Osseo-Fairchild School District

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Osseo
-
Fairchild School District


Combined Comprehensive Information

(Library Media) & Technology Plan

2008
-
2011










______________________________________________________

Dr. Kerry Jacobson, District Administrator



___________________________________
____________________

School Board Secretary



_________________________________________________________

Date of School Board Approval









Contact Information:





Carla Burmeister





Library Media Director





Osseo
-
Fairchild School District





50900

Francis





P.O. Box 130





Osseo, Wisconsin 54758





(715) 597
-
3141





cburmeister@ofsd.k12.wi.us









EXECUTIVE SUMMARY


The Information and Technology Plan of the Osseo
-
Fairchild School District com
bines the
library and technology plans into one document. Throughout this plan the Library Media is
referred to as Information. The purpose of these programs is to provide students with the skills
and tools required to use information in a digital
-
age soci
ety. The focus of the combined plan is
to increase student achievement through utilizing information and technology resources in
research supported ways. This plan evaluated our previous plans and gathered information to
continue and establish an updated p
lan. This information was then used to write goals, objectives
and action plans to meet the needs of our stakeholders. Integration of information and technology
literacy within the curriculum is essential. Maintaining and improving the current level of
ser
vices provided by the library media & technology staffs is crucial to fulfilling the goals and
objectives expressed in this plan.


The plan’s vision, mission, goals and objectives will be disseminated to the community through
our district newsletter, on th
e district web site and board meetings. News releases will be
provided to area newspapers and television stations, as educational activities incorporating
information and technology occur.









Table of Contents




INTRODUCTION

................................
................................
................................
..........................

1

Analysis of Relevant Research and Best Practices

................................
................................
.....

1

District Vision/Mission Statements

................................
................................
............................

2

District Library Media Philosophy

................................
................................
.............................

3

BACKGROUND

................................
................................
................................
............................

4

Community and District/Sch
ool Demographics

................................
................................
.........

4

Library Media and Technology Committee and Writing Team Composition
............................

4

Overview and Description of Planning Pr
ocess
................................
................................
..........

5

Community Resources and Adult Literacy Providers

................................
................................

6

CURRENT STATUS AND NEEDS ASSESSMENT
................................
................................
....

6

Analysis of Progress Towards Previous Plan Goals

................................
................................
...

6

Analysis of Educator Proficiency

................................
................................
...............................

8

Analysis
of Effective Teaching and Learning Practice
................................
.............................

10

Analysis of Access to Information Resources and Learning Tools

................................
..........

12

Analysis of Sup
port Systems and Leadership
................................
................................
...........

15

GOALS AND OBJECTIVES

................................
................................
................................
.......

17

ACTION PLAN

................................
................................
................................
............................

18

Goal 1

................................
................................
................................
................................
........

18

Goal 2

................................
................................
................................
................................
........

21

Goal 3

................................
................................
................................
................................
........

23

BUDGET SUMMARY
................................
................................
................................
.................

25

MONITORING AND EVALUATION

................................
................................
........................

26

DISSEMINATION TO STAKEHOLDERS
................................
................................
.................

26

ADULT LITERA
CY OPPORTUNITIES

................................
................................
....................

27

APPENDICES

................................
................................
................................
..............................

27

Glossary of Acronyms and Terms

................................
................................
............................

27

Resources

................................
................................
................................
................................
..

28

Additional Documentation

................................
................................
................................
........

29









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INTRODUCTION



The Osseo
-
Fairchild Information and Technology Plan is designed to support students, teac
hers,
administrators and community members through the application of library media and technology
services. Our district will use media and technology to improve instruction to enable all students
to achieve their highest level of performance.


There are
many factors that are common to successful programs. A robust library media program
includes systematic professional development and effective student use of technology to increase
academic achievement, authentic inquiry/problem
-
based learning and effectiv
e teaching
strategies for the coordination of technology in the curriculum.


Recognizing the importance of parental and community involvement in the education of all
students, technology and information literacy resources will be shared with the community.


Analysis of Relevant Research and Best Practices


During the planning process, members of the Library Media and Technology Committee
analyzed information and studies on the use of technology to improve student achievement and
increase educator proficienc
y. Resources were obtained through recommendations from the
Wisconsin Department of Instruction, graduate class handouts, library materials and searches on
Ebscohost and the World Wide Web.


Research findings constantly point to several common factors:


A

robust library media program

Effective teaching strategies for the integration of technology into the curriculum

Effective student use of technology

Authentic/inquiry based problem solving instruction

Sustained systemic staff development



The Wisconsin
Department of Instruction conducted a study to examine the impact the school
library media programs have on the success of students. The study, completed in 2006, supports
the findings from previous studies and states “
at the high school level the impact o
f a quality
library media program was almost 7 percentage points greater than the impact of socioeconomic
variables.” (Wisconsin Department of Public Instruction, 2006).

Libraries staffed with full time
certified library media specialists who can collabo
rate with teaching staff and provide a
collection that meets the needs of diverse learners are essential to the success of students. Keith
Curry Lance has published numerous articles on the positive impact of a strong library media
program on student achie
vement.


Eisenberg and Johnson describe the importance of integrating technology skills into the content
areas of the curriculum. When teachers and library media specialists collaborate to develop
technology
-
rich lessons, students are able to apply techno
logy skills to the learning process and
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2


therefore develop true information technology literacy. When technology is effectively
integrated into the curriculum there is a significant increase in student achievement.


Information provided by Jamie McKenzie r
eveals the importance of teachers developing
effective strategies using technology to help students develop higher
-
order thinking skills.
Technology needs to be available for "just
-
in
-
time" use. Schools must provide access to
appropriate technology in the
areas where it is needed for instruction. Teachers will integrate
technology more effectively when they can use it without having to take students to the
technology but rather bring the technology to the students. Greater access to computers by
increasing
the numbers of computers in classrooms through adding portable laptop labs are
possible solutions.


Students who can think through problems and perform complex tasks will be successful not only
on standardized tests but also as citizens in the 21st century
. The North Central Regional
Educational Laboratory, NCREL, supports the theory that effective use of technology in the
classroom helps students develop higher
-
order thinking skills. NCREL provides information on
the process and resources needed for school
s to become technology rich learning environments.


Sustained systematic staff development is essential to positively influencing the impact of
technology on student achievement. NCREL provides a model of effective professional
development. The key to succ
essful integration of technology into the curriculum is staff that are
comfortable using the technology themselves and understand how to use it to enrich their
students' learning experiences. Staff development needs to build on existing knowledge, observe
models and cases, reflect on best practice, provide a variety of hands on learning experiences and
allow teaches time to share expertise. One
-
time workshops are not enough to promote the
integration of information technology literacy into the content areas

of the curriculum. Staff
development needs to be in
-
depth and ongoing. Teachers attitudes and skills are the key to
determining the impact of technology on student learning.


Members of the committee will continue to locate resources and research best pra
ctice for the
effective use of technology.


District Vision/Mission Statements


Vision:

“The School District of Osseo
-
Fairchild believes that success in the information age will
be dependent upon the ability to utilize new technology.”



Mission
:

“Stakehol
ders in the Osseo
-
Fairchild schools will use technology to learn, to teach, to
communicate, and to administer.”


Students and staff will use technology to gather data, evaluate information and enhance learning.


Technologies will assist staff as they instr
uct students and assess their progress and manage
records.


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3


The technology will allow students, community and staff to exchange information, request
assistance, and support each other during and beyond the traditional school day.


District Library Media P
hilosophy


The Osseo
-
Fairchild Board of Education endorses the School Library Bill of Rights, approved by
the American Association of School Librarians Board of Directors in 1969, as an appropriate
statement of philosophy for the LMCs of this district (rep
roduced below).


1.

To provide a comprehensive collection of instructional materials selected in compliance
with basic written principles, and to provide maximum accessibility to these materials.

2.


To provide materials that will support the curriculum, taking
into consideration the
individual’s needs, varied interests, abilities, socioeconomic backgrounds and maturity
levels of students served.

3.

To provide materials for teachers and students that will develop literary, cultural and
aesthetic appreciation and eth
ical standards.

4.

To provide materials which reflect the ideas and beliefs of religious, social, political,
historical, ethnic groups and their contribution to American and World heritage and
culture, thereby enabling students to develop an intellectual inte
grity in forming full
judgments.

5.

To provide a written statement, approved by local boards of education, of the procedures
for meeting the challenge of everyday censorship of materials in school library media
centers.

6.

To provide qualified professional perso
nnel to serve teachers and students. The District’s
Media Philosophy serves as a supplement to the Osseo
-
Fairchild Schools mission
statement.


“The mission of the library media program is to ensure that students and staff are effective users
of ideas and i
nformation.”

Information Power, AASL 1998


















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4


BACKGROUND



Community and District/School Demographics


The communities of Osseo (population 1669 in the 2000 census) and Fairchild (population 559
in the 2000 census) consolidated in 1968 to form

the Osseo
-
Fairchild School District. Osseo and
Fairchild are predominately rural communities in west central Wisconsin. Both communities also
serve as bedroom communities to the Eau Claire area. The residents of the Osseo
-
Fairchild
communities support edu
cation as evidenced in the passage of three referendums in the past few
years. In 1996 the voters approved the building of a new elementary school in Fairchild and
remodeling of the existing elementary school building in Osseo. They also voted to exceed th
e
state revenue caps in October 1998 and to build a new middle and high school in 1999.


The District houses students in an elementary school (4K
-

grade 5) in Fairchild with a
population of 89 students, an elementary school in Osseo (preschool
-

grade 5)
with a population
of 409 students and a combined middle and high school building in Osseo with 215 students in
the middle school (grades 6
-
8) and 318 students in the high school (grades 9
-
12). The student
population has remained steady over the past decade
. The school population continues to
become more ethnically, socially and economically diverse. The student population includes
35% free and reduced lunch programs and 15% EEN classified students. Fairchild Elementary
has been identified as a Title I sch
ool.


Library Media and Technology Committee and Writing Team Composition


The following personnel represent the recommended committee composition beginning with the
2007
-
2008 school year.



*

Carla Burmeister

Middle & High School Library Media Specialist



Becky Bicha


Elementary Schools Principal



Cheryl Brenden

Osseo Elementary 1
st

grade Teacher



Betsy Damon


Middle School 8
th

grade Language Arts Teacher



Susan Frame


School Board Member



Steve Glocke


Middle & High School Principal



Kerry Jacobson

District Administrator


*

Wendy Masel


Elementary Schools Library Media Specialist



Sherry Meeks


Paraprofessional and Parent



Duane Merritt


School Board Member



Harold Mulhern

School Board Member



Wendy Ottestad

Middle & High School Business Educati
on Teacher


*

Dale Pocernich

Technology Support Coordinator



Shelley Schroeder

Osseo Elementary 3
rd

grade Teacher and Web Master



Jack Stanley


Fairchild Elementary 5
th

grade Teacher


* Information Technology Specialist Team primarily responsible for wri
ting this plan.


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5


Overview and Description of Planning Process


During the 1999
-
2000 school year, the technology committee was established to develop and
implement a long
-
range plan for our District’s technology needs. This committee is made up of
school bo
ard members, administrators, educators, computer technicians, paraprofessionals and
parents.


The Information and Technology Committee, which is composed of 16 members, meets to
develop, expand, and refine the information and technology program. One of the

goals of the
committee is to create a plan that focuses on the successful and effective integration of
information and technology literacy across the curriculum to enhance and improve student
achievement. To accomplish this goal, an Information and Techno
logy Committee was
established to study the planning materials produced by the Wisconsin Department of Public
Instruction and to produce the draft of a three
-
year Information and Technology Plan for
consideration by the Information and Technology Committee
.


This plan is a result of the efforts of a large group of people who surveyed staff, studied results
of surveys and met to evaluate and plan to meet the District’s needs. Each member of the
committee reviewed research and best practices in the use of tec
hnology to enhance student
learning and school administration, and used that information to contribute to various parts of
this plan. The plan is to be used as a guide to help prioritize, implement, and evaluate the design,
purchase, and maintenance of edu
cational technology in the Osseo
-
Fairchild School District.


Members of the Information and Technology Committee were responsible for reading research
reviews and compiling data. The library media and technology personnel attended an
informational workshop

and a CRAY class which were both presented by the DPI, on
information and technology planning. The finished plan will be presented to the school board in
March of 2008 for their approval.


The School District of Osseo
-
Fairchild recognizes the important r
ole that the library media
program plays in helping to realize the technology vision. The LMC staff has been involved in
the development of previous technology plans and continues to be an integral part in the use of
technology and information to increase
student achievement.


The Library Information and Technology committee meets on an “as needed” basis to address
information and technology issues and provide leadership for the District’s Information and
Technology Plan. The committee annually reviews and
updates the District Plan. Each spring the
Osseo
-
Fairchild Information & Technology Plan is reassessed and revised. Team members are
continually reading professional journals, attending conferences and networking with peers to
learn about emerging technolo
gies and ways of improving instructional practices. The classroom
teachers design tools to evaluate skills and attitudes of their students.


This document represents the combined Information and Technology Plan developed by the
committee during the 2007
-
20
08 school year. The District participated in the on
-
line and on
-
site
components of the enGauge survey process to determine areas of strength and need within the
Information and Technology Programs. This enabled us to compare the differences between the
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6


200
3 and the 2007 survey. The committee reviewed the existing plan and developed a new plan
to meet the Wisconsin Department of Public Instruction Guidelines for a combined Information
and Technology Plan.


A District web page provides access to updated distr
ict and building information. Both Fairchild
and Osseo have public libraries for stakeholders. Many students also use the public and
university libraries in the Eau Claire area.


Community Resources and Adult Literacy Providers


The O
-
F District provides c
ommunity members with access to Distance Learning labs. Both
Osseo and Fairchild have public libraries. The Osseo Historical Society meets in the District
buildings and provides information on the history the communities. The Fairchild Elementary lab
is us
ed for adult education on a regular basis. Technology programs have been offered by the
District for community members.







CURRENT STATUS AND NEEDS ASSESSMENT



Analysis of Progress Towards Previous Plan Goals


Many of the goals and objectives stated in

the previous plan are ongoing and therefore
incorporated into the new plan although not directly identified in the new goals. Technology is
always presenting new tools for students and educators to use to meet the goals stated in the
vision and mission of

the Osseo
-
Fairchild School District. Constant evaluation of staff
development and resources is needed.


1. Student Proficiency


Goal:

Assess student proficiency based on the Wisconsin ITLS.

Objective A
: By the end of year 3, the information literacy and t
echnology skills proficiency of
all students in grades 4, 8 and 12 will be evaluated based on district evaluation tools for
Wisconsin Model Academic Standards for Information and Technology Literacy benchmarks.

Current Status:

Continued
. The media special
ists work with teachers at all grade levels to
insure that the ITLS are integrated into the curriculum. In addition, all elementary grade level
students receive regularly scheduled instruction from the media specialist. During the 2005
-
2006
school year the

middle school teachers worked with the media specialist to identify IT skills
integrated into the curriculum and a map of the ITLS taught was developed. (see appendix).




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7


2. Educator Proficiency


Goal
: Educators will develop strategies for using technolo
gy to assess student and staff needs,
progress and achievement.

Objective A:

By year 3 of the plan, 80 % of teachers will effectively use technology to assess
student needs and achievement in at least one activity.

Current Status:

Continued.

All students i
n the middle and high school are developing portfolios
which document achievement. Teachers have developed rubrics which include proficiency of
technology skills as part of the assessment when applicable. At the elementary level rubrics and
checklists are
examples of assessments used to document achievement.

Objective B:

By the end of year 2 of the plan, all educators will be proficient at using
technology to assess and record achievement of yearly professional goals.

Current Status:

Achieved.

All teachers
use technology to document achievement of yearly
professional goals.


3. Effective Teaching and Learning


Goal:

Library media specialists will collaborate with educators to integrate the ITLS into the
curriculum.

Objective A:

By year 3 of the plan, the la
nguage arts and math curriculums will be aligned with
the Wisconsin Model Academic ITLS.

Current Status:
Not achieved
/changed.

It has been determined that it would be more beneficial
to map ITLS based on grade level rather then curricular areas. The middle

school curriculum as
been aligned to the grade 8 ITLS. This plan calls for the elementary and high school curriculum
to be aligned to the ITLS.

Objective B:

By year 3 of the plan, 70 % of educators will develop units incorporating effective
teaching stra
tegies using information and technology skills to increase student achievement.


Current Status:
Continued.

Media specialists collaborate with teachers develop units and
lessons which integrate ITLS into content area curriculum. The district also provides
training and
support for teachers to explore

new strategies and work with colleagues from other districts and
agencies.


4. Access to Information Resources and Learning Tools


Goal:

Provide increased access to technology to all stakeholders for instruction
, data
management and communication.

Objective A:

By the end of year 3, 90% of high school graduates will participate in online
learning opportunities using district intranet, the Internet and distance learning facilities.

Current Status:
Continued
. All h
igh school students use the district intranet for accessing
information and data management.
Many students also participate in online educational
opportunities using distance learning labs, and the Internet and the Cluster A Online Virtual
School. Middle s
chool and high school teachers are beginning to use a course management
system to provide students access to online courses.

Objective B:

By the end of year 3, the district will have access to information systems that meet
the needs of the plan to efficien
tly manage data.

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8


Current Status:
Continued
. Administrative software has been upgraded to allow all
stakeholders access to data management systems for student, personnel and financial record
keeping.

Objective C:

By the end of year 2, all stakeholders will

have access to resources during and
beyond the school day.

Current Status:
Continued
. The library automation program has been upgraded to provide
students with a web based online catalog. The district continues to support a webpage that
provides access to

library resources, classroom webpages and other information for community
members.


5. Systems Support and Instructional Leadership


Goal:

The District will provide policies that meet current state and federal standards for
information and technology lit
eracy programs.

Objective A:

By year 3 of the plan, the district will have policies in place that meet all the
current requirements of state and federal standards for information and technology literacy
programs.

Current Status:
Achieved/
Continued
. All Dis
trict policies regarding information and
technology have been reviewed by the Information and Technology Committee. Changes and
updates have been made and will be presented to the Board along with this plan.

Analysis of Educator Proficiency


Educators und
erstand skills and processes students need in a knowledge
-
based digital age:

The enGauge online survey data shows that Osseo
-
Fairchild educators are moving in the high
end of adoption to early exploration range in the skills category under educator profici
ency.
Scores indicate an increase in the use of best practice and sound based research when using
technology in the classroom. Teachers use digital age skills in their instruction and are aware of
the importance of emerging technologies as they relate to t
he skills students will need to succeed
in the 21
st

century.


Educators implement various strategies to improve reading skills in print and multimedia
formats:

The Osseo
-
Fairchild staff places a high priority on reading skills. The library media
specialis
ts provide information in a variety of formats in order to provide for various learning
styles of students. The District is supportive of teachers attending workshops and training
sessions to learn how to implement a variety of strategies for reading devel
opment.


Educators model social, ethical and legal issues that encompass information and
technological arena:

The enGauge online results indicate improvement in this area. The results
of the online profile show that teachers perceive themselves moving in
the direction of
exploration. This is an improvement on the results of the 2003 assessment. Media Specialists
continue to study copyright law and train staff. Teachers include ethical use of technology in
curriculums and model to students.


Educators are
trained to effectively use district
-
owned information resources and learning
tools:

The Osseo
-
Fairchild School District provides significant opportunities for professional
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9


development based on research and best practice. Teachers are provided with workshop
s given
by staff members, Cluster A inservice programs, CESA 10 training sessions and Cray Academy,
teachers are encouraged to attend conferences. Many teachers are integrating technology into
content areas and are aware of the Wisconsin’s Model Academic S
tandards for Information and
Technology Literacy, ITLS. The mapping of the middle school curriculum provided data
indicating that the grade eight ITLS are being met.


Educators are trained to effectively use administrative and data management software:
Th
e
enGauge data indicates educators are moving further into exploration in this area. O
-
F educators
use technology on a daily basis. The improved score of mid
-
exploration for productivity comes
from the use of technology for grading, attendance, record keep
ing communication with other
district staff and parents using email using SASIxp, Integrade Pro, producing special education
forms using Omni Form Filler and the District web site. Students and parents now have web
access to student records. Library media
staff implemented Destiny Library Automation
Software to manage the library catalog and circulation. Staff are trained and supported on new
software by the information and technology specialist team, ITS, and peer assistance. Some
teachers are also beginni
ng to use a Course Management System (CMS) provided by CESA 10.



Educators model collaboration skills with colleagues:

The Technical Support Coordinator and
the two District library media specialists routinely work with classroom teachers to collaborate
o
n incorporating Wisconsin’s Model Academic Standards for Information and Technology
Literacy into content areas of the curriculum. Teachers in the middle school are provided with a
common planning time everyday when they can work together on implementing l
esson plans.
Educators work with peers in Cluster A learning communities to share ideas and collaborate on
projects. The data from the enGauge online survey indicates O
-
F educators have moved into
early exploration. More staff development time is indicated

to insure that all teachers move
further into exploration.


Educators use a variety of information resources to support their teaching strategies:

The
staff is open to integrating technology into teaching strategies. Observation and curriculum
mapping ind
icate that educators in the O
-
F District use a wide variety of resources to support
their instructional strategies. The availability of computer labs in all buildings makes it possible
for all classes to use the Internet, a wide range of instructional soft
ware and other forms of
technology for learning. The District is in the process of fitting classrooms with data projectors
which allow teachers access to digital information for instruction in their classrooms. The district
supported technology training ai
ms at providing educators with information on the research and
best practice for integrating technology into the curriculum and giving students a robust learning
experience. The enGuage survey data shows the O
-
F educators moving further into exploration.


Educators design and teach problem
-
based learning units that incorporate the effective use
of information and technology resources:

Authentic problem
-
based units are part of the
curriculum in some classrooms. The training done by the Cluster A, CESA 10, p
rofessional
conferences and Cray Academy provide opportunities for staff members to develop and
implement authentic learning. The enGauge data indicates that relevant instruction is still in the
exploration phase for many educators.


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10


Educators design vario
us assessments:

EnGauge findings show that the O
-
F educators are at
the adoption phase in assessment literacy. Scores in this area show improvement over the 2003
scores however, more training on various forms of assessment need to be become part of the
pro
fessional development offerings by the District.


Analysis of Effective Teaching and Learning Practice


Educators’ vision content, instruction, and assessment are aligned to high standards:

The
O
-
F District mapped the grade eight content area curricula to

the Wisconsin’s Model Academic
Standards for Information and Technology Literacy. All curricular areas use the Wisconsin
Model Academic Standard for specific subject areas when writing curriculum. Educators
collaborate with the library media specialists t
o design units that align content area standards
Information and Technology Literacy Standards.


Educator’s range of use includes information resources and learning tools for productivity,
visualization, research and communication:

Educators use technolog
y to produce instructional
tools. The Online enGauge data shows that most O
-
F educators are in the early exploration phase
for productivity. All of them use email to communicate with peers, other district staff and
parents. The use of web pages to communic
ate with students and other stakeholders is becoming
more prevalent in the District. The District web master maintains a web site that teachers can
contribute classroom web pages to. Teachers are also beginning to use CMS to provide online
instruction. Lib
rary media specialists maintain additional web pages that assist stakeholders with
locating information from subscription databases as well as the world wide web. Teachers use
the Internet on a regular basis for research. Staff development is offered via d
istance learning
networks and some staff members have used the DL labs for communicating with colleagues.
The District continually trains educators on new technologies that can be used to help students
visualize concepts and ideas.


Evidence that improveme
nt is occurring in the teachers’ capacity to integrate Wisconsin’s
Model Academic Standards for Information and Technology Literacy effectively into
curricula and instruction:

Teachers participating in CESA 10 and Cluster A training programs
are required t
o identify the Information and Technology Literacy Standards integrated into the
projects they design and implement in their classrooms. Library media specialists work with
classroom teachers to design units that incorporate ITLS into content area curricul
um. The work
done on mapping the middle school content area curriculums to the ITLS provided a tool used to
integrate the ITLS into projects and units taught in the middle school.


Evidence of effective teaching and learning:
Students in the O
-
F District c
onsistently score
high on the Wisconsin Knowledge and Concepts Exams. Based on test scores from the 2006
-
2007 WKCE,

92%

of the students in the fourth grade scored proficient to advanced on the
reading comprehension. Research indicates that a robust library

media and technology program
enables students to practice higher
-
order thinking skills, which correlates to higher scores on
standardized tests. A robust library program requires a full time media specialist who
collaborates with classroom teachers to des
ign authentic project
-
based units, demonstrates
effective use of technology, provides a collection that meets the needs of diverse learners and is
available during and beyond the school day. Our library media and technology program
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11


contributes to the high
achievement of our students and helps them become effective users of
information and technology that will provide them with success in the 21
st

century.


Evidence that students are becoming proficient in the Information and Technology
Literacy Standards:

Assessment of student technology proficiency is done at the classroom
level. As teachers become more proficient at designing authentic units, students are required to
complete more technology
-
rich projects each year. Library media specialists work with the

staff
to provide a consistency in the information technology curriculum as skill levels evolve. The
middle school computer literacy curriculum has been written to incorporate the ITLS enabling
the students to use those skills in the core curriculum areas.

No formal tool exists for the
assessment of student proficiency in information technology skills. Students are in the process of
creating portfolios in the middle and high schools. The media specialist works with teachers to
design rubrics assessing techn
ology skills at all levels.


Students learn through problem
-
based units that include the integration of Wisconsin’s
Model Academic Standards for Information and Technology Literacy with content
standards in a flexibly scheduled learning environment that m
eets their “on
-
time” learning
needs
: The elementary level library media specialist’s schedule includes alternating weeks of
flexible scheduling to allow for collaboration and team
-
teaching. The Middle/High School has a
full time library media specialist wh
o is available to staff members during all preparation times.
Computer labs and miscellaneous technologies are scheduled through the library media centers.
Teachers sign up to use appropriate technology as it is needed. The addition of another lab at the
M
iddle/High School and Osseo Elementary allows for greater access to computers for class
activities. At the present time, labs and equipment are in high demand and are not always
available for “just in time” learning. Teachers need to plan in advance for us
e of projectors, labs
and other equipment.


Students produce authentic projects that incorporate higher order thinking skills and
address meaningful issues that extend into real
-
world practice:
The O
-
F District has
provided opportunities to learn about th
e design of authentic problem
-
based units to some
educators. Staff members who have participated in the training are now working with peers to
collaborate on units. Middle school teachers have common planning time to work on units.
Educators use early rele
ase days, preparation time and curriculum writing time when available to
create units which will require students to use higher order thinking skills to address real world
problems. A recent staff survey indicate more teachers would develop authentic lesso
ns if they
were provided more time for curriculum writing and staff development as well as increased
access to technology.


Students select independently and/or with guidance from a diverse variety of reading
materials based on interests and educational ne
eds:

Studies indicate that a robust library
media program provides access to information in a wide range of materials in a variety of
formats. The O
-
F library media specialists work closely with classroom teachers to provide
access to resources that meet t
he needs of the diverse learners. Media specialists provide students
and staff with instruction on the use of the online catalog.


Page
12


Analysis of Access to Information Resources and Learning Tools


Summary of inventories of information resources and learnin
g tools:

The School District of
Osseo
-
Fairchild is fortunate to have the following technologies to support our many aspects of
education and recording systems. The current student
-
to
-
computer ratio is 1/4. A district
inventory program is in place to help w
ith current numbers.


370

Networked windows PC

10

Apple Computer

10

Window PC Lap
-
tops

20

Laser Printers

6

Text scanners

4

Novell File Servers

4

Windows 2003 Server

20

Video projectors

41

Digital Cameras and camcorders

2

Document Projectors


25

Alpha Sma
rt word processors


A sample of the inventory is included in the appendix.


Infrastructure (software, hardware/equipment telecommunications and wiring):

All buildings in the District are adequately serviced with cat
-
5e data drops and phone access with
voic
e mailboxes. The backbone connection is a district owned fiber and leased T
-
1 lines to
provide high
-
speed access to district supported software applications on local file servers. OFSD
also participates with Badger Net for two Distance Learning labs that s
ervice the Middle/High
School buildings. District web page gives all parties access to school information and remote
software.


Stakeholders have access to a variety of software applications. Software is purchased by
curriculum committees and the technolo
gy coordinator. Administrative software is stored
securely on district file servers as is the library catalog software. Workstations are controlled
with polices and remote access software. Internet and mail filtering is used by all networked
computers. The
se services are provided by district and ISP appliances according to state
regulations. The District is in the early stages of providing wireless access to stakeholders. There
are six wireless access points located within the district’s buildings.


Classr
ooms, library media centers, labs designed for collaborative teamwork that includes
equitable and flexible access to information resources and learning tools:

All classroom
teachers have either a desktop or laptop computer that can be used for communicatio
n and
collaboration with colleagues. There are labs in each library media center, which teachers can
schedule on an as needed basis. All labs are equipped with printers, scanners and projectors. The
Middle/High school has approximately 25 Alpha Smart word
processors that students can check
out for use at school or home. In addition to the labs, there are a limited number of classrooms
and resource areas that have “pods” of computers available for student projects. All labs and
Page
13


classrooms are wired for Inter
net and intranet access. The district is researching ways to provide
“just in time” access to technology by placing more computers in classrooms.


Specific Assistive Technology is available based on student’s needs:

The findings from the
enGauge survey in
dicate that the special education staff are familiar with using a variety of
assistive technology. A recent survey of staff indicated that classroom teachers feel a need for
more inservice on the use of assistive technologies to improve achievement for div
erse learners.
The Osseo
-
Fairchild School District helps students to overcome barriers caused by their
disabilities and learning styles. A comprehensive, multidisciplinary evaluation is conducted
which includes how technology may help these children. There

are many forms of devices which
could be utilized to help students with physical, visual and auditory problems. Audio
enhancement equipment has been installed in 25 classrooms in the Osseo Elementary school.
Students have the opportunity to use self
-
care
devices for daily living activities. Computers are
available for independent instruction which may include various forms of access devices. Our
district is also a member of CESA 10 which has available special education consultations and
materials.


Develo
pment of innovative strategies and delivery options of rigorous courses and
curriculum for the underserved students including telecommunications, and distance
learning:

O
-
F has been part of Project Circuit Distance Learning Network since 1980. Students
hav
e access to courses from other high schools, technical colleges and universities. There are two
distance learning labs in the media center at the middle/high school. Both labs are routinely used
by students taking advanced placement and alternative courses

several class periods each day.
Courses not provided on the Project Circuit network are available through a gateway to
Badgernet provided through CESA 10. Teachers from the elementary school have used the
distance learning labs to take students on virtual

field trips. Students also take online courses
provided by the District. Research is also being done to discover best practice in providing
students at the high school level with a variety of online learning opportunities experiences, one
of which is The
Cluster A Virtual School.


Administrative networking tools are available securely to intended stakeholders:
The
District currently uses Skyward software program to manage all purchase orders, and generate
budget reports which are given to appropriate stake
holders. Data is stored on a Novell file server.
Access to this server is only available to appropriate staff. Educators, media specialists, and the
technology coordinator work with administrators to prioritize disbursement of available funds.


Data manag
ement tools are available securely to all stakeholders:
. Software programs are
used to manage data: food service uses


Alacarte

; student records are managed with


STI

;
bookkeeping is managed with Skyward

.

All data is stored on

Windows Servers

which

are


managed by the district technology support coordinator. All information is password protected
and servers are only available to relevant staff. Parents and students have access to student
records using a password and ID number. Research is being done to
determine software
packages that would allow the District to increase the functionality of each of these individual
programs and provide the seamless movement of data between databases.


Page
14


Communication tools are available to students, parents and other sta
keholders:

Voice mail
is available to all staff members. Email is provided for all staff members and is used for
communication with parents, colleagues and other staff members. Research is being conducted
on the software, hardware and policies needed to pr
ovide student email. A web server houses the
district web site which is managed by the web master, technology coordinator and media
specialists. Teachers have developed classroom web pages to communicate with parents and
provide instruction to students. St
udent progress reports are generated with the STI grading
program and periodically mailed to parents.


Total cost of ownership is determined:

Total cost of ownership is calculated using:

Strategic planning of technology

Training/in
-
services

Software, licen
sing, updates, support

Technical support, coordinator, hardware and applications

Connectivity, lease lines, Badger Net

Miscellaneous, power, tables, cables, switches, routers



Estimated cost is $220.00 per PC/year.


Collection mapping
: The Library media
specialists work closely with classroom teachers to
provide resources that meet the needs of the curriculum. A District library media selection policy
provides guidelines for inclusion of resources in the media centers. Follett’s Collection Analysis
is don
e periodically to examine the quality of the library collections.


Library media facility designed to meet the diverse learning needs of the educational
community:

The library media centers in the district have all been remodeled or built since
1996. Libra
ry media specialists worked closely with architects to design facilities that would be
handicapped accessible and meet the needs of students who have a variety of learning styles and
ability levels. Media centers provide both print and non
-
print resources
to accommodate diverse
learners.


Library media center labs are scheduled according to implementation of authentic
projects:

Teachers are able to sign up for labs in the media centers when they are working on
projects with students. Calendars for the labs
in the middle/high school library media center are
available online so that teachers can assess availability. Library media specialists collaborate
with teachers to provide resources as needed by students. Teachers at the elementary level have
scheduled la
b time and also the ability to sign up for additional time when needed for student
projects. The elementary level library media specialist has a flexible schedule on alternating
weeks to work on collaborative projects with teachers and students. Computer l
abs in all of the
buildings are in frequently higher demand by teachers and students than availability allows.


Information resources are available to students when they need them; before, during and
after school hours:

All library media centers are open
to students during the school day. The
middle
-
high school LMC is staffed with a full time professional and support staff during all
school hours. The middle/high school LMC is also staffed one
-
two days per week after school
for students to use as a resourc
e area. The two elementary level library media centers share one
Page
15


full time professional. It is essential to have full time support staff to maintain library availability
throughout the school day. Currently the LMCs in the elementary schools are closed whe
n
support staff are performing duties outside of the LMC. The elementary level library media
specialist provides students with library resources during reading programs each summer.


Information resources and learning tools are available beyond the school
day for parents and all
community members: The District provides access to many resources on the District web page.
Library media specialists and teachers have created web pages with links to many of resources
students can use for accessing information, un
derstanding and completing class projects. Parents
have access to links which they can use to assist students and communicate with teachers.


Information resources are available to students and faculty any time and any place outside
the school facility th
rough flexible circulation policies and Internet access:
Students and staff
have access to subscription databases via the district web page.

All stakeholders have access to
the library collections during the school day and are encouraged to check out circu
lating
materials. The library media specialists implemented an online catalog that is accessible to
students and staff on all networked computers on the District intranet. Library staff is working on
preparing the online catalog for public access via the I
nternet in the future.


Information resources and learning tools reflect the cultural diversity of the local and
world community including the needs of emergent, intermediate and advanced readers:
Library media specialists use a variety of selection tools
to provide students and staff with a wide
range of resources that reflect cultural diversity of our community and the world. Materials are
available in a wide range of formats, ability levels and learning styles of students.


Analysis of Support Systems a
nd Leadership


Administrators are prepared to use technology effectively to guide the use for teaching,
learning and student management:

The 2003 enGauge onsite evaluation team commented that
“Administrators share a technology
-
rich vision and are supporti
ve of others who are leaders in
implementing technology use and ready to guide their school’s use.” Administrators use
technology to communicate with stakeholders, manage data and model effective instructional
practices.


Policies and procedures are updat
ed:

The library media specialists work with the technology
committee members to periodically write, review and update policies related to information
technology programs. Copyright, materials selection and reconsideration, interlibrary loan
policies have b
een revised and will be submitted to the District School Board along with this
plan. Lending, weeding and other library/media related policies are included the Library/Media
Handbook, which was board approved in 2000. O
-
F District approved policies for Web

Page
Publishing and Internet Acceptable Use are on file. Policies are included in the attached
appendix.


Evidence of alignment between the Wisconsin Information Technology Literacy Standards
with local curricula and course content standards:

The media s
pecialist worked with the
middle school staff to align the middle school core classes to the ITLS during the 2006
-
2007
Page
16


school year. The map that was created in that process provides information indicating that many
of the standards are integrated into the
curriculum. All students take a computer literacy class
each year in middle school and the media specialist works with the classroom teacher to cover
ITLS. Evidence of proficiency is provided in student portfolios, surveys and rubrics.

Teachers
are current
ly collaborating with library media specialists and attending staff development
opportunities to learn how to integrate ITLS into all curricular areas. The process of mapping the
content standards to ITLS is planned for the elementary and high school level
s as part of this
plan.


Sustained systemic professional development opportunities provided
: The O
-
F District
provides many avenues of professional development for all staff. The enGauge surevey indicated
a rate of early exploration in this area. Staff me
mbers are encouraged to participate in district
provided workshops, as well as opportunities offered from Cray Academy, Cluster A, CESA 10,
and professional conferences. The technology support coordinator and media specialists work
with teachers to provid
e training on new technologies as needed.


Qualified professional, clerical, technical staffing to meet current or planned services:

The
enGauge onsite survey rated the technology support moving into the transformation range. The
two full time library medi
a professionals and the 2.7 fte

support staff assist the technology
coordinator with clerical and technical support. Currently one full time technology support
coordinator provides support for all District computer networks, hardware and software.



Struct
ure and support of district
-
level and school
-
level leadership teams that include
representatives from teachers, library media, and technology professionals:
The library
media specialists and technology coordinator meet regularly to address information tech
nology
issues and share research. They also meet as needed with teaching staff and administrators to
share information and discuss issues. The Technology Committee meets as needed to provide
input and direction.



Page
17


GOALS AND OBJECTIVES


Goal 1

To increase
student achievement by fully integrating technology into all areas of the
curriculum.

Objective A
. Develop a list of technology available to meet student needs.

Objective B
: Teachers will collaborate to integrate the ITLS into the curriculum

Objective C :
Students and staff will use technology effectively to communicate, access
information.


Goal 2


The District will provide appropriate technology to address the needs of diverse learners.

Objective A
. The District will assess the diverse needs of all stude
nts.

Objective B.
Implement a plan to provide appropriate technology to increase
achievement levels of all students.


Goal 3

Provide Support Systems and Leadership in areas of information and technology.

Objective A:

Implement board approved polices to me
et current laws and regulations.

Objective B:
Use technology to communicate with community members.

Objective C
: Provide a stable and robust technology infrastructure.

Objective D
. Provide community members with essential emerging technology skills.

Obje
ctive E
. Continually monitor and evaluate progress in technology goals.

Page
18



ACTION PLAN


Goal 1

Increase student achievement by fully integrating technology into all areas of the curriculum.


Need Statement:

Technology should be used to engage students in lea
rning, provide communication and deliver information to all stakeholders. All
stakeholders need to be provided appropriate support from the District so that they can use technology effectively.



Re s e ar c h:

A re v ie w o f t he lit e rat ure indic at e s t hat s uc c e s
s in t he 21
st

century is dependent on the ability to effectively use technology to access, analyze and
communicate information. Research shows that the integration of technology into the core curriculum is dependent on leadershi
p provided by administrators

and library media specialists. Students in schools with highly qualified and skilled LMS score higher on standardized tests.
Districts, which provide appropriate
support to instructional staff, are more successful at integrating technology into all areas
of the curriculum.


Objective A:

Teachers will collaborate to integrate the ITLS into the core curriculums.


Objective B:
Stakeholders will use technology effectively to communicate and access information.

Objective C
. Provide appropriate technology to

enable staff to integrate the ITLS into the curriculum.




Activities or Resources

Team/ Person
Responsible

Timeline

Budget; Expenditure &
Source

Success Indicator

1.A.1
Assess teacher proficiency in the effective use
of technology (e.g. CESA 10 survey
, observation).

Administration

Annually (fall)

In Kind

Increased scores on the
survey

1.A.2
Provide training and time for teachers to
design tools they can use to assess student
proficiency in effective use of information and
technology (e.g. rubrics, por
tfolios, observation).

Administration

Ongoing

$3,000 annually

Documentation of tools
developed


1.A.3
Align the grades 4 and 12 ITLS to the
curriculum.

LMS


Year 1



$500

Maps completed


Page
19



1.A.4
Develop and implement units to infuse ITLS
into curriculum a
t all grade levels.

LMS/classroom
teachers

Beginning year 1

In Kind

Documentation of units
developed

1.A.5
The technology team and in
-
service
committee will collaborate to design a staff
development plan that will provide training on
engaged learning thro
ugh the appropriate
integration of technology into the content area
curriculum (e.g. video production, virtual field trips,
digital photography, web page design and authentic
project based units using emerging technology).

Technology Team

Ongoing

$500 annu
ally

Documentation of topics,
dates and participation

1. A.6; 1.B.1
Train staff on the values, ethical
obligations, and legal responsibilities related to the
uses of technology (e.g. copyright laws).

LMS

Year 1

In Kind

Documentation of dates
and attendanc
e records


1.A.7.
The District will provide training to staff on
the use of various electronic resources to deliver
instruction (e.g. Moodle, web quests, United
Streaming).

LMS

Ongoing

$500 annually

Documentation of topics,
dates and participation



1.A
.8
Elementary teachers will include technology
standards in grade level brochures.

LMS/classroom
teachers

Year 1

In Kind

Brochures completed

1.A.9
District will include instruction on the ITLS
in staff development programs (e.g. CSI, early
release, in
-
ser
vice).

Technology Team

Beginning year 1

In Kind

Documentation of topics,
dates and participation

1.A.10
Staff will use technology to participate in
online discussion groups for collaborating and
designing instruction (e.g. Moodle, email, network
files).

A
dministration

Ongoing

In Kind

Evidence of collaborative
activities

1.A.11; 1.B.1
Teachers will use appropriate
technology for classroom communication (e.g.
electronic archives of lectures, online assessment
and instruction).

Administration

Beginning year
1

In Kind

Documentation

1.B. 2
Provide training tips for staff (e.g. videos,
manuals, handbook for district equipment and
software).

ITS

Videos beginning
year 1

Handbook year 2

In Kind

Evidence of videos and
handbook available to
staff

1.B. 3
Purchase we
b based tutorials (e.g. Atomic
Learning).

ITS

Year 2

$1,600 per year

Tutorials available

1.B. 4
Staff development on effective use of
technology to include instructional and support
staff.

Administration

Year 2

$1,000 per year

Documentation of topics,
dat
es and participation


Page
20


1.B. 5
Provide electronic access to resources (i.e.
online library catalog)

LMS

Ongoing

$2,000 annually

Resources available

1.C. 1
Library Media Specialists collaborate with
teachers to

design tools to assess student proficiency
(e.g
. rubrics, online surveys, portfolios).

LMS

Ongoing

In Kind

Evidence of tools
developed

1.C. 2
Assess student proficiency of ITLS

LMS

Year 1
-

Grade K
-
5

Year 2
-

Grade 9
-
12

$500 per year

Maps Developed

1.C.3
Upgrade presentation equipment in
classrooms
and labs (e.g. Smart Board, video
projection, document cameras)

ITS

Projectors
-
15% of
classrooms per year.

Other technology as
budget allows

$10,000 per year

Inventory records

1.C.4
Purchase computers that students can borrow
to use at home (e.g. inexpen
sive laptops, digital
communication devices).

ITS

Beginning year 2

$6,000 per year

Inventory records

1.C.5
Increase the number of computers in
classrooms.


Technology
Coordinator

Ongoing as budget
allows

$5,000 annually

Inventory records

1.C.6
Upgrade co
mputers as needed to facilitate use
of updated and new software.

Technology
Coordinator

Ongoing as budget
allows

$20,000 annually

Inventory records






Page
21



Goal 2

The District will provide appropriate technology to address the needs of diverse learners.


Need Statement:

The Osseo
-
Fairchild School District participated in the enGauge Survey during the past school year. Examination of the results of that
survey
shows a need for the District to assess the use of technology and provide digital equity for all l
earners.


Research:
Research shows that appropriate use of technology combined with effective teaching practices leads to improved student learni
ng. Technology
provides tools, which support the development of instruction that meets the individual needs o
f diverse learning styles and abilities. ”One of the most powerful
uses of technology in education is to tailor instruction to students’ individual learning needs.” (WestEd, 2002)


Objective A
. The District will assess the diverse needs of all students.

Objective B.
Implement a plan to provide appropriate technology to increase achievement levels of all students.





Activities or Resources

Team/ Person
Responsible

Timeline

Budget; Expenditure &
Source

Success Indicator

2.A
.
1
All students to be asses
sed for their needs
(e.g. Behavior Assessment, RTI, IEP’s).

Administration

lngoing

fn hind

oecords of assessments

2.A.2

District provides access to technology for
teachers to assess individual student needs (e.g.
CESA 10 IMC, Cluster A, Vendors).

LMS

Ongo
ing

$1,000 annually

Evidence of technology
provided

2.B.1

The district will provide professional
development opportunities designed to increase
educator proficiency at using a variety of
assessment strategies using technology to measure
needs and achievem
ents of diverse learners.

ITS

Ongoing

$500 annually

Improved educator
proficiency scores on
STNA

2.B.2

Provide opportunities for educators to learn
how to use technology to address the needs of
differentiated students (e.g. CESA 10 training,
inservice, co
nferences).

Administration

Ongoing



$500 annually

Improved educator
proficiency scores on
STNA


2.B.3
Develop a list of technology available to meet
student needs.

ITS

Year 2

In Kind

List developed


Page
22



2.B.4

Expand online learning opportunities for all
h
igh school students using the Internet, intranet and
distance learning facilities (e.g. virtual school,
Moodle, online courses, Distance Learning Labs).

Administration

Ongoing

$3,000 annually

(plus costs in 1.C.6)



Student participation
records

2.B.5
Imp
lement a web
-
based online library catalog.

ITS

Year 2

$3,000 per year

Catalog available online

2.B.6
Purchase additional equipment to provide
equitable access to diverse learners (e.g. classroom
sound amplification system, smart boards, video
projectors,
laptops for student checkout).

ITS

Ongoing

annually

(See 1.C.3)

Inventory records

2.B.7

Continue to provide library resources that
meet the needs of 21
st

century learners.

LMS

Ongoing

$34,000 annually

Evidence of resources
available



Page
23


Goal 3


Provide Sup
port Systems and Leadership in areas of information and technology.


Need Statement:

Current status analysis indicates a shortage of appropriate technology needed to provide flexible and equitable access. As mo
re educators
integrate ITLS into the content a
reas and use technology for data management and instruction, the district will need to provide greater access to emerging
technologies.

District information and technology policies were authored and approved before current state and federal requirements we
re in place. As new technologies
emerge, there is a need to constantly review and revise existing policies as well as develop new ones.


Research:

Research indicates that schools that had more instructional technology, as well as teacher training and sup
port have higher test scores on
standardized tests. Teachers continue to report that a lack of access to appropriate technology is a significant barrier to t
echnology integration. As teachers begin
using technology for more sophisticated purposes, instruct
ional and technical support are key to success.


Objective A:

Implement board approved polices to meet current laws and regulations.


Objective B:
Use technology to communicate with community members.


Objective C
: Provide a stable and robust technolo
gy infrastructure.


Objective D
. Provide community members with essential emerging technology skills.


Objective E
. Continually monitor and evaluate progress in technology goals.




Activities or Resources

Team/ Person
Responsible

Timeline

Budget; Exp
enditure &
Source

Success Indicator

3.A.1
Evaluate and develop policies related to
information and technology (e.g. public records
,
Email, web archiving and copyright, computer use).

ITS

Web archiving year 1

Public records year 1

Ongoing


In Kind

Evidence

of policies on
file



Page
24



3.B.1
Develop strategies for using technology to
communicate with students, parents and community
member (e.g. District and classroom webpages,
newsletters, email and voicemail, STI).

Technology
Committee

Ongoing

$10,000 annually

E
vidence of
communication tools in
use by stakeholders

3.C.1

Assess the technology infrastructure.

TSC

Annually

In Kind

Resources available

3.C.2

As software is upgraded the district will train
staff, as needed, on use of new administrative
software and h
ardware.

Administration

TSC

Ongoing

$1,500 annually

Documentation of topics,
dates and times

3.C.3

Provide adequate servers, networking and
hardware to maintain access to information and data
(e.g. Midelfort connection).

TSC

Ongoing

$10,000 annually

Evide
nce of technology
provided

3.C.4

The district will continually

upgrade
administrative software packages to enhance
productivity.

TSC

Ongoing

$5,000 annually

Evidence of technology
provided

3.C.5

The district will provide appropriate
technology support st
aff to maintain hardware and
software.

Administration

As needed

$70,000 annually

Resources available as
needed

3.D.1

The district will provide at least one computer
literacy class for the community per year. (e.g.
training for STI, video clips online, In
ternet safety,
software.)

ITS

Beginning year 1


$1,000 per year

Documentation of topics,
dates and participants

3.D.2

Provide extended hours in computer labs.

Administration

Beginning year 1

$2,000 per year

Documentation of dates
and attendance records

3
.E.1

Staff participates in CESA10 School
Technology Needs Assessment Survey yearly.

Administration

Annually

In Kind

Evidence of participation

3.E.2

Technology Committee meets regularly.

Administration

ITS

Ongoing

$500 annually

Meeting minutes and
attenda
nce records

3.E.3

Analyze grades 4 and 12 and create a map of
ITLS into the core curriculum areas.

LMS

Grade 4 year 1

Grade 12 year 2

per year

(See 1.A.3)

Maps created

3.E.4

Media Directors will collaborate with
classroom teachers and create rubrics eval
uating
ITLS use in curricular areas.

LMS

Ongoing

annually

(See1.A.2 and 1.C.1)

Documentation of units
developed






Page
25


BUDGET SUMMARY

School District of Osseo
-
Fairchild Information & Technology Plan Budget Summary



2007
-
08

2008
-
09

2009
-
10

Software Procur
ement/Support



Electronic Access to LMC Resources



Web Based LMC Catalog



Electronic Resources



Administration Software upgrades

2000.00

3000.00

34000.00

5000.00

2000.00

3000.00

34000.00

5000.00

2000.00

3000.00

34000.00

5000.00

Hardware, Facilities & Networ
king Acquisition & Implementation



Hardware purchases



Special Need/Adaptive Technology



Online Learning



Community Education and Extended Hours



Electronic Communication with Stakeholders



Technology Committee



Student Proficiency Survey

11000.00

1000.00

3000.0
0

3000.00

10000.00

500.00

500.00

11000.00

1000.00

3000.00

3000.00

10000.00

500.00

500.00

11000.00

1000.00

3000.00

3000.00

10000.00

500.00

Operations, Maintenance & Upgrade



Hardware upgrade (Presentation devices)



Software upgrades and Training



Internet Ac
cess and Telecom Access

10000.00

21500.00

10000.00

10000.00

21500.00

10000.00

10000.00

21500.00

10000.00

Professional Development



Workshops and Conference attendance



Web Tutorials

3000.00

1600.00

3000.00

1600.00

3000.00

1600.00

Human Resources in Suppo
rt of Technology



Tech Coordinator and Support staff

70000.00

70000.00

70000.00

TOTALS

$189100.00

189100.00

188600.00






Possible Funding Sources




District Budget

110100.00

110100.00

110100.00

Erate

30000.00

30000.00

30000.00

Common School Fund

4
2000.00

42000.00

42000.00

Ed Tech Formula Grant

6000.00

6000.00

6000.00

Special Ed

1000.00

1000.00

1000.00

Ed Tech Competitive




TOTALS

$189100.00

189100.00

188600.00


Page
26


MONITORING AND EVALUATION


The Osseo
-
Fairchild School District and Information & T
echnology Committee will
continuously perform the monitoring of this plan. Instruments such as the enGauge process,
student data on the standardized test results, curriculum committee reports and parent surveys
will be used by the committee to evaluate the

needs of stakeholders and progress towards
accomplishing the goals outlined in the plan.


Each year the ITC will meet in the fall to evaluate progress towards completion of goals, reassess
needs and revise the plan as warranted. They will consider the fo
llowing:

Implementation activities

Technology utilization patterns

Community access

Timeline

Financial status

Curriculum initiatives

Hardware and software needs

Survey results


The technology coordinator and library media specialists will report committee
findings and
actions to the Board of Education.


In the fall of 2010 the ITC will begin the process of
evaluation and planning to develop a revised plan to be approved by the Board of Education and
submitted to the DPI in the spring of 2011.










DISSE
MINATION TO STAKEHOLDERS


This Information and Technology Literacy Plan will be presented at a meeting of the Board of
Education meeting for approval. Upon DPI certification, the plan will be available to all
stakeholders on the District web site, http://w
ww.ofsd.k12.wi.us, on file in the District office and
in the LMCs. Activities related to the plan and technology use in the District will be
communicated to the community through news releases in local newspapers, the District
newspaper, school building ne
wsletters and postings on the district web site.


Staff members will receive an introduction to the plan at an in
-
service meeting and then direct
training on activities and objectives which require their participation.





Page
27


ADULT LITERACY OPPORTUNITIES


The

school district will continue to provide information and technology related learning
opportunities for community residents. A goal of this plan is to provide at least one class per year
to community members. Articles relating to technology and information

access are also
published in newsletters to provide enrichment to community members. Community members to
participate in conferences and to take classes from CESA 10, technical colleges, universities and
other organizations use the distance learning labs.







APPENDICES


Glossary of Acronyms and Terms


AUP

Acceptable Use Policy

CESA

Cooperative Educational Services Agency

CIPA

Children’s Internet Protection Act

Cluster A

Cooperative: Altoona, Augusta, Fall Creek, Osseo
-
Fairchild

DL

Distance Learning

DPI

Department of Public Instruction

EEN

Exceptional Educational Needs

FE

Fairchild Elementary

HS

High School

Internet

World Wide Web

Intranet

Network of computers and peripherals accessible within the school district

ISTE

International Society for Technolog
y in Education

IT

Information and Technology

ITL

Information and Technology Literacy

ITC

Instructional Technology Committee

ITLS

Information and Technology Literacy Standards

ITS

Information & Technology Specialists (Technology Support Coordinator



and

Library Media Specialists)

LMC

Library Media Center

LMS

Library Media Specialists

MS

Middle School

NCREL

North Central Regional Education Laboratory

OE

Osseo Elementary

OFSD

Osseo
-
Fairchild School District

STNA

School Technology Needs Assessment

TEACH

Tec
hnology, Education and Copyright Harmonization Act

WKCE

Wisconsin Knowledge and Concepts Exam

WEMTA

Wisconsin Educational Media & Technology Association


Page
28


Resources


American Association of School Librarians.
“Issues and Advocacy.” June 2007.
http://www.ala.
org/ala/aasl/aaslissues/issuesadvocacy.cfm.


Brabec, Kathy and Fisher, Kimberly and Pitler, Howard.


"Building Better Instruction:


How
Technology Supports Nine Research
-
Proven Instructional Strategies."


Learning &
Leading with Technology
. 2004.


http:/
/www.iste.org/standards.


Byrom, Elizabeth and Margaret Bingham. Lessons Learned; Factors Influencing the Effective
Use of Technology for Teaching and Learning. SERVE; University of North Carolina.
2001.


Champlain, Connie, and David Loertscher. “Reinvent

Your School’s Library and Watch Student
Academic Achievement Increase.”
Principal Leadership
. Mar.
-
Apr. 2003: pp 67
-
70.


Eisenberg, Michael B. and Johnson, Doug.


"Learning and Teaching Information Technology."


ERIC Digest
Sept. 2002.


Information Power:


Building Partnerships for Learning
.


Chicago:

American Library
Association, 1998.




Johnson, Bruce A.


"Cameras in the Classroom."


2003.


http://www.techlearning.com/story/showArticle.jhtml?articleID=12800450. 15 July,
2003.


Dede, Chris, et al.
Transf
orming Learning for the 2st Century; An Economic Imperative
.
Learning Point Assoc. September 2005.


Johnson, Doug.


The Indispensable Librarian
.


Ohio:

Linworth Publishing, 1997.




McKenzie, Jamie. Just in Time Technology; Doing Better with Fewer. WA: FN
O Press, 2002.


McKenzie, Jamie.
From Now On Educational Technology Journal
. “Brave New Citizen.”
January 2008. http://fno.ort/jan08/new.html.


Osseo
-
Fairchild School District Library Media Handbook
, 1999.


Eisenberg, Michael and Robert E. Berkowitz.
The b
ig 6 in Secondary Schools
. Linworth
Publishing, 2000.


Serim, Ferdi.


"The Importance of Contemporary Literacy in the Digital Age:


A Response to
Digital Transformation:


A Framework for Information Communication Technologies (ICT)
Literacy from the Big6 S
kills"


2003.


http://www.big6.com/showarticle.php?id=157.


Page
29


Simpson, Carol Mann.


Copyright for Schools:


A Practical Guide
.


Ohio:


Linworth Publishing,
2005.


Wisconsin Department of Public Instruction,
Wisconsin's Model Academic Standards.


August
2006
. <http://dpi.wi.gov/standards/>.


Wisconsin Department of Public Instruction.


Information & Technology Literacy Standards
Matrix.


Madison:


WDPI. 2000.


Wisconsin Department of Public Instruction.
Information & Technology Literacy: a
Collaborative Plan
ning Guide for Library Media & Technology.

Madison: WDPI. 2000.


Wisconsin Department of Public Instruction.

Wisconsin Educational Information and
Technology Plan PK
-
12
. Madison: WDPI. 2003.


Wisconsin Department of Public Instruction.
Wisconsin’s Model Ac
ademic Standards for
Information an Technology Literacy
.

Madison: WDPI. 1998.


Wisely, Steven R. “Meeting the Needs of Students Through the Library Media Center.”
Multimedia Schools
; Sept. 2003: pp 6+.


Wisconsin Department of Public Instruction “Student L
earning Through Wisconsin Library
Media Centers.” 2006.

<http://www.dpi.wi.gov/imt/pdf/finallmssurvey06.pdf >.


Moersch, Christopher.
Learning and Leading with Technology
. Measures of Success; Six
Instruments to Assess Teachers’ Use of Technology. November

2002. pp10
-
13+.


Additional Documentation


The following documents are found on the attached disc:

Board approved policies


CIPA/Internet Safety (IIBGA)

Internet Web Publishing(KBCG)


Internet Safety (IIBGA)


Materials Selection (IIAC)


Copyright (EGAA)


Interlibrary Loan (IIBDB)


Students with Special Needs (IBGB)

Library Collection Statistics

Student AUP

Grade 8 Map

EnGauge Survey Results

Computer Inventory Sample