
· Students should be motivated, engaged and learning actively
· Learning should be authentic
· Learning should be collaborative
· Students should be the explorers and producers of knowledge
· Instruction and learning should be integrated across curriculum
· Students should be proficient in digital age literacy skills
· Assessments should be performance based

Article 3“How to Overcome Technology Integration Barriers,” by Peter J. Dragula.
· Why do we need to integrate technology;
· How do I overcome the barriers;
· What does an integrated classroom look like;
· To whom do I turn for help;
· Where do I begin? The answer to this question is similar to the second article. These are the answers the article gave.
· Look at the standards for technology
· Understand the implications of not integrating technology
· Ask for support
· Make it a priority
· Be flexible and open minded
· Do what you can with what you have on hand
· Use low tech alternatives

Our committee found the more our staff uses technology the easier it has become to integrate lessons. The technology department, along with administrative support, created learning centers for each of our k-6 classrooms, which consist of three or four computers per classroom. This centers movement should help teachers understand the position of their building administrators and the technology department’s desire for students to be given the opportunity to learn from the use of technology. Other factors that are vital in the success of breaking down barriers for technology integration include the help of staff developers, confident staff and time. This article should help staff implement their Year 1, Goal 1e. (Teachers will implement one “best practices” technology lesson per year.)

Article 4“Using Technology to Improve Student Achievement” – NCREL http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm
Goals for student achievement can be measured by performances on standardized tests (Year 1: Goal 1g), but a student’s ability to use higher-order thinking skills is, at a minimum, equally crucial. Technology offers a vehicle for further developing these higher order-thinking skills through authentic complex tasks. (Year 1 Goal 1b) These types of activities require the hardware, software, infrastructure, professional development and support services as we have detailed in Year 1 Goal 2a and Goal 3a-c.Technology can be used for learning in many different capacities. This article described four major functions of technology:

1. A tutor – drill and practice software, tutoring systems, instructional television and computer-assisted instruction.
2. A means to explore – CD-ROM encyclopedias, simulations, hypermedia stacks, network search tools, and microcomputer-based laboratories.
3. A tool to create, compose, store, and analyze data – word processing and spreadsheet software, database management programs, graphic software, desktop publishing systems, hypermedia, network search tools, and videotape/digital recording and editing equipment.
4. A means to communicate with others – examples are e-mail, interactive distance learning through satellite systems, computer and modem and cable links. (Year 1 Goal 4c-g)This research suggests that the value of students utilizing technology in their learning will not be fully realized unless many facets are emphasized. These areas would include: specific educational goals and a vision of learning through technology, ongoing professional development, structural changes in the school day, a robust technical infrastructure and support, and ongoing evaluation.


Article 5“Ensuring Equitable Use of Education Technology” – NCREL http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te400.htm A district-wide technology plan that provides equal and systematic revisions and updates of hardware, software, support and professional development also helps to breakdown inequitable access and use. This research supports the concept that access to educational technology at school can give low-income students a needed edge to compete with a broad spectrum of children.Our plan is designed to provide technology and services for all learning settings on an equitable basis. To further ensure equitable use, professional development of technology and its applications must be ongoing. (Goal 2)


Article 6“Meaningful, Engaged Learning” – NCREL http://www.ncrel.org/sdrs/engaged.htm
To help educators continue to maintain current and appropriate curriculum including use of technology, it is helpful to refer to Jones, Valdez, Nowakowski, and Rasmussen (1994) developed indicators of engaged learning.

1. Vision of Engaged Learning – Learners will be self-motivated and energized by their learning. They will know how to learn and are able to transfer knowledge to problem solve in new situations.
2. Tasks for Engaged Learning – Tasks need to be challenging, authentic, and multidisciplinary. This may require additional professional development and exploring the structure of the school day in order to fully utilize this type of learning environment.
3. Assessment of Engaged Learning – Assessments should be authentic and meaningful performances that apply to all students.
4. Instructional Models & Strategies for Engaged Learning – Instruction that actively engages the learner and encourages collaboration and investigation beyond the classroom are good indicators of appropriate models and strategies of engaged learning.
5. Learning Context of Engaged Learning – The classroom needs to become a knowledge-building learning community to fully achieve the goals of engaged learning.
6. Grouping for Engaged Learning – Flexible, heterogeneous and small are words to describe appropriate grouping strategies for successful engaged learning.
7. Teacher Roles for Engaged Learning – The teacher’s role will shift from instructor to facilitator, guide, or learner in these situations.Student Roles for Engaged Learning – Students become explorers, learning how to reflect upon their discoveries and integrate those discoveries into future endeavors.

Wautoma Area School District Mission Statement
The Wautoma Area School District, under the guidance of family and community, develops an environment where children become responsible and independent learners. We do this by providing them with education, tools, and the skills to reach their highest potential, where children become responsible and independent learners. We do this by providing them with education, tools, and the skills to reach their highest potential.

Wautoma Area School District Vision Statement
The Wautoma Area School District will have a strong and growing support from its community, families and staff in promoting the development of youth who, when they leave our schools will enjoy a safe and healthy community, continuous learning opportunities and meaningful, gainful employment. Our citizens recognize the value of education and demonstrate respect, pride and personal responsibility for the success of our community schools.

Library Media and Technology Plan (LM & TP) Vision Statement
We Believe: The Wautoma Area Learning community strives to integrate technology and information literacy in our ever-changing global society. Technology used as an interactive tool enhances best practices in both learning and teaching as we develop life-long learners.

Mission
The Wautoma Area School District will provide the opportunity for information literacy and technology related knowledge and experiences so students, staff and community may flourish in our digital oriented world.

Strategic Plan: Wautoma’s School Improvement Process
Reflective Questions for Moving Forward:Do our present processes enable us to address priority needs now?

§ Revising curriculum based on need not cycle.§ Part of school improvement plan§ Identify school goals § District goals K-12
§ Building or Level goals
§ Classroom or individual goalsDoes our curriculum include the knowledge and skills needed for student success?
§ Engage in district level curriculum development
§ Part of district curriculum development includes clear learning targets and assessment developmentAre the knowledge and skills delivered at the right time and place within the curriculum sequence?
§ Scope and sequence audit both horizontal and verticalIs the written curriculum (knowledge and skills) delivered to all students?
§ Engage school staff in collaborative analysis of the taught curriculum
§ Review district policy to support efforts e.g. contract, teacher, supervision process
Are the knowledge and skills taught in appropriate ways to match the student population?
§ Gather and analyze more specific data on students
§ Gather and analyze data on the range of instructional practices and strategies in use
§ Identify strategies and practices for improvement efforts that match student characteristics
§ Plan and provide staff development for use of these practices and strategies
Are the assessments (state and local) appropriate and reliable?
§ Review district assessment program-select and/or develop appropriate assessments.
§ Identify assessments (state, district, school) to document student success.
§ Implement instructional and assessment changes – monitor progress

Goal: To ensure optimal learning for all students.
Research Shows 4 Conditions for Improvement of Student Learning:In order to improve student learning, we need to:

1. Have a curriculum that is uniform, systematic, and continuous from grade-to-grade and course-to-course. Every teacher is expected to teach this curriculum;
2. Utilize multiple, varied, and appropriate assessments that can be embedded throughout instruction;
3. Use research-based best practices (e.g., Classroom Instruction that Works) in classroom instruction; and
4. Provide specific feedback to colleagues, students, and parents about students’ mastery of the expectations of curriculum (step 1) Classroom Instruction that Work: Jane Pollack, 2001 http://manila.esu6.org/instructionalstrategies/

Phase I: 2003-04
Curriculum mapping will be used to determine the “taught curriculum” within the district and to facilitate a curriculum audit process."Though teachers may work together in the same building for years, they usually have sketchy knowledge about what goes on in each other's classrooms.” High school teachers on the same corridor have no clue as to their colleagues' books, concepts, and assignments. A middle school team may work diligently on its specific program but have limited information about any other team in the building. Elementary schools can be nurturing environments but fundamentally a collection of one-room schoolhouses. If there are gaps among teachers within buildings, there are virtual Grand Canyons among buildings in a district. It is rare to find a high school teacher who is knowledgeable about the middle school curriculum or elementary and middle school teachers who are in close communication about their students. The reality is an occasional "transition" meeting between feeding and receiving schools where cursory information is passed on, though with the best of intentions. All too often, curriculum decisions are made in a vacuum. To make sense of our students' experiences over time, we need two lenses: a zoom lens into this year's curriculum for a particular grade and a wide-angle lens to see the K-12 perspective.We need to change the process used in making curriculum decisions because most curriculum committees are ineffective at actually producing work that directly affects student performance. [emphasis added] Curriculum committees usually come together to formulate lists of objectives, skills, and concepts that are optimum goals for teachers to implement. Occasionally these lists inspire and focus teachers' actions, but too often they remain nothing more than lifeless inventories of isolated skills. The lists may discuss 1st grade writing skills or 3rd grade reading skills, but they offer little or no focus on precisely when specific skills will be addressed during the course of a school year, let alone a group of school years.“Without a commitment to when a skill will be taught, there is no commitment. " Mapping the Big Picture: Heidi Hayes Jacobs, 1997

Phase II: 2004-05
Determine learning targets; assessed targets vs. instructional targets.

· Assessments arise from clear and appropriate student learning targets. What are we, as educators, trying to assess? We all must clearly and completely define achievement expectations, and these must be couched in the best current understanding of the discipline. We can't assess something if we don't have a crystal clear vision of what it is. But, we can have crystal clear learning targets that aren't enduring or essential. So, we also need appropriate learning targets for students. "Student learning targets" are also called many other things: content standards, benchmarks, learning objectives, outcomes, learning goals, essential academic learning requirements. They all attempt to define clear and appropriate achievement targets for students. The role of assessment then is to align with the targets. Student Centered Classroom Assessment: Rick Stiggins, 1997Classroom Instruction that Work: Jane Pollack, 2001

Phase III: Begin 2005-06
Develop appropriate assessments to measure student success of learning targets.
· Serve a focused and appropriate purpose. Why are these targets being assessed? Who will use the results and what will they be used for? Purpose affects how one assesses. But, one can have focused purposes for assessment that are poor purposes (such as assessing for the sole purpose of tracking students), so one also needs to make sure that purposes are appropriate.
· Rely on an appropriate method. How will one assess the achievement targets? Will these methods accurately reflect the achievement targets and purposes? When is the best time to use multiple-choice, essay, performance assessments, or portfolios?
· Eliminate possible sources of bias and distortion. How good is the assessment? Is there anything in the way an achievement target is assessed that masks the true ability of a student or group of students? How much will be collected? Can one be confident that results really reflect what a student knows and can do? Technical terms for the notion of reducing bias and distortion are: reliability, validity, fairness, equity, and sampling. Student Centered Classroom Assessment: Rick Stiggins, 1997Classroom Instruction that Work: Jane Pollack, 2001

Phase IV: Ongoing Begin process 2004-05
Establish a feedback process. Feedback should be:

1. Embedded within a two-way model;
2. Corrective in nature;
3. Timely;
4. Specific to a criterion;
5. Student-to-student, student-to-teacher, and teacher-to-teacher;
6. Designed to promote a positive and challenging school climate in which student achievement and staff productivity are fostered;
7. Encourage maximum involvement of parents and the community.

School Improvement Timeline

STRATEGIC LEVEL PLAN
Building: Riverview, Redgranite, Parkside, Wautoma High SchoolStaff:
All K-12 StaffGoal:
Grades 3-12: NWEA testing results will show 100% of students attaining mean growth from spring to fall. Grade 2: NWEA testing results in the spring will show 100% of students performing at or above the mean RIT score for spring. Grades K & 1: 100% of the students will be proficient in all assessed math-learning targets.

2005-2006: Grades 3-8 & 10 will meet or exceed the state on the average for content standard areas of the math portion of the WKCE Test.Specify strategies and initiatives that will be used to improve student achievement toward the SMART goal. Plan for dates, roles and responsibilities. Describe how progress toward the goal will be monitored within the given time line.

Strategies and Initiatives Time Line/Dates Roles and Responsibilities
Check in 30, 60, 90 Days – Actual Steps Taken Evaluation
1. Develop a K-12 math scope and sequence. September 13-17 scope and sequence. Designated teachers from each grade level K-1
2. Develop K-12 scope and sequence. September 17th Check-in.October 19th Check-in.November 30th Check-in. December 20042. Align scope and sequence with curriculum maps. Begin September 13-17 and be ongoing throughout the 2004-2005 school year. Designated teachers from each grade level K-12 along with the assistance from team level staff. September 17th Check-in.October 19th Check-in.November 30th Check-in. May 2005
3. Provide training for EVDM. Dates will be determined by September 17th. Trainings will be provided for all teachers K-5. September 17th Check-in.October 19th Check-in.November 30th Check-in. January 2005 & June 2005
4. Research to determine needed resources for K-12. Begin September and ongoing throughout the 2004-2005 school year. All math teachers K-12. September 17th Check-in.October 19th Check-in.November 30th Check-in. December 2004 & May 2005
5. Parent, Student, and Staff Surveys. Parkside Open House: September 13th Redgranite Open House: September 13th Riverview Open House: September 13th High school Parent/Teacher Conferences: October 11th September 17th Check-in.October 19th Check-in.November 30th Check-in. December 2004

BACKGROUND INFORMATION
Demographics

The Wautoma Area School District is located in central Wisconsin and serves the City of Wautoma, the Village of Redgranite, and surrounding townships. The population of the school district is approximately 9,222 residents, with 1,537 students. The district operates a high school, a middle level school, and two elementary schools.The District operates with an annual budget of $ 15,648,000 of which half is received through local property taxes. The remainder is from state and federal sources. For school year 2004-2005, the per-pupil average cost was $10,181, above the state average of $ 9807.19. (2003 numbers) The district employs - 127 quality teachers, 8 administrators, and 272 total employees.Wautoma Area Schools offer a full range of services including Exceptional Education, Learning Disabled, Speech & Language, English as a Second Language, Hearing Impaired, Gifted & Talented, and an Alternative High School. Two of our schools are SAGE schools as well.ACT scores have averaged 21.5 over the past five years. Student attendance records indicate 93% - 95% attendance over the past 5 years. The graduation rate has been between 93% - 99% also over the last five years.

Library Media and Technology Planning Committee
The members of the group consist of:
Mike Mades, District Technology Coordinator;
Mary Ann Hudziak, Tech integrator \ Staff Developer;
Joe Anklam, Tech Facilitator;
Cheryl Simonson, District Curriculum Coordinator;
Jeff Kasuboski, District Administrator;
Gaye Mertz, Teacher, Redgranite Elementary School;
Sally Nie, LMS, Redgranite & Riverview, Redgr. Public Library Board member;
Tom Rheinheimer, Principal, Parkside Elementary School;
Sally Schnese, Library Media Specialist, Parkside School;
Brionne Roberts, Teacher, Parkside School;
Pat Wolff, Teacher, Parkside School;
Sandi Jarvis, Parent;
John Mattson, Teacher, Riverview Elementary School;
Pat Schmidt, Teacher, Riverview Elementary School;
Mike Reese, Library Media Specialist, High School;
Tamara Crane, Special Education Teacher, High School;
Jay Jones Teacher, High School;
Leslie Fugate, Teacher, High School.

Planning Process
Our first district-wide Technology Plan was written in 1995-1996 and a new revised plan was developed in 1999-2000. The district Library Media Plan was developed in 1998. The focus of these plans was to guide technology-related decisions and to begin to align the curriculum with the district mission and technology standards that affect students, staff and the community. A formal information and technology planning team was organized in the fall of 2004, and met regularly in organized sessions to lay the groundwork for the next 3-year plan. This planning team worked in large and small groups to assess, research, analyze and present recommendations. The Wautoma Area School District’s Library Media and Technology Plan (LMTP) follows the Department of Public Instruction’s Components of Comprehensive Information (Library Media) and Technology Plan Outline. The technology planning committee held meetings for the purpose of developing this plan on: October 4th, October 18th, November 30th, December 15th, and January 17th. (See appended tab 4) The planning committee members were asked to share best practice articles (See tab 2 appended), analyze results from the enGauge survey (See tab 3 appended), and determine (LMPT) goals for the next three years. From this shared research discussion, goal setting and budget building; (See Appended tab 3) the plan was constructed.

Collaboration with Community
http://www.cms4schools.com/wautoma/Waushara.cfm http://www.wistravel.com/cities_in_wisconsin/wautoma_wisconsin/
The Wautoma Area School District believes that involving our community and business leaders, parents, and the public library in developing our technology plan will be one of the key factors ensuring our success. Below is a partial list of community involvement.

Public Library
http://www.wautomalibrary.org/
Administration and staff serve as board members of the public library to promote cooperation between library programs and school sponsored exhibits and programs.

McComb-Bruchs Performing Arts Center
http://live.mccombbruchspac.com/index.php
Located on the high school site, this non-profit arts center provides a facility for school district performances. A board of directors, comprising of school and community members operates it.

Wautoma Area School District Web Site
http://www.cms4schools.com/wautoma/
The Wautoma Area School District website provides links to area civic and government agencies. The Wautoma Area School District also hosts the web site for the Mcomb-Bruchs Performing Arts Center.

Camp Parkside Course Offerings (Summer Enrichment)
§ Fast ForWord: Students will be recommended to enroll in Fast ForWord by their teachers. Please consult your child’s teacher if you think this program might be a good fit for your child. Students enrolled in this course, which meets for two back-to-back sessions daily, will use the computer to help them relearn sounds to improve their reading skills. Studies show that it is a very effective way to improve reading at a relatively fast pace. A special survey and forms must be completed prior to the start of Camp Parkside so student testing can be completed prior to the start of the season. For specific questions, please contact Mrs. Kathy Badura at Riverview School at (920) 787-4590.
§ Around Wautoma in 20 Days: Students will take a guided tour of Wautoma using the Internet. After exploring the city, students will work together to design their own city using Paint and Microsoft Word. Then, students will help create a travel brochure for the created city. Students will receive printed copies of the brochure and the city they have created to share with their family and friends!
§ Around Wisconsin in 20 Days: Students can take a vacation and explore Wisconsin. First they will need to choose the cities they would like to visit and create a travel plan! Using search engines and the Internet they will visit a variety of cities. After the trip, students will use Microsoft Word, Paint, and PowerPoint to create a travel brochure that encourages others to visit the cities. Each brochure will be put onto a CD, and each student will receive a copy of the CD at the end of the course.
§ Around the World in 20 Days: Students wanting to travel around the world will first need to earn their passports! Once students learn the basics of the Internet surfing, Microsoft Word and PowerPoint, they will get their passports and will be off on their journey. Using the Internet, students will be able to visit at least five countries of their choice. Once students visit a country, they will add a page to a class PowerPoint presentation and receive a stamp in their Passport book. At the end of the course, each student will be given a CD with a copy of the class PowerPoint.
Before and After School Program – http://www.cms4schools.com/wautoma/Aplus.cfm The before and after school program housed in Parkside’s Library uses the aid of technology to supplement and reinforce daily homework. The computers are also used to research information for daily homework assignments and access library materials through the Spectrum Software.
21st Century Grant –Adult courses offered in the eveningMicrosoft Office using Excel and Word were offered to the community members. Twenty community members enrolled in the course taught by Mrs. Fugate.

Supportive Resources for Technology

CESA 5 Portage, WisconsinCESA 5 has the following resources available: Instructional Materials Library, Professional Development, Instructional Technology Services, and Curriculum Development. http://www.cesa5.k12.wi.us/

ERATE (Universal Service Administrative Company), Lawrence, Kansas This provides discounted funding for telecommunications service, Internet service, and Internal connections. http://www.sl.universalservice.org/data/pdf/ERATE_DISCOUNTS_FOR_SCHOOLS_AND_LIBRARIES.pdf
Fox Valley Technical College, Appleton, Wisconsin KSCADE Distance Learning Network, Appleton, Wisconsin Provider of distance learning classes in east central Wisconsin for students and community members. http://www.fvtc.edu/public/

Badgernet This is our access provider for distance learning and the internet service.http://www.doa.state.wi.us/section_detail.asp?linkcatid=308&linkid=119&locid=155

Teach WisconsinProvides funding for Technology Equipment and Communications lines http://www.teachwi.state.wi.us/ WISCNET, MadisonThis is an access provider for Internet service and content filter. http://www.wiscnet.net/

Current Status/Needs Assessment
Analysis and assessment of progress toward previous plan’s goals: Darkened boxes are goals we obtained.What objectives were postponed or delayed and why?What objectives will continue or be modified?

We will accomplish these goals by doing the following:Communication and Information Access Goals:gExpanding the district internet web-site. (OK) 1.Continue to modifygDistribute all in-district notices via email. (OK) 1.Continue to modifygCompile a list of email addresses for parents and families. (OK) 1.Continue to modify through Power SchoolgInstall a dial-up Internet service. (OK)q Install discussion board and chat room software. (OK)1. We had the software, but found email to be just as effective for communicating pertinent information.


Curricular and Instructional Goals:
*Improving staff competencies for technology as identified in Goal 3. (OK)
*Add new courses and revise existing courses to integrate technology into the classroom instruction. (OK)
* Requiring all students to create and maintain a technology portfolio.
1. We’ve gone back to the binder portfolios, because of the student led conferences.
*Providing necessary computers and peripherals as required. (OK)
1.Continue to modifygProviding on-line course instruction to students. (OK)
2.Continue to modify through independent studies.

Staff Competency Goals:
We will accomplish these goals by giving staff the following opportunities:
*One to one meetings with Technology Integration Specialists on staff (OK)
*Graduate credit courses related to technology curriculum integration (OK)
*Individual personal growth plan for technology written by each teacher (OK)
*Summer work time to develop, align and integrate technology and curricula (OK)
*After-school workshops (OK)
1. Continue to modify through teacher contracted 3.75 hoursgIn-service workshops (OK) 2.Continue to modifygCESA 5 workshops (OK)
*A private Technology training lab for staff members (OK)
*Release time from classrooms to work with LoTI and other technology skill assessments (OK)

Administrative and Management Goals:
We will accomplish these goals by implementing the following:
*Provide district wide and school wide email of notices, bulletins, etc. (OK)
*Use of electronic forms to replace paper forms (Obtained)
1.Continue to modify via the IntranetgDistrict wide student records software for attendance, scheduling and grading (OK)
2.Continue to modify through Power School and Power Grade

Monitoring and Evaluation of Technology Plan Implementation
*Conduct Levels of Technology Implementation (LoTI) assessment of teachers. (OK)
*Maintain a skill matrix for all students indicating mastery of Wisconsin's Model Academic Standards for Information & Technology Literacy. (OK)
*Conduct an assessment of students in grades 4, 8 and 12 for mastery of Wisconsin's Model Academic Standards for Information & Technology Literacy. (OK)
* Review all items in student technology portfolios.
1. We’ve gone back to the binder portfolios, because of the student led conferences. gGather input from students and staff regarding assistive technology needs. (OK)

Current Plan Evaluation
We will do the following to incorporate evaluation data and checkpoints into the plan's implementation for plan revision and long-term planning. The technology planning committee will meet during the months of December and May to do the following:
1. Review and modify technology related district policies and procedures.
2. Review the evaluation data as listed above and modify the next year's implementation as appropriate.
3. Review the technology curriculum, hardware, software, and staffing and modify if necessary for the following year.

We will do the following to disseminate information regarding our technology plan and program to stakeholders, including district residents, and businesses.
1. Publish a summary of this technology plan to all stakeholders.
2. Publish a summary of plan implementation activities and accomplishments in the annual meeting booklet.
3. Publish a summary of plan implementation activities and accomplishments on the district website.
4. Distribute examples of student technology products in form newsletters, brochures, flyers, and posters to area residents and businesses.
5. Conduct on-line chat and discussion board sessions for district residents and businesses.
6. Publish technology success stories in local newspapers.

We will do the following to address long-term planning for technology.
1. All staff will be given opportunities to attend conferences and workshops for the purpose of extending the district's vision for technology implementation.
2. Technology publications will be available in each school to inform staff and students of new and emerging technologies and applications.
3. The technology planning committee will meet on an annual basis to revise the implementation activities for the following year.
4. Alliances with education service partners, such as CESA and colleges, will be strengthened to improve alignment of goals.
5. Successful instructional activities by district teachers will be modeled for other teachers.
6. Successful technology integrated units and lessons will be published on the district website.
We will send teams to visit other school districts that have been identified as having successful, leading-edge technology programs and activities.

Evidence of Curriculum Alignment
The district has adopted the Model Academic Standards for Information and Technology Literacy (I & TL). The Director of Instruction will be working with staff to identify where they are implemented within their curriculum maps. Benchmarks have been identified for all grade levels K-8. (Tab 9) This alignment process is in various stages throughout the district, but is targeted for completion by May 2006.

Status of Systems and Leadership
The enGauge results show Wautoma leadership and support systems at the beginning Exploration stage. EnGauge Chart for Systems and LeadershipHas the education system reengineered itself into a high-performance learning organization? Our administrators are committed to support technology for students, staff and schools. Each education professional has access to a networked computer for daily operational use. This provides opportunity to communicate with each other as well as parents with internet access. Administration’s commitment to further parent communication is evident by the implementation of web-based system software. The district also continues to provide ongoing training for all staff and administration for current technology upgrades as they are instituted.

Assessment of Students and Technology
In January 2004, a survey was conducted of students in the district. The results showed clearly that, in classes where the teacher worked closely with the district's technology integration specialists, the students more often used the computers. Most surprising is the fact that most students feel comfortable using computers and that students feel using computers does help them. According to the survey, almost 85 per cent of the students in the district have a computer at home.

Access to Technology and Resources
The strong library media and Language arts programs in Wautoma have guaranteed that students select independently from a diverse variety of reading materials based on their interests and educational needs. In each school students can access computers and the Internet daily in their classroom, library media center, and/or lab setting. Some technology is available to students outside of their daily learning schedule through the After and Before School Programs. Our district will provide increased access to technology by students and staff in a variety of ways. During the summer of 2005, we will be installing an additional stationary computer lab at Riverview School, which will allow students and staff more access to the two wireless carts being monopolized by the librarian’s mini tech classes. Parkside School will be installing a twelve-station computer lab for all middle school math students and staff, along with completing the installation of centers in all classrooms in grades K-5. At the high school, two computer labs will be upgraded with new computers, while Redgranite’s K-5 building will receive centers as a result of the High School’s upgrade. We will also be promoting remote access to the school network by parents, students and staff by providing them access to the new student records management system. The district will continue to provide access after school as part of the after-school program, and during the summer as part of the Camp Parkside program. These initiatives are supported by a variety of funding resources. In addition to district funds, the ERATE program provides funding for internet access, telephones, and has on occasion provided funding for network infrastructure and network software. The NCLB/federal title program also provides funding. These funds allow us to provide on-going staff development for teachers, and are used to purchase technology equipment. The district Reading First grant provides funding to pay for our on-line research/encyclopedia resources. Together, these federal funding sources allow us to provide high quality staff development in many subject areas, including technology integration and reading. The Wisconsin Common School Fund annually provides funding to purchase books and instructional materials for our library media centers. Coordination: The district technology coordinator serves as member of the District-wide title leadership team, the district administrative team and as a member of the Reading First Technical Assistance Committee. By serving on these committees, the coordinator is able to assist in coordinating funding, resources, and activities with the initiatives of the technology program.

Inventory and Description of Technology Resources
Technology Related Hardware11/10/04
Computers Computers Location Students Staff Standalone Networked Total Internet Student Computer Ratio Student Internet Ratio
HS 519 66 0 210 276 210 1.88 2.47
Parkside 540 65 2 216 283 216 1.91 2.50
Riverview 326 42 27 153 222 73 1.47 4.47
Redgranite 128 18 3 61 82 61 1.56 2.10
Printer Printer Location Mavica Cybershot Digital Video Projectors Black Toner Color
HS 8 2 5 10 6 5
Parkside 7 2 6 12 5
Riverview 3 1 1 4 1
Redgranite 2 1 1 2 1
Totals 20 2 9 18 24 12
Location Labs Mobile Labs Media Centers
HS 3 1 1
Parkside 4 2 1
Riverview 1 2 1
Redgranite 1 2 1
Totals 9 7 4
Instructional Software
Elementary-Level Computer Software Middle Level Computer Software
High School Computer Software Teacher / Staff SoftwareMicrosoft Office Microsoft Office Microsoft Office
4 - Mation
Netscape Communicator
Netscape Communicator
Netscape Communicator WIDS
Math Blasters
Accelerated Reader
I-Movie
Groupwise
Accelerated Reader
Every Day Math
Spectrum
Netscape
Kid Pix
Spectrum
Word Perfect Suite
Microsoft Office
Every Day Math
Word Perfect Suite
Power School
Spectrum
Power Grade
Type to Learn
Adobe 6
Lets Read 1,2,3
Inspiration
Word Perfect Suite
Word Perfect Suite
Technology Infrastructure
The district WAN operates via three T1 Lines, with one line is designated for each building in the district.Within each site, 100/1000mb switches Internet services to our staff and students. The district is a member of the KSCADE distance-learning network, and has a distance-learning classroom in the Wautoma High School. The district has 26 incoming phone lines and our own voice mail system. Every classroom has access to an outside line for parent contact and inside extensions for any member of the district. Every staff member has a voice mail account, and all buildings have access to a district cell phone.Also see Budget in Tab 3.

Systems Policies and Procedures
Policies and procedures relating to acceptable use of district library media, technology, the internet and copyright are updated as needed. The director of special education is responsible for the district’s assistive technology policies, staffing, materials and training. Our library media specialists regularly weed library resources, guide materials selection and removal, and monitor confidentiality of interlibrary loans. The Technology Coordinator monitors the sharing of resources, web publishing, Internet filtering, distance learning activities with students and staff. Acceptable use, copyright, media release, web publishing policies and guidelines are written and followed.Staff are required to participate in 35 hours of professional development annually that will strengthen their skills, performance and knowledge base as educators. This is achieved through a variety of activities including: inservice activities, focus groups, workshop sessions, conferences, or college courses.

Plan Goals and Objectives
YEAR 1

Goal 1:Instructional
a. The district will align standards and implement benchmarks and assessment for NCLB 8th grade Technological Literacy Requirements. (May-June 2005)
1.Teachers are aligning curriculums, so we have to focus on the implementation of technology benchmarks and assessment.
2.The district needs to incorporate higher level thinking skills into technology lessons, which can be checked off on the assessment for NCLB 8th grade Technological Literacy Requirements. (May-June 2005)
 Curriculum Coordinator
b. Increase access to appropriate print materials, including instructional technology that will support and be aligned with the comprehensive reading program, supplement, and enhance the five essential components of an effective reading program. (Sept.04-June 05)
1. Staff will utilize technology centers to supplement, and enhance the reading and math programs.
 Reading First Coordinator
 Library Media Specialistc. Provide high quality on-site coaching, technical assistance and support for all classroom teachers in implementing. (July 04-June 05)
 Reading First Coordinator
 Technology Facilitator
d. Promote reading and library programs that provide access to engaging reading material through coordinated efforts across various literacy initiatives. (July 04-June 05)
1. Ensure both the librarians and the Reading first coordinator approve reading materials.
 Library Media Specialists
 Reading First Coordinator
e. The district will incorporate technology driven Reading First Centers (Dec.04-August 05)
1.K-5 classrooms will have 3 or 4 networked stations for center activities.
2.Software will be installed to promote computer centers.
 Curriculum Coordinator
 Reading First Coordinator
f. Teachers will implement one “best practices” technology lesson per year. (August 05-May 06)1.The lesson must help the student gain knowledge.
2. The lessons can be taken from the professional growth plans created in our teacher-shared folder.
 Curriculum Coordinator
g. All students will be tested in the spring and fall on the NWEA Testing Module. (August 05-April 06)
1. The students will be assessed twice a year to track academic progress.
 Curriculum Coordinator
h. Upgrade distance-learning equipment and revise course offerings to reflect additional courses available through BadgerNet 2 connection.
1. Guidance counselors will develop adult and student literacy.
 Guidance Counselor
 Curriculum Coordinator

Goal 2: Training/Staff Development
a. All teachers will write / modify and implement a professional growth plan that integrates Technology. (August 05-May 06)
1.Teachers must continue to incorporate Technology Best Practices into assignments.
2. New teachers must write technological professional growth plans.
 Building Administrators
 Curriculum Coordinator
b. Offer training/staff development of new digital-age instructional strategies including differentiated instruction, technology supported problem-solving, and real-world context critical thinking. (August 05-May 06)
1. As part of the contracted 3.75 hours of staff development, after school courses will be offered to achieve training.
2. The trainings will be communicated via district email.
 Curriculum Coordinator
 Technology Facilitator
c. Continued training will be offered for differentiated lessons on district software and hardware use. This includes technology organization, use of shared files and data analysis for improved student learning. (August 05-May 06)
1. As part of the contracted 3.75 hours of staff development, courses will be offered to achieve training.
2. The trainings will be communicated via district email.
 Technology Facilitator
 Curriculum Coordinator
d. Staff development will be designed and offered to allow teachers to explore and implement constructivist approaches to learning. (August 05-May 06)
1. As part of the contracted 3.75 hours of staff development, after school courses will be offered to achieve training.
2. The trainings will be communicated via district email.
 Curriculum Coordinatore. Staff in all schools will be trained on student record keeping and grading software. (August 05-May 06)
1. As part of the contracted 3.75 hours of staff development, after school courses will be offered to achieve training.
2. The trainings will be communicated via district email.
3. Fall In-service will consist of record keeping and grading software.
 Curriculum Coordinator
 Technology Facilitator

Goal 3: Tech Support
a. Technology personnel will be available for support in all buildings on a regular basis in conjunction with a help desk. (August 05-June 06)
1. The technology facilitator will be on call per help desk request forms.
 Technology Facilitator
 Technology Coordinator
b. Media or technology specialists will also be utilized to help teachers as they integrate technology in their classes. (August 05-May 06)
1. Media or technology specialists will help integrate technology best practices into teacher created lessons.
 Curriculum Coordinator Technology Facilitatorc. We will continue to supply reliable systems with adequate technical support. (August 05-May 06)1. Computers will be replaced on a three-year cycle.
2. Computers older than three years will have backups in house for immediate replacement.
 Curriculum Coordinator
 Technology Facilitator
d. Increase the bandwidth between outlying schools. (August 05)
1. Convergent Solutions will increase the bandwidth for Redgranite and Riverview Elementary schools.
 Technology Coordinator
e. Student record software will be installed on all teacher computers. (June 05 -August 05)1.Tech Coordinator and Facilitator will install new images to include Power School and Power Grade on all teacher machines in the district.
 Technology Coordinator
 Technology Facilitator
f. Awareness of available technology for special needs students. (August 05-May 06)
1. Special needs students will be assigned assistive technology as per their IEP’s
 Curriculum Coordinator
 Technology Facilitator

Goal 4: Communication
a. Maintain and communicate a more comprehensive curriculum plan throughout the district. (Ongoing)
1. Directors of instruction/teachers will continue to develop curriculum
2. Completed curriculums must be displayed via teacher shared
3. Curriculum meetings after school on Wednesdays will continue
 Curriculum Coordinator
b. Review and modify technology related district policies and procedures. (Ongoing)
1. The Technology coordinator will review and add policy as needed
 Technology Coordinator
c. Utilize the new grading system to increase communication/connectedness with parents and other educators. (Ongoing)
1.Power School’s web based design allows parents password access to student information. (i.e. grades, attendance, and lunch balances)
 Teachers
 Technology Facilitator
d. Continue utilizing technology to collect data and develop effective assessment. (Ongoing)1.Utilize rubrics for students who use technology and measure the multi-dimensions of technology-based student-products.
 Teachers
 Curriculum Coordinatore. Administrators will increase the use of technology for school management and parental communication via new student management software and district intranet software. (Ongoing)
1. Power School will be installed with password access to student records.
 Technology Coordinator
f. Publish evaluation of current year and update the new technology plan for all stakeholders. (May 05)
1.The Tech Plan will be published on our Website
2.The plan will be published on paper copy and displayed in the Tech Office.
 Technology Coordinatorg. The district has implemented a Help Desk menu located on the intranet. All help issues will be funneled through one person. (Ongoing)
1. The help desk allows us to route problems to the appropriate techs.
2. Email help worked, but caused multiple responses by multiple techs
 Technology Facilitator

YEAR 2
Goal 1:Instructional
a. Revisit district standards, benchmarks, and assessment for NCLB 8th grade Technological Literacy Requirements. (May-June 2006)
1. Teachers are aligning curriculums to include implementation of technology benchmarks and assessment.
2. The district needs to incorporate higher level thinking skills into technology lessons, which can be checked off on the assessment for NCLB 8th grade Technological Literacy Requirements.
 Curriculum Coordinator phase,
 Curriculum Coordinator
 Technology Facilitator
b. Increase access to appropriate print materials, including instructional technology that supports and will be aligned with the comprehensive reading program. The materials will supplement and enhance the five essential components of an effective reading program. (Ongoing)
1. Staff will utilize technology centers to supplement, and enhance the reading program.
 Reading First Coordinator
 Technology Coordinatorc. Promote reading and library programs that provide access to engaging reading material through coordinated efforts across various literacy initiatives.
1. Ensure both the librarians and the Reading first coordinator approve reading materials. (Ongoing)
 Library Media Specialists
 Reading First Coordinatord. The district will continue to enhance technology driven Reading First Centers. (Ongoing)
1.K-5 classrooms will have three or four networked stations for center activities.
2.Software will be installed to promote computer centers.
 Technology Facilitator
 Reading First Coordinator
e. Teachers will implement one “best practices” technology lesson per year.
1.The lesson must help the student gain knowledge. (August 06-May 07)
2. The lessons can be taken from the professional growth plans created in our teacher-shared folder.
 Curriculum Coordinatorf. All students will be tested in the spring and fall on the NWEA Testing Module. (August 06-April 07)
1. The students will be assessed twice a year to track academic progress.
 Curriculum Coordinatorh. Upgrade distance-learning equipment and revise course offerings to reflect additional courses available through BadgerNet 2 connection.
1. Guidance counselors will develop adult and student literacy.
 Guidance Counselor
 Curriculum Coordinator

Goal 2:Training / Staff Development
a. All teachers will write / modify and implement a professional growth plan that integrates Technology. (August 06-May 07)
1.Teachers must continue to incorporate Technology Best Practices into assignments.
2. New teachers must write technological professional growth plans.
 Building Administrators
 Curriculum Coordinator
b. Offer training / staff development of new digital-age instructional strategies including differentiated instruction, technology supported problem-solving, and real-world context critical thinking. (Ongoing)
1. As part of the contracted 3.75 hours of staff development, after school courses will be offered to achieve training.
2. The trainings will be communicated via district email.
 Curriculum Coordinator
c. Continued training will be offered for differentiated lessons on district software and hardware use. This includes technology organization, use of shared files and data analysis for improved student learning. (Ongoing)
1. As part of the contracted 3.75 hours of staff development, courses will be offered to achieve training.
2. The trainings will be communicated via district email.
 Curriculum Coordinator
d. Staff development will be designed and offered to allow teachers to explore and implement constructivist approaches to learning. (Ongoing)
1. As part of the contracted 3.75 hours of staff development, after school courses will be offered to achieve training.
2. The trainings will be communicated via district email.
 Curriculum Coordinator

Goal 3: Tech Support
a. Technology personnel will be available for support in all buildings on a regular basis in conjunction with a help desk. (Ongoing)
1. The technology facilitator will be on call per help desk request forms.
 Technology Facilitator
 Curriculum Coordinator
 Technology Coordinatorb. Media or technology specialists will also be utilized to help teachers as they integrate technology in their classes. (Ongoing)
1. Media or technology specialists will help integrate technology best practices into teacher created lessons.
 Curriculum Coordinator
c. We will continue to supply reliable systems with adequate technical support. (Ongoing)
1. Computers will be replaced on a three-year cycle.
2. Computers older than three years will have backups in house for immediate replacement.
 Curriculum Coordinator
 Technology Facilitator
d. Awareness of available technology for special needs students. (Ongoing)
1. Special needs students will be assigned assistive technology as per their IEP’s
 Curriculum Coordinator
 Technology Facilitator
 Director of Special Education

Goal 4: Communication
a. Maintain and communicate a more comprehensive curriculum plan throughout the district. (Ongoing)
1. Directors of instruction / teachers will continue to develop curriculum
2. Completed curriculums must be displayed via teacher shared
3. Curriculum meetings after school on Wednesdays will continue
 Directors of Instruction
b. Review and modify technology related district policies and procedures. (Ongoing)
1. The Technology coordinator will review and add policy as needed
 Technology Coordinator
c. Utilize the new grading system to increase communication / connectedness with parents and other educators. (Ongoing)
1.Power School’s web based design allows parents password access to student information. (i.e. grades, attendance, and lunch balances)
 Teachers
 Technology Facilitator
d. Continue utilizing technology to collect data and develop effective assessment. (Ongoing)
1.Utilize rubrics for students who use technology and measure the multi-dimensions of technology-based student-products.
 Teachers
 Curriculum Coordinator
e. Administrators will increase the use of technology for school management and parental communication via new student management software and district intranet software. (Ongoing)
1. Power School will be installed with password access to student records.
 Technology Coordinator
 Technology Facilitator
f. Publish evaluation of current year and update the new technology plan for all stakeholders. (December 05 + May 06)
1.The Tech Plan will be published on our Website
2.The plan will be published on paper copy and displayed in the Tech Office.
 Technology Coordinator
 Technology Facilitatorg. Continue Help Desk implementation located on the intranet. All help issues will be funneled through one person. (Ongoing)
1. The help desk allows us to route problems to the appropriate techs.
2. “Email Help” worked, but caused multiple responses by multiple techs.
 Technology Facilitator

YEAR 3
Goal 1: Instructional
a. Increase access to appropriate print materials, including instructional technology that supports and will be aligned with the comprehensive reading program. The materials will supplement and enhance the five essential components of an effective reading program. (Ongoing)
1. Staff will utilize technology centers to supplement, and enhance the reading program.
 Reading First Coordinator
 Curriculum Coordinator
b. Promote reading and library programs that provide access to engaging reading material through coordinated efforts across various literacy initiatives. (Ongoing)
1. Ensure both the librarians and the Reading first coordinator approve reading materials.
 Library Media Specialist
 Reading First Coordinator
c. The district will continue to enhance technology driven Reading First Centers. (Ongoing)
1.K-5 classrooms will have 3 or 4-networked stations for center activities. 2.Software will be installed to promote computer centers.
 Curriculum Coordinator
 Reading First Coordinator
d. Teachers will implement one “best practices” technology lesson per year. (Ongoing)
1.The lesson must help the student gain knowledge.
2. The lessons can be taken from the professional growth plans created in our teacher-shared folder.
 Technology Integrator / Staff Developer
e. All students will be tested in the spring and fall on the NWEA Testing Module.
1. The students will be assessed twice a year to track academic progress.(August 07 + April 08)
 Curriculum Coordinator

Goal 2: Training/Staff Development
a. All teachers will write / modify and implement a professional growth plan that integrates Technology. (Ongoing)
1.Teachers must continue to incorporate Technology Best Practices into assignments.
2. New teachers must write technological professional growth plans.
 Building Administrators
 Curriculum Coordinator
b. Continued training will be offered for differentiated lessons on district software and hardware use. This includes technology organization, use of shared files and data analysis for improved student learning. (Ongoing)
1. As part of the contracted 3.75 hours of staff development, courses will be offered to achieve training.
2. The trainings will be communicated via district email.
 Curriculum Coordinator
c. Staff development will be designed and offered to allow teachers to explore and implement constructivist approaches to learning. (Ongoing)
1. As part of the contracted 3.75 hours of staff development, after school courses will be offered to achieve training.
2. The trainings will be communicated via district email.
 Curriculum Coordinator

Goal 3: Tech Support
a. Technology personnel will be available for support in all buildings on a regular basis in conjunction with a help desk. (Ongoing)
1. The technology facilitator and Technology Integrator / Staff Developer will be on call per help desk request forms.
 Technology Facilitator
 Curriculum Coordinator
 Technology Coordinator
b. Media or technology specialists will also be utilized to help teachers as they integrate technology in their classes. (Ongoing)
1. Media or technology specialists will help integrate technology best practices into teacher created lessons.
 Curriculum Coordinator
c. We will continue to supply reliable systems with adequate technical support. (Ongoing)
1. Computers will be replaced on a three-year cycle.
2. Computers older than three years will have backups in house for immediate replacement.
 Technology Coordinator
 Technology Facilitator
d. Awareness of available technology for special needs students. (Ongoing)
1. Special needs students will be assigned assistive technology as per their IEP’s
 Technology Facilitator
 Director of Special Education

Goal 4:Communication
a. Maintain and communicate a more comprehensive curriculum plan throughout the district. (Ongoing)
1. Directors of instruction / teachers will continue to develop curriculum
2. Completed curriculums must be displayed via teacher shared
3. Curriculum meetings after school on Wednesdays will continue
 Directors of Instruction
b. Review and modify technology related district policies and procedures. (Ongoing)
1. The Technology coordinator will review and add policy as needed
 Technology Coordinator
c. Utilize the new grading system to increase communication /connectedness with parents and other educators. (Ongoing)
1.Power School’s web based design allows parents password access to student information. (i.e. grades, attendance, and lunch balances)
 Teachers
 Curriculum Coordinator
 Technology Facilitator
d. Continue utilizing technology to collect data and develop effective assessment. (Ongoing)
1.Utilize rubrics for students who use technology and measure the multi-dimensions of technology-based student-products.
 Teachers
 Curriculum Coordinatore. Publish evaluation of current year and update the new technology plan for all stakeholders. (December 07 + May08)
1.The Tech Plan will be published on our Website
2.The plan will be published on paper copy and displayed in the Tech Office.
 Technology Coordinator
 Technology Facilitator

Dissemination to Stakeholders
This plan will be posted on the Wautoma Area School District’s website @ http://www.wautoma.k12.wi.us/. The hard copy plan will also be on display in the Staff training lab, which will be available to the whole staff. The school will send out flyers and post notices of classes being offered through newsletters and webpage. Classes and after school workshops offered to the community will also be advertised in the local newspaper.

Monitoring, Evaluation, and Revision
Annual Summaries of the Plan

Year 1: July 2005 – June 2006
We have begun, and will continue through next year, to focus on identifying where the technology standards are addressed throughout the curriculum. This will be used to identify gaps and overlaps so they can be addressed. A priority this year is to focus on communicating our district mission and information/technology vision to all stakeholders. Part of this process includes training staff in constructivist learning strategies and assisting them in taking ownership of their own professional development including the utilization of technology. Aligning the curriculum maps, learning targets and authentic assessment to measure valid growth is a process that will begin to get underway.

Year 2: July 2006 – June 2007
During the 2006-2007 school year we will continue the curriculum alignment process and the map-target-assessment alignment as well. We will continue to increase engaging reading materials available for our students. Through http://www.nwea.org/ NWEA, we will continue to assess progress in the students’ abilities of applying the problem solving strategies for reading and math utilizing technology as appropriate. We will use the enGauge assessment tool to chart our growth and modify our technology related goals and objectives. Other evaluations will be done to collect data for effectively assessing the other aspects of our plan as well.

Year 3: July 2007 – June 2008
We will expand and revise the initiatives implemented in the first two years of this plan. We will improve as a system that utilizes technology to support the education of digital-age learners. We will use the enGauge tool of assessment to gather data from parents and community to fill in another piece of our growth puzzle. The alignment process of the LM & T learning targets will be in the “final” stages and the monitoring process should be in place. As technology continues to advance we will update our administrative communication and instruction management tools to keep pace with needed improvements.Annually, we will continue to inservice instructional staff on legal copyright issues, acceptable use of the Internet, and assistive technologies. Technical staff will receive technical training. Electronic encyclopedias, circulation system and access to resources will be maintained. District and school technology leadership teams will review this plan and recommend modifications and adjustments to the School Board annually. We will continue our cycle of upgrading computers and software district wide. Our communication with community, parents, students, staff and board members is a top priority.Attached is the Taglit Data Summary (see tab 7 appended) to show teachers’/ students’ technology skills as of 5/16/2003. We as a committee will meet biannually in December and May to determine which goals have been checked off, and which goals still need to be obtained. All LMTP stakeholders must be notified of the goals obtained, revised, or postponed during the appropriate evaluation period of the existing plan.

Procedure and Policies Appended
Tab 1 - Library Resources and Collection Maps
Tab 2 - Best Practice Articles
Tab 3 - Budgets
Tab 4 - Minutes and Meeting Dates
Tab 5 - School Board Policies
Tab 6 - Engauge Survey Results
Tab 7 - Taglit Results
Tab 8 - Technical Assistance Plan / Lesson Framework Check list
Tab 9 - Technology Benchmarks K-8th Grade

Information and technology Literacy Matrices and curriculum maps
The Wautoma Area School District has adopted the Wisconsin’s Model AcademicStandards http://dpi.state.wi.us/standards/. All teachers have curriculum maps completed of what is actually being instructed and are in the process of identifying where they address the Information and Technology Literacy standards within their curriculum.


Resources

Beau Fly Jones, Gilbert Valdez, Jeri Nowakowski, and Claudette Rasmussen. (NCREL, 1994).

Designing Learning and Technology for Educational Reform. Contact info@ncrel.org

Dragula, Peter J. “How to Overcome Technology Integration Barriers,” Tech Learning. (April 2005) http://www.teachlearning.com/story/showArticle.jhtml?articleID=159901636

EnGauge Assessment. HTTP://www.NCREL.org/enGauge

Jacobs, Heidi Hayes. Mapping the Big Picture. 1997 http://www.ascd.org/portal/site/ascd/template.book/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?bookMgmtId=892e8aec2ecaff00VgnVCM1000003d01a8c0RCRD

Lance, K.C., Rodney, M.J., and Hamilton-Pennell, C. (2000). “How School Librarians Help Kids Achieve Standards” The Second Colorado Study http://www.lrs.org/documents/lmcstudies/CO/execsumm.pdf

NCREL. Critical Issue: “Ensuring Equitable Use of Education Technology http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te400.htm

NCREL. Critical Issue: “Using Technology to Improve Student Acheivement.” http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm

NCREL. “Meaningful, Engaged Learning” http://www.ncrel.org/sdrs/engaged.htm

Pollack, Jane (2001). Classroom Instruction that Work http://manila.esu6.org/instructionalstrategies/

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