SlingerSchool District

Information Technology Literacy Plan

June 30, 2007 – June 30, 2010

Robert J. Reynolds

District Administrator

______(Signature)

Board Approval Date: December 18, 2006

Contact Person:Jennifer Boyd, Director of Technology

Email:

Phone: 262-644-9615

Table of Contents

ItemPage

Executive Summary...... 3

Research Review...... 4

Background...... 6

Student Demographics...... 10

Teaching Staff Demographics...... 11

Planning Process...... 12

Analysis and Assessment of Progress Toward Previous Plans’ Goals...... 16

Analysis of Student Proficiency ...... 17

Analysis of Educator/Administrator Proficiency ...... 19

Analysis of Effective Teaching & Learning Practices...... 21

Analysis of Access to Information Resources & Learning Tools ...... 22

Summary Of Inventories of Information Resources and Learning Tools ...... 23

Analysis of Support Systems & Leadership ...... 27

Community Resources and Adult Literacy Providers ...... 28

Policies ...... 29

Implementation Action Plans ...... 30

Dissemination to Stakeholders...... 36

Monitoring, Evaluation and Revision ...... 36

Appendix Index ...... 37

Executive Summary

A wide variety of stakeholders met to review progress on the current technology plan, analyze data, and review current educational research. As a result, the committee came up with the following goals:

Goal 1: Continue to increase the level of technology resources and maintain the current level of technology while improving access for all stakeholders.

The district has many technology resources in place for teachers and students to use on a regular basis making the use of information technology more of a systemic process. To continue movement in this direction, the district needs to maintain the quality of the resources already in place and to also move forward with technology as new products become available.

The district will also:

  • increase the amount of presentation systems for each building making technology integration easier for staff
  • continue to update existing hardware and equipment on a rotating basis
  • evaluate upgrading the library media software to Follett Destiny
  • explore possibilities for students and the community to use computer labs and the training center outside of the school day
  • use the new webpage design to better communicate with stakeholders
  • continually study and pilot new emerging educational technologies such as

e-learning, wireless options, handheld devices, and online tools

Goal 2: Students & staff become proficient and independent users of information resources appropriate for their grade level.

The district will:

  • continue to support staff and student use of technology
  • explore efficient and organized methods of problem reporting
  • cross-train staff where appropriate
  • explore ways for students to access their network files from home
  • continue to educate staff regarding the role of Library Media specialists and the services they can provide to staff and students

Goal 3: The district will expand opportunities for staff development in technology hardware and software to support the curriculum and enhance instructional practices.

The district will:

  • continue to support on-line programs that provide ‘just-in-time’ learning
  • consider re-implementing the in district academy classes after school and during the summer
  • encourage staff to share resources
  • utilize technology leaders to serve as models of effective technology use
  • consider re-instating the elementary library media specialist as an additional resource for staff and students

Goal 4: Use technology to aid with Data Driven Decision making

The district will use information and technology resources more effectively to improve student achievement.

The district will also:

  • continue to incorporate more assessment data into the current student management system
  • utilize the data warehouse feature in Link 4 Learning
  • provide training on effective access to and use of available data

Research Review

We are now working with the Millenials and need to adapt to the needs of the 21st Century Learner. The Millenials are digital media users, multi-taskers, risk takers, project based learners, futuristic and optimistic. The framework for 21st Century Learning* indicates technology can serve as the catalyst as core subjects, 21st century content, learning and thinking skills, life skills, assessment, and information and communication technology literacy meld together for these 21st Century Learners. (*

Student responses to the School Perceptions Survey indicate our students are 21st Century Learners. As part of the survey, students were asked, “What could our school do to improve your use of technology?”

Selected responses from 5th grade include:

  • Have more on-line helpers
  • Go on the computer more often
  • New games or activities
  • Go on websites to help us with our homework

Selected responses from 8th grade include:

  • Get laptops for student use
  • An actual computer class for 8th graders
  • Colored printers
  • More time on the computers

Selected responses from 11th grade include:

  • Adding a scanner to the labs for student use
  • Get laptops for student use
  • More network space to save files
  • More courses dealing with computer applications

Key research used in the development of this plan is listed below:

Wisconsin Department of Public Instruction, Information & Technology Literacy Standards Matrix 2000

2006 School Library Media Study:

American Assn. of School Librarians:

21st Century Skills:

EGS Research and Consulting:

School Perceptions is a Wisconsin-based company specializing in gathering and analyzing data to help school districts improve. The mission of School Perceptions is to create outstanding software specifically designed for the needs and concerns of schools.

District Mission and Vision

The School District of Slinger's mission is to successfully educate all children and,

thereby, to graduate high quality, life long learners.

In support of the district mission the district has a Technology Vision which strives to make sure;

All stakeholders will use technology seamlessly to facilitate learning and seek information

to prepare all students to become life long learners who can problem solve and readily

adapt to change.

Mission

In order to reach the Technology Vision for information technology the district sees as its

mission the need to:

  • ensure equality of technology access and use for all students
  • make technology usable for all students including those with special needs
  • integrate information and technology skills into the learning process in all

curricular areas

  • use information resources to assist with differentiated instruction and assessment
  • provide an information and technology standards based scope and sequence
  • provide meaningful staff development to help staff become comfortable with

technology so they can utilize it to its greatest potential

  • encourage stakeholders to adapt to change and become involved in new

technology initiatives

  • provide students and staff with ready access to information and technology
  • involve the community and make information technology resources

accessible to all families

Background

Community Demographics

The School District of Slinger serves all or part of eight municipalities, including the City of Hartford, the Towns of Addison, Hartford, Polk, Richfield, and West Bend, and the Villages of Jackson and Slinger. Some thirty miles northwest of Milwaukee along U.S. Highway 41, the district is within easy commuting distance of the entire Milwaukee metropolitan area as well as the FoxValley. Local commerce and industry also provide jobs, in addition to, some farms in the area. Neighboring communities are also experiencing commercial and industrial growth that have also expanded employment opportunities for district residents as Washington County remains one of the fastest growing areas in Wisconsin. The rate of residential construction continues at an above average pace, particularly in the Village of Slinger and in some rural areas surrounding the village. School district enrollment projections indicate a slow, but steady growth, as families moving into the district have fewer school-aged children. As a result of this growth, the district has built a new middle school in 1995 and expanded and renovated the high school in both 1991 and again in 1998. In 2002 the districtopened the new AddisonElementary School and in 2003 completed the remodeling of the two existing elementary facilities. Therefore all school facilities have been built, renovated or remodeled in the past twelve years. The school district boasts of clean, safe, functional, flexible, and technologically-updated facilities. And all of this with one of the lowest cost per student in the state.

History of Technology

The district has had a philosophy of conservative, but steady acquisition of computer hardware and software. Starting in 1980, the district purchased Tandy computers to teach BASIC programming, slowly acquiring Apple equipment to have fifteen station labs in each building by the mid 80’s, switching from typewriters to DOS-based computers in the high school, and eventually adding a computer workstation for each secretary and administrator in the district by 1990. During this era, the district technology coordinator was a duty given to a math instructor.

The district office and the high school administration each had their own limited network in the early ‘90s. The first district wide network was installed to connect all the libraries using the Dynix system. This system required a dedicated phone line to the remote buildings. There was a dial-up Internet connection in each library. The middle school building project in 1992 was the ideal time to begin preparing for the 21st century. The building was wired for data connections in each classroom, the library, and one computer lab. Each middle school classroom also had a phone and cable TV connection. A LAN was created to connect the district office, high school, middle school, and the two elementary buildings.. The “hub” of this network is on the main campus where the district office, high school, and one elementary school are located. The middle school, which is two miles away, was connected via a 500K band-width from Marcus Cable. The other elementary school, located some seven miles away, was connected with a 56K GTE line. This connectivity gave each administrator, guidance counselor, and all secretaries a workstation on the LAN. Each building also has at least one teacher workstation connected to this network.

The high school renovation and building addition in 1996, provided an opportunity to have each classroom wired with a data connection, phone, and cable TV connection. A fiber backbone brought each classroom a high-speed connection and a state of the art technology infrastructure. Elementary classrooms were also wired to have these same features. The cable connection between the middle school, the high school and the local ISP was increased to a 10 Mg connection with Charter Business Network and a T1 with Verizon replaced the 56K connection to the remote elementary school. The district technology coordinator was still teaching a math class during this time-span.

In 2001, the district had its third successful building referendum to provide up-to-date facilities for the elementary schools. Each elementary classroom in the district would have at least six data drops, two phone locations, and a cable TV connection. Each building would have four break-out areas surrounded by classrooms for grades 2 – 5 and a wired computer lab. The break-out areas also have several data connections and a cable TV drop. The infrastructure of each building has a fiber back-bone with switches. Connectivity to the LAN from the remote elementary buildings is achieved with a wireless connection using radio signals. Intercom voice connectivity is done with VOIP. The technology coordinator completed the DPI certification and is licensed as an Instructional Technology Coordinator.

Currently the district is maintaining and updating the infrastructure. Most of the hubs have been replaced with switches. Workstations are replaced on a 4-7 year rotation and servers are evaluated on an annual basis with replacement every 2-5 years. All teacher workstations and all computer labs currently have Windows 2000 or Windows XP workstations. Building based budgets are being used to add mounted projectors to classrooms. The Director of Technology is retiring and the position has been filled with an administrator who has many years of classroom experience in Business Education, continuing the district pattern of the technology director having a strong education background.

History of the Library Media Program

In the early 90’s, SlingerSchool District received a grant to match their records with the microfiche version of WISCAT. This information was then used to convert the district records into a database of MARC records so a union catalog could be created when the district purchased the Dynix software program in 1993-94. The Dynix automated library media program became the district’s first wide area network using dumb terminals and dedicated phone lines. The Dynix software was a DOS based program with a windows interface, but its strength was its universal catalog. It also was the software used by the countywide public library and it was hoped it would help with the sharing of collections. There was a librarian at the high school, another at the middle school and one librarian served both elementary schools.

During the mid 90’s, the library also served as the location of each building’s Internet connection with a dial-up account for each building. In addition, the library was home to the building’s only pod of computers.

By the late 90’s there was a need to upgrade to a true windows based program. The librarian who understood the complexities of the Dynix software relocated. Few schools used Dynix and collaborating with other librarians was difficult. The cost of the program was also a concern. When a high school librarian was hired, the three librarians now worked as a team. By this time, the district network had expanded to include a data connection in each classroom as well as networked computer labs in each building. Access to the Internet was readily available and students and staff were using it throughout the building. The role of the library was going under a change aided by technology.

The three librarians along with the district technology director reviewed many software packages and decided on the Follett program. It offered a web-based interface which would give students access to the library collection from any networked computer via the Internet. Links were placed on the school webpage for easy access. Although the Follett program does not offer a universal catalog, the web connection does give access to all collections in the district. The Follett program is easier to administer and provides the librarians a network of users throughout the state along with meeting the needs of those in the district.

In 2002, the library media program has expanded to include five libraries, one at each of the district schools. The program at that time was served by one librarian at the high school and the middle school and one librarian to serve the three elementary schools. A budget cut at the end of the 2004-05 school year eliminated the elementary librarian position. The libraries would now be staffed with two certified library media specialists; one would serve the high school and the larger elementary school, while the other would serve the middle school and the two remote elementary schools. (Note: For one semester in the 2005-06 school year, the middle school library media specialist had to serve the needs of the entire district.) The two library media specialists continue to meet on a regular basis, along with the district technology director.

The building and renovation projects throughout the district have provided each school with a beautiful library facility which has become a focal point in each building. Each library has natural light, an adjacent computer lab and is an inviting place for both students and staff.

Student Demographics

SlingerHigh School

Number of Students / % of students White / % of students African American / % of students
Hispanic / % of students
Asian / % of
students
Native American / % of students receiving free and reduced lunch
943 / (926) (98%) / (3)
.3% / (7)
.7% / (4)
.4% / (3)
.3% / (50 )
5.3%

SlingerMiddle School

Number of Students / % of students White / % of students African American / % of students
Hispanic / % of students
Asian / % of
students
Native American / % of students receiving free and reduced lunch
619 / (601)
97.1% / (5)
.8% / (10)
.6% / (3)
.4% / (0)
0% / ( 49 )
7.9%

Addison Elementary

Number of Students / % of students White / % of students African American / % of students
Hispanic / % of students
Asian / % of
students
Native American / % of students receiving free and reduced lunch
398 / (382)
95.9% / (6)
1.5% / (3)
.7% / (6)
1.5% / (1)
.2% / (15)
3.7%

Allenton Elementary

Number of Students / % of students White / % of students African American / % of students
Hispanic / % of students
Asian / % of
students
Native American / % of students receiving free and reduced lunch
407 / (403)
99% / (1)
.2% / (1)
.2% / (2)
.4% / (0)
0% / ( 41 )
10%

Slinger Elementary

Number of Students / % of students White / % of students African American / % of students
Hispanic / % of students
Asian / % of
students
Native American / % of students receiving free and reduced lunch
522 / (507)
97% / (4)
.7% / (6)
1.1% / (5)
.9% / (0)
0% / (69)
13.2%

Teaching Staff Demographics

Question: At which school do you spend the majority of your time?

count / percentage
Addison Elementary / 21 / 12.57 /
Allenton Elementary / 26 / 15.56 /
Slinger Elementary / 28 / 16.76 /
SlingerMiddle School / 36 / 21.55 /
SlingerHigh School / 55 / 32.93 /

Question: Including the current year, how many years of teaching experience do you have?

count / percentage
1 to 2 / 9 / 5.38 /
3 to 5 / 21 / 12.57 /
6 to 10 / 27 / 16.16 /
11 to 20 / 61 / 36.52 /
over 20 / 49 / 29.34 /

Planning Process