Information (Library Media) and Technology Plan
July1, 2007 – June 30, 2010
School District of Chetek
Mr. Al Brown, Superintendent
Contact Person: Kathy Osterloth
Technology Coordinator
1001 Knapp Street
Chetek, WI 54728
Date of School Board Approval
715-924-3137 x 2055
kathyosterloth@chetek.k12.wi.us
Executive Summary
The 1999-2003 Technology Plan outlined the design and implementation of a district-wide network and
VoIP phone system. This plan provided the goals, timelines and budget decisions to integrate technology
throughout the curriculum and administration of the District.
The 2004-2007 Technology Plan emphasized the use of technology to support standards-based learning
opportunities, improving communications, using data-driven decision making, and providing staff
development in the use of technology to support student learning.
The 2004-07 PK-12 Library/Media Program Long Range Plan also emphasized the district’s effort to
prepare students to be productive citizens able to locate, evaluate, synthesize, and apply information
from a variety of resources as part of its mission statement.
With input from community, students, staff and administration, enGauge, a local technology skills
assessment and the District’s strategic plan, the newly formed Technology/Library Media Committee
has determined the goals for the 2007-2010 combined plan should remain essentially the same as in the
previous plans. We recognize that our key goals will be valid many years into the future. Our objectives
under each goal will evolve as we improve the process of technology and library/media integration,
research, data-driven decision making, communications and providing technical support in learning and
administrative environments.
Through the continual monitoring of the new plan, we will be a district that uses technology and a
variety of resources as tools to enhance learning, become individuals that continually update 21st
Century skills, and use current and longitudinal data to make informed decisions.
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Table of Contents
1.0 Introduction .......................................................................................................................................... 1
1.1 Summary of Research................................................................................................................ 1
1.2 District Vision, Educational Technology/Library Media Vision and Mission Statements ....... 1
2.0 Background Information ...................................................................................................................... 2
2.1 District and Community Demographics and Current Status ..................................................... 2
2.2 History of the Library Media and Technology Plan .................................................................. 4
2.3 Overview of Planning Process with List of Committee Members ............................................ 5
2.4 Collaboration and Partnerships .................................................................................................. 6
3.0 Current Status....................................................................................................................................... 7
3.1 Assessment of Progress toward Previous Plan’s Goals ............................................................. 7
3.2 Assessment of Staff Technology Skills, Knowledge, and Attitudes ......................................... 9
3.3 Analysis of Student Proficiencies and Effective Teaching and Learning Practices .................. 9
3.4 Technology Design .................................................................................................................. 11
Software Priorities .................................................................................................................. 11
Hardware, Facilities, and Network Priorities ......................................................................... 12
3.5 Inventories (lead pages only) ................................................................................................... 14
3.6 Analysis of Support Systems and Leadership ......................................................................... 19
4.0 Program Goals and Educational Initiatives in Support of Educational Improvement ....................... 19
4.1 2004-2007 District Technology/Library Media Goals ............................................................ 19
4.2 Instructional Goals and Initiatives ........................................................................................... 20
4.3 Communication and Information Goals and Initiatives .......................................................... 21
4.4 Staff Competency Goals and Initiatives .................................................................................. 21
4.5 Administrative and Management Goals and Initiatives .......................................................... 22
5.0 Action Plans ....................................................................................................................................... 23
5.1 Goal 1 ...................................................................................................................................... 23
5.2 Goal 2 ...................................................................................................................................... 25
5.3 Goal 3 ...................................................................................................................................... 27
5.4 Goal 4 ...................................................................................................................................... 29
Funding Coordination Worksheet ........................................................................................... 32
5.5 Budget ...................................................................................................................................... 33
6.0 Monitoring, Evaluation, and Revision of the Educational Technology Plan .................................... 37
6.1 Monitoring and Evaluation Process ......................................................................................... 37
6.2 Incorporation of Evaluation Information for Ongoing Planning ............................................. 37
6.3 Process for Reporting to Stakeholders..................................................................................... 37
6.4 Process and Timelines for Ongoing and Long-term Planning ................................................ 37
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Attachments
Attachment A – Selected Research ........................................................................................... A-1
Attachment B – School Improvement Plan ................................................................................. B-1
Attachment C – Staff Development Three-Year Plan .................................................................C-1
Attachment D – Staff and Administrator Technology Standards ............................................... D-1
Attachment E – Acceptable Use Policy ...................................................................................... E-1
Attachment F– Information Management System Diagram ....................................................... F-1
Attachment G – Equipment/Software Request Form ................................................................. G-1
Attachment H – Administrative Organization Chart .................................................................. H-1
Attachment I – WSAS Summary - Most Current Summary from Data Analysis Team .............. I-1
Attachment J – ITLS Benchmarking Document ..........................................................................J-1
Attachment K – Form for Community Use of Equipment
Form for Ensuring Proper Disposal of Donated Equipment ............................ K-1
Attachment L - Sample of Technology/Library Media Committee Minutes .............................. L-1
Attachment M – Technology Concerns for Students with Special Needs ................................. M-1
Attachment N – Example of 8th Grade On-Demand Writing/Technology Assessment ............. N-1
Attachment O – enGauge Profile Summary ............................................................................... O-1
Attachment P – Copyright Policy ................................................................................................ P-1
Attachment Q – School Board Minutes for April 19, 2004, showing plan approval ................. Q-1
Attachment R – Job Description for Technology Coordinator ................................................... R-1
Attachment S – Job Description for Computer Technician ......................................................... S-1
Attachment T - Citizen’s Request for Reconsideration of Instructional Material ....................... T-1
Attachment U - Selection Guidelines ......................................................................................... U-1
Attachment V - Printing and Duplicating (Copyright) ............................................................... V-1
Attachment W – Example of Literacy Profile for Individual 4th Grade Student ........................W-1
Attachment X – Interlibrary Loan (Resource Sharing) .............................................................. X-1
Attachment Y – District-Level Library Media Director Job Description .................................. Y-1
Attachment Z – Library Aide Job Description ............................................................................ Z-1
Attachment AA – District Goals ..............................................................................................AA-1
Attachment AB – IMC Report to the School District of Chetek 11/27/06 ..............................AB-1
Attachment AC – Library/Media Primary Content Standards and Benchmarks ......................AC-1
Attachment AD - Summary of Accomplishments Library Media Plan 2005-06 .....................AD-1
Attachment AE – Student Technology Use Survey Summary ................................................. AE-1
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Information (Library Media)
and
Technology Plan
July 1, 2007 – June 30, 2010
Desired Outcome for the Chetek School District:
Create a high-performing, student-centered school district that meets the needs of our current student
population and attracts new students to our district.
1.0 Introduction
During the time span covered by the previous technology and library/media plans, Chetek has improved
student access to technology, increased the effectiveness of internal and external communications, given
the public online access to our updated library resources, added on-line research tools, provided an
electronic tool for storing and analyzing student data, improved staff and student technology skills, and
have begun the process of aligning unit plans and assessments to the state standards with the purchase of
an on-line curriculum management tool. The curriculum management tool will help us attach our
Information and Technology Literacy Standards (ITLS) benchmarks to the appropriate grades and
classes, helping to ensure that those standards are fully imbedded in our curriculum.
1.1 Summary of Research
The reading and research done to prepare for the writing of this plan was done by the members of the
Library/Media Technology Committee members. Members read articles of professional interest and
provided a summary. The summaries are included in Attachment A. Because of the rapidly changing
nature of technology, new technology and its applications were the focus of the research. A conclusion
reached by most of the committee members is that teachers have to realize that our “digital native”
students are indeed different from the past generations of students. We cannot change them to be like the
former generations of students so they will fit our teaching methods. Teachers need to ask “What skills
do I need to acquire in order to accommodate the learning styles of the students I have now?” These
conclusions have been reinforced by multiple presentations at the WEMTA Spring 2007 conference and
a series of technology workshops held at CESA 11 during the 2006-07 school year.
1.2 District Information (Library/Media) and Technology Vision and Mission Statements
The vision and mission statements were created by the Technology/Library Media Committee to
complement and strengthen the District’s Desired Outcome (vision.)
Desired Outcome (Vision): Create a high-performing, student-centered school district that meets the
needs of our current student population and attracts new students to our district.
Information (Library Media) and Technology District Vision: The School District of Chetek,
recognizing the need to be educated in a digital, knowledge-based, global society, is committed to
promoting and utilizing diverse and current technologies, increasing the educational opportunities
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available, and providing students with a curriculum supported by library/ media resources, technological
tools and applications designed to meet their individual needs--both in and out of the classroom.
Information (Library Media) and Technology District Mission: Provide high-quality, studentcentered learning opportunities enhanced by a variety of resources and educational technologies, which
will ensure Chetek students meet and exceed the Wisconsin standards.
Beliefs about Information (Library Media) and Technology: Beliefs and values help define the
goals for using information technology. These beliefs can be used to help create a “blueprint” for the
continuous technological improvement of the school district. The Technology/Library Media Committee
subscribes to the following beliefs:

Information technology should be incorporated into all phases of our curriculum.

All students should have access to a variety of resources and technology so they understand,
effectively use, and welcome change as it is introduced.

Students in our school should be taught the ethics and responsibility associated with the use of
technology.

Information and technology should remain a tool for enhancing the learning process. It should
not be allowed to replace humanitarian concerns, basic skills, or critical thinking.
Our library media centers will provide the focal points for access to information. Print, networked
resources and online reference materials and services provide a variety of ways for our students and staff
to access information in the centers, from classrooms and from home.
2.0
Background Information
2.1
District and Community Demographics and Current Status
The School District of Chetek is located in northwest Wisconsin on Highway 53, approximately 35
miles north of Eau Claire and 100 miles south of Superior. The number of students in PreK-12 is 1,098.
Students qualifying for free and reduced lunch make up 42.86% of the student population.
“As of the census of 2000, there were 2,180 people, 939 households, and 568 families residing in
the city. The population density was 358.2/km² (925.7/mi²). There were 1,052 housing units at an
average density of 172.8/km² (446.7/mi²). The racial makeup of the city was 98.62% White,
0.09% Black or African American, 0.32% Native American, 0.23% Asian, 0.05% Pacific
Islander, 0.09% from other races, and 0.60% from two or more races. Hispanic or Latino of any
race were 0.96% of the population.
There were 939 households out of which 25.0% had children under the age of 18 living with
them, 47.9% were married couples living together, 8.7% had a female householder with no
husband present, and 39.5% were non-families. 34.9% of all households were made up of
individuals and 20.4% had someone living alone who was 65 years of age or older. The average
household size was 2.21 and the average family size was 2.81.
In the city the population was spread out with 22.2% under the age of 18, 7.2% from 18 to 24,
24.3% from 25 to 44, 20.8% from 45 to 64, and 25.6% who were 65 years of age or older. The
median age was 43 years. For every 100 females there were 92.9 males. For every 100 females
age 18 and over, there were 88.6 males.
The median income for a household in the city was $31,270, and the median income for a family
was $40,114. Males had a median income of $28,375 versus $18,906 for females. The per capita
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income for the city was $17,922. About 9.0% of families and 12.4% of the population were
below the poverty line, including 15.0% of those under age 18 and 8.3% of those age 65 or
over.” http://en.wikipedia.org/wiki/Chetek,_Wisconsin
The school employs 87 certified and 34 non-certified staff. Staff members have phones with voice mail,
e-mail account and a computer on their desk. Providing access to technology has greatly enhanced both
internal and external communications. The ratio of students to computers is approximately 5 to 1. This
ratio excludes the computers on staff members’ desks and those used for administrative purposes.
We are a progressive school district, providing a sound standards-based educational program for our
students. Through the careful preparation of our past technology plans we have moved from a district
with virtually no up-to-date technology, prior to 2000, to being able to provide daily access to
educational technology. While it is difficult to prove that the use of technology increases student
learning, our staff believes this to be true for the majority of our students. Eighth grade students have
participated in a technology skills assessment that is combined with an on-demand writing as outlined in
Attachment N. Data collect from the assessment is saved each year and the results used to find gaps in
our instruction. A summary of the data collected from these assessments is found on page 3 of
Attachment N. The Chetek School District is committed to having our students graduate with the skills
they need to live, work and succeed in a highly technical society.
The School Improvement Plan is found in Attachment B. Highlighted areas reflect those initiatives
directly related to the use and integration of technology. Areas not highlighted will still involve
technology for planning, scheduling and creating files that will document the entire school improvement
process.
At the writing of the previous technology plan we were searching for a way to store, print and access
longitudinal data from our district developed student profiles. Over the course of the last three years we
worked with a company that created an Intranet for our district and designed an assessment module. We
can use the module to store assessment data from tier 1, 2 and 3 assessments, create graphs showing
individual student progress, and analyze data based on a variety of criteria. The software engineer that
designed our assessment module continued to work with the concept of our student profiles and has
developed Link4Learning, a web based instructional communications system. There are currently more
than 50 Wisconsin school districts and five CESAs using Link4Learning (L4L).
During the time span of this next technology plan we will be using the ability of L4L to link district
benchmarks to state performance standards and to teachers’ unit plans. When the linking is complete
L4L will allow us to create reports showing at which grade level and in which course the benchmarks
are instructed and assessed. Any gaps in instruction will be apparent, allowing us to revise curriculum in
a timely fashion. Using L4L’s curriculum mapping reports will also help us ensure the Information and
Technology Literacy Standards (ITLS) are fully integrated at the appropriate grade levels.
Library/Media accomplishments and primary content standards and benchmarks are found in
Attachments AB and AC respectively.
The Staff Development Plan is found in Attachment C. Highlighted areas reflect those activities
directly related to the use and integration of technology. In the plan, trend data and student profiles are
the common thread throughout 2006-2007. This thread will continue for several years in the future as we
continue to add to our curriculum database, identify and fix gaps in instruction, and refine the process
and content of our student profiles. See Attachment W for an example of a literacy profile for an
individual 5th grade student. These profiles are shared with parents at all parent-teacher conferences in
our elementary school. We have shown significant progress in collecting, analyzing and using data to
improve instruction for individual students. This process will continue to be reviewed and revised.
Technology staff development will focus on integration of the ITL Standards with alignment
documented in Link4Learning, classroom webpage creation and maintenance, and training teachers to
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use the curriculum resources provided in Link4Learning to document that the curriculum is aligned to
the state standards and to use student profiles to modify lessons to meet individual student needs.
For the second year a team of teachers will participate in an EETT grant through CESA 11 focusing on
the Big 6 information problem solving process, integration of ITLS and unit design. Included in the
training is an introduction to Moodle. During the summer of 2006 38 teachers received training in
creating web pages, using InDesign, Kidspiration, and Link4Learning. The year will continue with
monthly in-services on using Link4Learning and a session on creating classroom web pages. Nine staff
members are enrolled in ED2GO’s “Microsoft Excel 2003 in the Classroom.” The district is offering the
class free of charge and the participants will do an evaluation of the course to determine whether or not
to expand the opportunities for professional development using other ED2GO courses for professional
development.
Under the School District of Chetek’s current management model, the District business manager is the
direct supervisor of the technology staff. See Attachment H for the organization chart. The staff
consists of a full time technology coordinator and a full time technician. The technology coordinator,
working with the business manager, technician and District Technology/Library Media Committee
plans, budgets, coordinates and evaluates technology. Using the enGauge survey results and direct input
from staff members, district leadership team, curriculum facilitators and administration, the technology
coordinator will plan staff development opportunities.
The technician assists the technology coordinator in network management, installs hardware/software,
maintains existing equipment, troubleshoots problems with technology, and gives advice on new
purchases. The technology coordinator will handle the E-rate applications and deadlines. The staff of the
library media centers is supervised by the building principal. Both the technology coordinator and
library media director attend the weekly administrative team meetings.
2.2
History of the Library Media and Technology Plan
The 1999-2003 plan was written before the School District of Chetek began a major
remodeling/construction project. The construction project included additions to all buildings and the
wiring and components to create a district-wide network. When the network was proposed, the
Technology Committee did a major revision of that technology plan. The school board supported the
proposed network by agreeing to create an annual technology budget. The revisions focused on creating
a three-phase plan for implementing the network, looking at the staffing needs to support the network
and creating a three-year budget. Although the revised plan was not resubmitted for certification, it was
approved by the school board and was used to guide the decisions made during the implementation of
the network. The Library Media Long-Range Plan was revised in 2003. A copy was included in the
packet presented to the DPI for certification of the 2004-2007 technology plan.
This plan will be the first combined Library Media and Technology Plan. The library staff, technology
staff and Technology and Library Media Committees have been planning for this change since the
certification of the 2004-2007 plan. Research articles were divided among committee members and
summaries written to be included in Attachment A – Selected Research. Goals were written at the
enGauge debriefing and policies have been reviewed.
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Overview of Planning Process with List of Committee Members
2.3
The preparation for this technology plan began as soon as the 2005-2007 plan was approved. Since the
new plan would need to be a combined library media and technology plan there would need to be even
more collaboration and planning with the staff involved in those departments. Students in grades 5-12,
teachers, support staff, parents, administrators and school board members participated in the spring 2006
On-line enGauge survey. The onsite portion of enGauge will be conducted every other cycle as
recommended by the DPI technology staff. The technology coordinator attended the training session for
the enGauge process in Wisconsin Rapids. At the debriefing session in Menomonie six members of the
Technology Committee, with help from the DPI team, analyzed the enGauge survey results and revised
the four goals and objectives that are the basis of this technology plan.
Every fall the technology coordinator and either the library media director or a Technology/Library
Media Committee member attend the DPI regional technology meeting held in Rice Lake. The rest of
the planning process was a series of meetings with the Technology/Library Media Committee, two
updates to the school board with directional feedback from several board members, and meetings to
address changes that will be necessary in our network to handle student management software and the
data necessary to look at student needs and make data-driven decisions.
The Technology/Library Media Committee’s diverse membership provides input from the school
District’s many stakeholders. At the time the student portion of the enGauge survey was given, students
were made aware of why they were being asked to complete the survey and asked for honest input to
help guide the planning for use of technology. Using the resources mentioned above, the technology
coordinator, district technician, business manager and library media director will plan technology
purchases, update the technology plan at regular intervals and review and revise the acceptable use
policy as needed.
Technology/Library
Media Committee
Member
Stakeholder Representation
Natalie Springer
Parent, Community Member, School Board Member (Mrs. Springer was a member of
this committee before being elected to the school board), District Leadership* and is a
media specialist in the Rice Lake School District
Bryan Johnson
Community Member and Network Administrator for the Rice Lake School District
Fred Bannister
Community Member and Webmaster of the Chetek Alumni Web pages
Teresa Olejniczak
Elementary Title I Coordinator
Eric Kringle
Elementary and Middle School Music Teacher
Matt Buchman*
Elementary Teacher, Virtual School Coordinator, District Leadership Team*
Cheryl Hakseth
Elementary Teacher
Tammy Schmidt
Elementary Teacher
Frank DeSerto
Middle School Science Teacher
Mike Steiner
Middle/High School Science Teacher
Brenda Kretzschmar*
High School/Middle School Business Education Teacher, Curriculum Facilitator*
Margaret Sailor
High School English Teacher
Gary Mohr*
District IMC Director, Administrative Team Member
Ken Jost
School Board Member
Shelly Bowlyou
Support Staff
Dominique Olson
District Technician
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Tammy Lenbom*
District Business Manager, Administrative Team Member
Kathy Osterloth*
Instructional Technology Coordinator, Administrative Team Member
* shows connections that foster communications between key decision making groups
2.4
Collaboration and Partnerships
Community Education classes are provided during the day at the Senior Citizens Center and evenings in
the school buildings. Technology-related classes currently include Absolute Beginners Step 1 and 2, PC
Typing (Keyboard Overview), Introduction to Computers, Internet E-mail Step 1 and 2, Checkbook
Register, Greeting Cards, Christmas Newsletter, Internet Search the Web, Shopping the Internet, Create
a Calendar, and Computer Survival Skills. These classes change often depending on community
interests and instructor availability.
Residents of the School District of Chetek have easy access to personal interest as well as credit classes.
Within a 40-mile radius there are three post-secondary campuses WITC, UW-Barron County Campus
and UW-Eau Claire. UW-Stout is only 60 miles away and has a curriculum rich in technology. Distance
learning classes are available to the public via the district administration office through Ed2Go.com.
There is a complete course list at this URL.
Community members may borrow equipment from the District if the time of use does not prevent
classroom access to the equipment. Equipment is usually borrowed for night or weekend presentations.
There is an Equipment Checkout form for the borrower to fill out – see Attachment K.
Our local public library is used by students for research and the community members use our school
IMC. There is a respectful and friendly relationship between the two libraries. Students can access
several on-line resources, including our library’s card catalog, from home.
For the 2002-2007 school years, the Chetek district received grants totaling $100,000 per year to help
fund the Chetek Community Learning Center (CLC.) The purpose of this grant is to provide after
school, weekend and summer programming for PreK-12 students and their families. One of the
outcomes of the grant has been to extend supervised access to computer labs both before and afterschool. The labs are open for any student needing to use a computer to complete an assignment. The
grant provides for a tutor as well as a lab supervisor. There are evening hours allowing community
access to a supervised computer lab. Chetek is a past recipient of a TLCF grant awarded to the New
Paradigm Partner Consortium. We will continue to actively seek other grants to help support technology
training and integration.
The School District of Chetek website can be found at http://www.chetek.k12.wi.us. The site is made up
of approximately 700 pages that include staff contact information, board minutes, multiple calendars,
classroom pages, library access, parent access to grade books in the middle and high schools, Chetek
Area Scholarship Foundation and much more. The content management system used to create the web
pages requires no knowledge of HTML or programs such as FrontPage or Dreamweaver. An hour of
training has classroom teachers creating their own pages. One of the built in website tools allows on-line
registration for summer school. This feature has made the registration much easier for parents who have
registered students from home or work.
Along with the development of the district website an Intranet (now Link4Learning) was purchased.
Internal resources are shared in a central location, district forms are updated in a single location and
available immediately to all staff, assessment data is available for analysis as soon as the data is
uploaded, and beginning in the fall of 2006 unit plans will be linked to district benchmarks and
assessments.
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The District Leadership Team and the team of Curriculum Facilitators provide another means of
gathering information concerning technology needs and sharing best practices for using educational
technology. Listed below are the members of these two teams.
District Leadership Team
Position in the District
Curriculum Facilitators
Department/Position
Al Brown
Superintendent
Jill Koenitzer
Elementary Principal
Genie Jennings
School Board President
Denise Michaelsen
Science
Matt Buchman*
Fifth Grade Teacher
Deb Farrell
English
Patsy Vork
Middle School Social Studies Teacher
Bill Knickerbocker
Reading Specialist
Jill Koenitzer
Elementary Principal
John Loy
Social Studies
John Loy
High School Social Studies Teacher
Bill Munch
Mathematics
Ed Harris
High School Principal
Brenda Kretzschmar*
Encore
Bruce Kamrath
High School Music Teacher
Natalie Springer*
School Board Member and Parent
Rita Hong
Administrative Assistant to the Superintendent
Janice Wendlandt
High School Special Education Teacher
Bryan Yenter
Middle School Principal
Sara Lorenz
Middle School Social Studies Teacher
Jeff Martin
Parent
Sue Davis
Parent
Wendy Loy
Parent and WITC liaison
* shows
connections that
foster communications
between key decision
making groups
3.0
Current Status
3.1
Assessment of Progress toward Previous Technology Plan’s Goals
The goals of the 2004-2007 technology plan are listed below followed by the degree of completion.
1. Increase standards-based learning opportunities for all students.
Objective 1 - Imbed the Information Technology Literacy Standards throughout PreK-12 classes,
projects and activities to meet and exceed the recommended standards for grades 4, 8, and 10.
Ongoing – with the purchase of a web-based curriculum management system, Link4Learning,
the district will be able to link unit plans and assessments to district created benchmarks. This
process started in the fall of 2006. It will take several years to get unit plans entered for the entire
PK-12 curriculum. This is the primary focus of staff development for the next few years. See
Attachment J for the district ITLS benchmarking document.
Objective 2 – Continue to develop distance/on-line learning and virtual school opportunities.
Ongoing – There are currently three options open to students in the Chetek district. For PK-8
home schooled students our virtual school offers parents an approved curriculum with a
technology component through Calvert School. High school students can take on-line courses
through ED2GO by signing up for On-line Learning as a course option. The newly created
Learning Options Program was created to reach students with varied learning styles. This
program is designed for students in need of credit recovery because of failed classes, students
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interested in advance placement and those looking for enrichment courses. The LOP program
uses several on-line programs including Wisconsin Virtual High School, Apex Learning, Skills
Tutor, EAA pilot training and many more. Students must apply for admission to the LOP
program. For more information see the LOP web pages at
http://www.chetek.k12.wi.us/pages/HS_Online.cfm.
2. Create and maintain an on-going staff development program that addresses all levels of expertise
and is available whenever a staff member has the opportunity to take part.
Objective 1 – Continue to develop teacher and administrator technology standards skills
checklist. Completed – but will revise as new applications are used in the district. See
Attachment D
Objective 2 – Using ITLS benchmark data, teachers will create/integrate standards-based units
and assessments. Ongoing – Reports from the newly purchased Link4Learning curriculum
management system will allow up to find any benchmarks that are not instructed or assessed
somewhere in the district’s curriculum. The process of entering unit plans and assessments into
L4L started in the fall of 2006. This process will take several years.
3. Improve communications internally and with the community/public.
Objective 1 – Continue building district web page as a valuable source of communication.
Ongoing –A content management system was purchased and converting the old website into the
new format has been completed with satisfactory results. Keeping the site up to date and
continuing to add more classroom pages, providing on-line resources for district families and
promoting the school district itself will be an ongoing process spanning more time than the
pervious and current plans represent.
Objective 2 – Train parents and community members to use available web page resources.
Completed – From July 1 through November 1, 2006 there were 13,057 hits on just the staff
pages containing the contact information, including e-mail links, for all staff members. By
promoting online summer school registration, posting student handbooks, providing a variety of
activity calendars, providing on-line access to library resources and so on, the families of the
Chetek School district have become regular users of our website.
4. Provide and improve access to information and learning tools that support the goals of the
District according to local, state and NCLB guidelines.
Objective 1 - Continue as a district that uses data-driven decision making and current educational
research to provide an educational environment that can be more easily adapted to an individual
student’s needs. Ongoing – This process will never end.
Objective 2 - Maintain and upgrade the network, implement an updated hardware and software
replacement plan, improve response time to problem reports. Ongoing – Another process that
will continue on but will become more difficult as budget constraints will force some difficult
decisions.
See Attachment AD for an assessment of progress toward the goals of the 2004-07 Library Media Plan.
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3.2
Assessment of Staff Technology Skills, Knowledge, and Attitudes
Staff, students, administrators, parents, school board member, and community members participated in
the enGauge on-line survey process. The goals and objectives in section 4 were revised from the
previous technology plan at the enGauge debriefing during the spring of 2006. The technology
coordinator, 4 members of the Technology/Library Media Committee and a middle school English
teacher, with the help of the DPI staff members, revised the goals and presented them to the
Technology/Library Media Committee for approval.
From June to through September of 2006 forty-seven staff members attended inservices on creating
classroom web pages, Kidspiration, and using the unit plan design tool in Link4Learning. All teachers
will have ongoing training in using L4L’s curriculum management and assessment tools during the early
releases of the 2006-07 school year and most likely the next few years. Currently, nine staff members
are taking on-line an Excel class through ED2GO.com. If they give favorable reviews, Ed2GO will be
used as one way to continue expanding and updating staff members’ technical skills. CESA 11 has
installed a Moodle server. Teachers are being encouraged to learn Moodle and begin creating hybrid
classes. A course will be created in Moodle to give resources to staff members to help develop technical
skills while beginning to feel comfortable in an on-line course environment.
To view the District Staff Development plan, see Attachment C. See Attachment D for the Staff and
Administrator Technology Standards followed by the summary of the surveys (page D-8).
3.3
Analysis of Student Proficiencies and Effective Teaching and Learning Practices
We now face the task of looking beyond the basic skills to providing our students with a curriculum
enhanced by educational technology that will help them meet and exceed Wisconsin standards and
graduate with the technological skills needed to succeed in a digital society. Students have access to a
variety of technologies and to the benefits of those technologies. The list below is not all-inclusive but is
designed to show the types of technology being made available.
Class or Service
Type of Technology
Child Development
electronic baby
Health
simulation software
Physical Education
Fitness Tracker software
Music Theory
creating music digitally in a small lab created for that class
Special Education
Case-e special education software; assistive/adaptive technology; additional
computers for increased access, Mimio used in calculus class to help LD student
with notes
Title I and CLC Program
Increased computer lab access; loan Sony Play Stations with educational games,
and Light Span Learning games to district families
Math - grades 2-11
Accelerated Math, Star Math
9
DRAFT November 2006
Reading - Elementary School
Accelerated Reading, Star Reading
Tech Ed for Middle and High School
CAD and CAM software, computerized lathe, and laser engraver
Publications
digital yearbook uses scanners, digital cameras, Indesign and file management
skills
Spanish 6-12
12 computer lab with CD’s that provide various activities including listening to
native Spanish speakers
Science 6-12
digital microscopes and Motic software
General classrooms
Microsoft Office Suite, United Streaming Video, scanners, digital cameras,
multimedia projectors, SmartBoards, Internet research, Pinnacle Studio for video
editing, classroom web pages with course syllabus, assignments and other resources
SASIxp and ParentCONNECTxp
student management software and the web interface that lets parents keep up with
their child’s progress on a daily basis
On-line Learning Classroom
high school students have the option to sign up for a 90 minute quarter class that
allows them to select courses from Ed2Go and the CESA 9 Virtual High School
Learning Options Program
Allows students who have been unsuccessful in a traditional classroom setting to
recover credits toward graduation on-line, provides access to AP and other
enrichment courses (example: EAA ground school certification toward pilot’s
license), provides skill remediation,
Students, in grades four and five, work on keyboarding skills throughout the school year. Middle School
students, grades six through eight, have nine weeks of training on Microsoft Office and keyboarding
reinforcement exercises. High school students are required to take a half credit of computer science in
order to graduate. The majority of students take one or more additional classes that are technology
oriented. From 2002 – 2005, FBLA students have advanced to state competition each year in: Computer
Applications, Multimedia Presentation, Word Processing I and Word Processing II. Several students
have also gone on to national competition in Computer Applications, Word Processing I, and Word
Processing II. These students placed higher than students from much larger high schools in northwestern
Wisconsin.
The data analysis team, composed of teaching staff and administrative members, has determined that the
areas needing improvement are writing and math. Technology is supporting this process through the use
of programs like Accelerated Math and NWEA MAP assessments. The District is also creating student
portfolios in the assessment module of Link4Learning that track student progress in the writing process.
The profile includes graphs for individual students that help both the teacher and the parents see
progress and decide how to meet the individual student’s needs. See Attachment I for a summary of the
WSAS results.
Assistive technology for special education students used in our district is based on the individual
student’s IEP. We have been fortunate to be able to borrow, on a trial basis, much of the technology
from CESA 11 or neighboring districts. This allows us to determine the effectiveness of the technology
before we purchase it. Those who can benefit from the use of assistive technology include special
education, at risk, homeless and ESL students. See Attachment M for the Assistive Technology
procedure.
10
DRAFT November 2006
3.4
Technology Design
Analysis of Access
Middle and high school students have access to a computer lab before and after school and at lunchtime
if they need to work on assignments. Elementary students use their computer lab with their classroom
teacher. Each of the three buildings has a computer lab with each one having 25 computers. The high
school/middle school has an additional shared lab of 25 computers in the IMC and 22 computers in a
classroom that has been temporarily converted into a lab. There is also a set of 12 computers in the
elementary school IMC. Labs dedicated to specific curriculums are: Business Education –25, Computer
Design – 12, CAD – 12, Middle School Science – 7, Spanish – 12 and Learning Options Program – 12.
Each teacher, administrator, and secretary has a workstation and VoIP phone on their desk. Some
teachers have one or two more workstations that they requested for their classroom. The District shares
laptops, multimedia projectors and two SmartBoards for presentations. As the cost of multimedia
projectors decreases, projectors will be ceiling mounted in classrooms.
Software Priorities
 The network operating systems are Windows 2000 and Windows 2003 Server.
 Network management software includes Deep Freeze to protect student workstation hard drives, Call
Manager for VoIP phone system, Windows 2003 Active Directory, PrintLimit Pro to monitor
printers and set quotas on student accounts, and Symantec Ghost for remote management and
software deployment.
 Trend Antivirus is used on the servers and AVG is deployed on all workstations.
 WebSense is the filtering software.
 Internet Explorer 6 is the Internet browser used throughout the District.
 District e-mail uses Microsoft Exchange. All staff members have e-mail accounts. Students in grades
8-12 will be issued accounts using Gaggle.net in February 2007.
 District library software includes InfoCentre for library automation and providing students access to
library resources. Through Badgerlink we receive Magazines and Journals (EBSCOhost Web),
Searchasaurus (EBSCO's search engine for kids), Newspapers (ProQuest Newsstand), Wisconsin
Newsstand (ProQuest) and African American Biographical Database (AABD.) The district
purchases subscriptions to Worldbook On-Line and United Streaming Video.
 Administrative software includes IMPACT for payroll, accounting, and the human resources
component of IMPACT, Crystal Reports for creating financial reports, WordWare for lunchroom
management and Microsoft Project for project management, and Adobe Acrobat Standard and
Professional for creating PDF documents.
 Student records software includes SASI, ClassXP, IntegradePro, and ParentConnect.
 Workstations are currently running Windows 2000 Professional or Windows XP Professional. There
are five computers that are running Windows 98 or Mac OS 8; none of these are on the network.
 Personal productivity software is Office 2003. This is used on workstations throughout the District.
Staff members were given the opportunity to purchase Office 2003 through the Microsoft Home use
agreement, with approximately 60 staff members taking advantage of the offer.
 Educational support software includes Inspiration, Kidspiration, Paws, Ainsworth Typing Tutor,
Mavis Becon Teaches Typing, AutoCAD2004, SolidWorks, MasterCAM, Corel Draw 11,
11
DRAFT November 2006
PageMaker 6.5, Indesign, GIS, Microsoft Publisher, Adobe PhotoShop Lite, Adobe PhotoShop 7,
Adobe PhotoShop Elements, Accelerated Math, Accelerated Reader, Star Reading, various search
engines, and a variety of drill and practice as well as simulation CD-ROM’s.
 The Technology/Library Media Committee and the Curriculum Facilitators team guide district
software selection.
Hardware, Facilities, and Network Priorities
 Network description:
 There are 2 T1 connections to the Internet thanks to the BadgerNet Converged Network..
 Gigabit singlemode fiber link routes traffic between the elementary and middle/high school
buildings.
 The core of the LAN are Cisco 4006 Catalyst switches and a Layer 3 module for inter-VLAN
routing at both sites. All wiring closets contain 3500XL series switches and connect via
Multimode fiber and Gigabit trunks back to the 4006 switches.
 At this time the District has no wireless or hubbed traffic.
 Network servers are protected by UPS.
 There are approximately 325 workstations in the District. All workstations have Internet access.
 Five workstations with Mac OS or Windows 98 are not networked.
 The District has three laptops that can be checked out to classrooms or by teachers for overnight
home use. The laptops are network able.
 Input/output devices include
 Printers
o Some teacher workstations have a standalone color inkjet printer. As the inkjet printers die
they are not being replaced. Two Xerox copiers, one at each building, are networked. This
allows teachers to print from their workstation. Some special education teachers are using
an all-in-one inkjet printer that includes scanner/copier functions.
o Teachers using Accelerated Math have close access to a networked laser jet printer or have
a small laser jet attached to their workstation and have AccelScan card readers.
o Computer labs have a networked laser jet printer. The CAD lab also has a HP500 plotter.
o Administrative office, building offices, and guidance offices have networked laser jet
printers and networked copy machines. The copier in the administration office has color
capabilities.
o There are two HP 4550-color Laser Jet printers. One is at the elementary school building
and the other is shared at the middle/high school building.
 Scanners
o There are several flatbed scanners in each building. Some are in labs while others reside in
classrooms.
 Digital Microscopes (7) and Digital Stereoscopes (3)
 Digital Cameras / Digital Video Camcorders
o There are digital cameras that can be checked out at each IMC.
o Several teachers have digital cameras for their classrooms.
o The District has three digital video camcorders that can be checked out.
 Multimedia Projectors
o There are five multimedia projectors at the elementary school, and sixteen at the
middle/high school building.
12
DRAFT November 2006
 SmartBoards
o Two SmartBoards are available for district use. There is one at each building.
 Desktop Video
o One workstation and one laptop are equipped with desktop video software.
 Removable Storage Devices
o All workstations have 3 ½ floppy drives.
o Almost all workstations have CD-ROM drives.
o Approximately 95 workstations have CD-ROM R’s.
o Approximately 10 workstations and three laptops have DVD-ROM drives. Those on the
workstations are writeable drives.
VoIP Phones
o Each teacher, administrator and secretary has a phone on his or her desk.
o Computer labs, workrooms, and coaches’ offices have phones.
 Audio Visual Equipment
o Other equipment supporting the use of technology in the School District of Chetek includes:
televisions, TV monitors, VCRs, VHS camcorders, overhead projectors, listening centers
with headsets, filmstrip projectors, stereos, portable P.A. systems, FM microphone systems,
audio cassette recorders, record players, DVD players, CD players, audio/video sound
mixers, opaque projector, 35 mm still cameras, tripod and wall screens.
 Hardware Reallocation
 Usable hardware is relocated wherever it can best be used.
 Hardware that no longer meets minimum district standards is
o Donated to an organization or family upon receipt of a signed form stating that the recipient
will properly dispose of the hardware at a licensed recycling facility - see Attachment L
o Disposed of at a licensed recycling facility
 The District technician completes hardware repairs, except for printers. Printers are serviced by
Laser Product Technologies or sent to PC Technology, Inc. both in Eau Claire.
13
DRAFT November 2006
3.5
Inventories
Here are the first pages of several of the inventories and licenses that are housed in the technology coordinator’s office.
Location
Room #
Must be a room
number & staff
members name
Carolyn Blumer
Matt Buchman
Mary Willi
Janice Wendlandt
171
Janice Wendlandt
171
Amanda Hoepner
129
Bill Knickerbocker
224
Asset #
Chetek
UPC
Property
#
100
Roselawn
400
HS/MS
Description
Manufacturer
Make/Model
Serial #
Purchase
Date
Cost
PO #
Be specific
124
1001
100
126
Title I
Area
882
100
879
100
171
1042
400
171
1041
400
CPU-Mid tower-pentium 4 - 2.4AGHz
CPU-Mid tower-pentium 4 - 2.4AGHz
CPU-Mid tower-pentium 4 - 2.4AGHz
CPU-Mid tower-pentium 4 - 2.4AGHz
CPU-Mid tower-pentium 4 - 2.4AGHz
129
01036
400
224
01037
400
ByteSpeed
N/A
2005-007521
7/14/2005
779.00
38926
ByteSpeed
N/A
2005-009650
10/18/2005
759.00
26676
ByteSpeed
N/A
2005-009651
10/18/2005
615.00
26676
ByteSpeed
N/A
2006-020364
6/1/2005
709.00
27094
ByteSpeed
N/A
2006-020365
6/1/2005
750.00
27094
Multimedia Projector
Epson
Powerlite S3
GM9G5X2342F
12/14/2005
689.99
26856
Multimedia Projector
Epson
Powerlite S3
GM9G5X2370F
12/14/2005
689.99
26856
HP
LaserJet
3500N
CNBRK43216
9/1/2005
779.00
26507
ByteSpeed
N/A
2005-009113
6/1/2005
1,159.00
26511
Brenda Kretzschmar
160
160
1058
400
Bruce Kamrath 115
115
1040
400
Color laser printer
CPU-Mid tower-pentium 4 - 2.4AGHz
Business Ed 160
160
00857
400
Multimedia Projector
Epson
Powerlite S3
GM9G57E537F
9/1/2005
751.50
26505
English Dept HS 127
127
00854
400
Multimedia Projector
Epson
GM9G57E541F
9/1/2005
751.50
26505
HS/MS IMC 170
170
00856
400
In-Hand 1800 SSA0042996D
InfoCentre
Powerlite S3
CRD18001000S
S99A568724
9/1/2005
1,424.95
26503
Kim Widiker 117
117
01061
400
multimedia projector
Epson
Powerlite S3
GM9G617680F
1/19/2006
680.20
27161
Mike Lorenz 130
130
00960
400
Laptop
ByteSpeed
Z91N 15.1
50624020
6/14/2005
1,250.00
25500
00855
400
Multimedia Projector
Epson
Powerlite S3
GM9G57E870F
9/1/2005
751.50
26505
1147
400
Multimedia Projector
Epson
Powerlite S3
GM9G5XB328F
1/19/2006
690.20
26976
Multimedia Projector
Cisco 3550 24-port 10/100 switch
with inline power and (2) GBIC
slots & standard software image
Epson
Powerlite S3
GM9G57F292F
9/1/2005
751.50
26505
Cisco
3550 24-port
CAT0923Y1XP
8/25/2005
2,829.41
26499
MS 204/205
Patsy Vork MS 223
204/205
223
Red Lab
Red Lab
00858
100
Server Room
Server
Room
1060
400
14
DRAFT November 2006
Renaissance Learning, Inc. Product Report
For ID # 156215
9/24/2003
Roselawn Elementary School
Doc. Number
Date
Order Num
Item
Description
Quantity Product Group
INV2145992
INV2135559
INV2135559
INV2135559
INV2124457
INV2124457
INV2124457
CRM0052840
CRM0052839
INV2110130
INV2110130
INV2105799
INV2089190
INV2089190
INV2087308
INV2087308
INV2086146
INV2086146
INV2086146
INV2082145
INV2082145
INV2082145
INV2082145
INV2082145
INV2082145
INV2082145
INV2082145
05/01/03
04/16/03
04/16/03
04/16/03
04/03/03
04/03/03
04/03/03
03/19/03
03/19/03
03/13/03
03/13/03
03/10/03
02/17/03
02/17/03
02/14/03
02/14/03
02/13/03
02/13/03
02/13/03
02/10/03
02/10/03
02/10/03
02/10/03
02/10/03
02/10/03
02/10/03
02/10/03
ORD1589839
ORD1580875
ORD1580875
ORD1580875
ORD1567969
ORD1567969
ORD1567969
RMA0034349
RMA0034348
ORD1555925
ORD1555925
ORD1552774
ORD1534611
ORD1534611
ORD1533795
ORD1533795
ORD1533466
ORD1533466
ORD1533466
ORD1529318
ORD1529318
ORD1529318
ORD1529318
ORD1529318
ORD1529318
ORD1529318
ORD1529318
AD320D3F
101402
101890
201599
101402
101890
201600
101950B
101950
101402
201600
101950BRFCE
101402
201600
101402
201601
102952
101950B
201602
100372
100451
100858
100861
101154
109006
109007
109009
AD320 CHECKERBOARD SCIENCE/NATURE (ABDO) WIN WO#:1803970
Reading Practice Quiz Win WO#:1788917
Custom Pre-printed AR Book Labels
Charge for S&H $0-$49.99 is $4.95
Reading Practice Quiz Win WO#:1768009
Custom Pre-printed AR Book Labels
Charge for S&H orders $50 - $249.99 is $7.95
AccelScan Scanner
AccelScan 2110 Serial Scanner
Reading Practice Quiz Win WO#:1749392
Charge for S&H orders $50 - $249.99 is $7.95
Core Exchange Refurbished Scanner for 2110 Scanner
Reading Practice Quiz Win WO#:1717257
Charge for S&H orders $50 - $249.99 is $7.95
Reading Practice Quiz Win WO#:1716133
Charge for S&H orders $250 - $449.99 is $12.95
AM 2.02+ Scan Cards - Pack of 1000
AccelScan Scanner
Charge for S&H orders $450 - $999.99 is $15.95
Mini Football
AR Star T-Shirt Gray Adult Medium
Books T-Shirt Gray Adult Medium
Books T-Shirt Gray Youth Large
Books T-Shirt Teal Adult Medium
AR Power T-Shirt Adult Large
AR Power T-Shirt Adult Medium
AR Power T-Shirt Youth Large
15
1
73
73
1
59
59
1
-1
-2
20
1
3
32
1
112
1
1
2
1
12
3
1
1
1
1
1
1
TITLEDISK
CTD
PREMIUM
OTHER
CTD
PREMIUM
OTHER
ACCELSCAN
ACCELSCAN
CTD
OTHER
ACCELSCAN
CTD
OTHER
CTD
OTHER
AM
ACCELSCAN
OTHER
PREMIUM
PREMIUM
PREMIUM
PREMIUM
PREMIUM
PREMIUM
PREMIUM
PREMIUM
DRAFT November 2006
16
DRAFT November 2006
17
DRAFT November 2006
18
DRAFT November 2006
3.6
Analysis of Support Systems and Leadership
The school board meets as a committee of the whole on the first or second Monday of each month. At that time
all new ideas and business are brought forward by the administrative team, staff and community to be discussed
by the committee of the whole. Policy decisions are made at the regular board meetings held on the third or
fourth Monday of each month. Process and instruction decisions are made at the administrative level, by the
district leadership team, at building level meetings and by standing and ad hoc committees.
The curriculum facilitator team plans staff development with input from the Technology/Library Media
Committee for those areas that require the use and implementation of technology. See Attachment H for the
Administrative Organization Chart.
4.0
Programs and Educational Initiatives in Support of Educational Improvement
4.1
2007 - 2010 District Library/Media & Technology Goals
1. Increase standards-based learning opportunities for all students.
Objective 1 - Imbed the Information Technology Literacy Standards throughout PreK-12 classes,
projects and activities to meet and exceed the recommended standards for grades 4, 8, and 10.
Objective 2 – Continue to update distance/on-line learning and virtual school opportunities.
2. Create and maintain an on-going staff development program that addresses all levels of expertise and is
available whenever a staff member has the opportunity to take part.
Objective 1– Using ITLS benchmark data, teachers will create/integrate standards-based units and
assessments.
Objective 2 – Staff assess integration of technology in unit/lesson plans at the classroom level. (from
performance indicator for enGauge Project Profile Report page 66.)
3. Improve communications internally and with the community/public.
Objective 1 – Promote the district web page and other resources such as ParentConnect as a valuable
source of communication.
Objective 2 – Encourage grade level/department or classroom web pages to enable students and parents
to access relevant information pertaining to classroom expectations and curriculum information.
4. Provide and improve access to information and learning tools that support the goals of the District
according to local, state and NCLB guidelines.
Objective 1 - Continue as a district that uses data-driven decision making and current educational
research to provide an educational environment that can be more easily adapted to an individual
student’s needs.
Objective 2 - Maintain and upgrade the network, implement an updated hardware and software
replacement plan, improve response time to problem reports
Objective 3 – Maintain and update library media resources and equipment
19
DRAFT November 2006
4.2 Instructional Goals and Initiatives
The school board, in a recently adopted policies (goals) which state:
R-2 Academic Skills and Knowledge
All students will graduate having attained individually challenging levels of academic achievement with the ability to apply their
knowledge and skills.
R-2.1 Literacy is Fundamental
Literacy is fundamental. The ability to read and write is essential to learning. Students will demonstrate continuous
improvement toward a high level of individual success in reading and writing. Students will be reading and writing at or above
grade level by third grade and will maintain this level of performance throughout their academic years. Grade level is defined
as student performance at proficient or advanced on state or standardized assessments. All students will think critically and
analytically and will achieve at high academic levels that meet or exceed state and national performance standards. This high
level of academic performance effectively eliminates any achievement gap. A competent learner meets or exceeds local,
state, and federal standards in the following curricular areas. Students will:
2.1.1
Be proficient in language arts:
2.1.1.1 Reading
2.1.1.2 Writing
2.1.1.3 Oral Communication
2.2
Be proficient in mathematics
2.3
Be proficient in science
2.4
Be proficient in social studies
2.4.1
Economics and government
2.4.2
Geography
2.4.3
History
2.5
Be technologically proficient.
2.6
Be proficient in one or more non-core academic areas including but not limited to: fine arts, foreign languages, and
vocational education.
R-4 College and Career
All students will demonstrate and understand the skills, knowledge, work habits, attitude, leadership and
teamwork required by employers for success in the global 21st century workplace.
R-6 Personal Development Skills (Life Skills)
Life skills are essential for the development of our youth into healthy, caring and responsible adults.
Students who possess strong life skills have a better chance to be responsible citizens and productive
participants in our school and community, our country and the world. Students will be:
6.1
6.2
6.3
6.4
6.5
Effectively solve problems by managing resources such as:
• Time
• Money
• Information
• Human Resources
Identify and accomplish goals
Compete and cooperate as circumstances require
Acquire the skills to manage conflict
Demonstrate practical, real-world skills, including financial management
The Information and Technology Literacy Standards (ITLS) are the focus of assessing whether or not a student
is technologically proficient. We will accelerate the process of documenting and collecting assessment data that
prove the ITLS benchmarks are imbedded in the curriculum (Goal 1.) Teachers will be attaching their unit plans
to a curriculum map in Link4Learning that will eventually allow us to know exactly where in the curriculum
each district benchmark is instructed and assessed (Goal 2.) This is especially important with the ITLS because
there is no course designed to teach the bulk of these standards. Even though we are already integrating
technology throughout most of our curriculum, the process of alignment will ensure that all of the ITLS are
being met. During the alignment process we will make all teachers aware of what standards should be addressed
at their grade level/subject areas, document activities that currently meet the ITL Standards and suggest types of
classroom activities and projects that will help students meet standards that are not currently addressed. See
Attachment J for the completed benchmark document.
20
DRAFT November 2006
In late January of 2007 a survey was given to students in grades 4-12 seeking data on student access to and use
of technology. The results are summarized in Attachment AE. Staff and administration will be looking at the
results and identifying areas of concern as well as opportunities to incorporate students’ interests and skills into
daily activities.
Teacher/librarians will work with students to understand the implications of copyright laws, plagiarism and
intellectual property. They will provide guidelines to help the students comply with those laws. The ITLS
standards and benchmarks that are primary for units of instruction lead by the teacher/librarians are found in
Attachment AC (Goals 1).
As we continue to study the research on how a child learns, we realize how we as educators need to learn to
recognize each student’s learning style and physical needs in order to provide learning environments that will
help every student succeed (Goal 1). To that end, we are researching a variety of delivery methods, many of
which involve the use of technology. We have offer on-line academic credit and personal interest classes during
the school day, a virtual school opportunity to district families with children in grades K-8, and added the
Learning Options Program as described on page seven of this document.
It is a district goal to continue collecting relevant data on each student and expand the contents of our literacy
profiles. The profiles will be used to help teachers and parents make appropriate educational decisions (Goal 4.)
4.3
Communication and Information Goals and Initiatives
The School District of Chetek has invested planning time, money and human resources to create an
infrastructure and technology base. Our goal is to effectively use the technology to improve the communication
process to keep students, staff and community members informed about activities, meetings, curriculum,
building use, schedules, and educational opportunities. This can be accomplished more efficiently by using
Microsoft Outlook options more fully, continually updating and adding to the District web pages. All teachers
are encouraged to create and maintain grade level/department or classroom web pages (Goal 3).
Five years ago ParentCONNECTxp was made available to families with Internet access. It has been well
received, and we are continually working to get more parents/guardians to subscribe to the service. Currently
there are over 500 accounts. It has improved parent-teacher communications, especially with families where
both parents/guardians work outside the home (Goal 3).
The teacher/librarians will work to make the community aware of the many resources available on the library
web pages and provide training in their use (Goal 3).
4.4
Staff Competency Goals and Initiatives
An on-going staff development program, guided by assessment results, is essential to reaching any of the goals
we have set. Teachers are encouraged to research new technologies and ways for incorporating them into
classroom activities, to attend classes and workshops demonstrating technologies, and to share ideas that have
worked for them. The technology coordinator will design classes when there are groups of staff members
interested in a specific topic or needing to develop the same skills (Goal 2).
The technology staff will provide help to individual staff members as questions about the use and
implementation of technology arise. The emphasis will always be on teaching the staff member so he/she will
be able to repeat the process without support. As we develop new learning environments using technology, the
technology staff will also provide in-classroom support to help ensure a positive experience for the students and
to support the teacher (Goal 2).
21
DRAFT November 2006
Technology tips, appropriate URL’s, and “how-to” documents are sent out via e-mail. With all staff members
having immediate access to a phone, staff members can often be talked through a solution to a technical
problem. The end result is that the staff members can often solve the problem by themselves should it occur
again (Goal 2).
Teacher/librarians will work with staff to help them understand the implications of copyright laws, plagiarism
and intellectual property. They will provide guidelines to help staff members set good examples for the students
by complying with those laws and bringing that compliance to the students’ attention. They will also support
staff members in helping to integrate the ITLS benchmarks that are not included in the Library/Media unit plans
as well as providing in-service on resources available through both IMC’s.
4.5
Administrative and Management Goals and Initiatives
The School District of Chetek has implemented the process of creating individual students profiles in the areas
of writing, mathematics. These profiles contain relevant test scores, on-demand writing and problem solving
scores as well as classroom data. This process has been streamlined with the addition of Link4Learning. The
focus has shifted from the creation of the profile to helping teachers and administrators interpret and use the
data in the profiles to differentiate instruction (Goals 3 & 4.)
Technology is providing us with the tools to be a high-performing school district by increasing our efficiency in
the areas of communications, data collection and analysis, building maintenance, scheduling, research, report
writing, financial management and almost all other areas of district management. As we learn to more
effectively use the tools technology gives us, we will be increasingly able to meet individual student needs
(Goals 1, 3, & 4).
It is essential for administration and management of the school district to keep the network and its components
consistently maintained and upgraded. Technology is no longer a separate entity but is the “central nervous
system” of this complex organism, the school district. To that end, a three year budgetary plan will be created
that will include a hardware/software maintenance and replacement plan. Only those initiatives that can be
supported with data to improve student learning, aid in imbedding the ITL Standards, or support the District’s
strategic plan will be approved. The Technology/Library Media Committee, on a yearly basis, will review the
budgetary plan (Goal 4).
22
DRAFT November 2006
5.0
5.1
Action Plans
Goal 1: Increase standards-based learning opportunities for all students (line # refers to the line # in the Technology Budget found in pages 22-30)
(See district goals R-1 through R-6 in Attachment AA)
Need: enGauge, WSAS data, 6-traits writing profiles, NWEA MAP assessment
Objective
Activities
Measurement Tools
Person(s) Responsible
1-1 Imbed the
Information
Technology
Literacy
Standards
throughout
PreK-12
classes,
projects and
activities to
meet and
exceed the
recommended
standards for
grades 4, 8,
and 10.
1-1A Teachers will add one unit
plan to L4L attaching
benchmarks for appropriate
subject area plus any ITLS and
English Language Arts
benchmarks that apply.
Use L4L reports to
monitor and use the Big
6 model – an
information problem
solving process
Director of Instruction,
Curriculum Facilitators,
CESA 11 Curriculum
Specialist, Library
Media Director &
Technology Coordinator
Projected Budget
Timeline
for L4L
curriculum &
assessment
management
system
(line # 13)
NovemberDecember
2006
CESA 11 –
Title II A
January
2007 and
repeated
periodically
R-2, R-4 & R-6
1-1B Teachers will share unit
plans in a “Critical Friends”
environment and revise unit
plans if necessary.
Completion of “Critical
Friends” and revision of
unit plans as monitored
through L4L
1-1C Teacher continue entering
unit plans and aligning to state
standards and district
benchmarks
Progress monitored
through L4L
Administrators and
Curriculum Facilitators
None
2007 and
continuous
Checklists and
assessments from
developed unit plans
Teacher/librarians
Library salaries
and
Link4Learning
(line #1 & #13)
2007 and
continuous
R-2, R-4 & R-6
1-1D Teacher/Librarians –
create and implement unit plans
(see library/media primary
content standards and
benchmarks Attachment AC)
R-2, R-4 & R-6
23
Policy
Change
N/A
DRAFT November 2006
Objective
Activities
1-1E Provide resources and
training to integrate technology
into math and writing
instruction
Measurement Tools
Person(s) Responsible
Projected Budget
Timeline
Continued review of
WSAS results
Director of Instruction & Title II A
CESA 11 Curriculum
Specialist
2005 and
continuous
Continue to collect data
from 8th grade
assessment and monitor
assessments linked to
ITLS through L4L
Library Media Director,
Technology
Coordinator, and
Technology/Library
Media Committee
No cost
2005 and
continuous
Yearly summary report
to administrative team
and school board.
LOP facilitator, on-line
learning facilitator and
high school principal
Other regular
curriculum and
staff
development
budget
2006 and
continuous
Policy
Change
N/A
R-2, R-4 & R-6
1-1F Administer an 8th grade
technology standards
assessment (see Attachment O
for a sample) and develop more
assessments across the grade
levels
R-2, R-4 & R-6
1-2 Continue
to develop
distance/online learning
and virtual
school
opportunities.
1-2B Offer additional online/virtual classes and begin
creation of hybrid classes
R-2 & R-4
District
incentive grants
24
In place
DRAFT November 2006
5.2
Goal 2: Create and maintain an on-going staff development program that addresses all levels of expertise and is available whenever a staff
member has the opportunity to take part.
Need: enGauge, School Improvement Plan, Technology/Library Media Committee meetings
Objective
2-1 Using ITLS
benchmark data,
teachers will
create/integrate
standards-based
units and
assessments.
Activities
2-1A Train teachers to use
the unit plan component of
L4L
2-1B Train teachers on
additional L4L components
as process of alignment
progresses
Measurement Tools
Person(s)
Responsible
Initial unit in place
on district
curriculum map
Director of
Instruction,
Curriculum
Facilitators,
L4L benchmark
CESA 11
report shows no gaps Curriculum
in instruction and
Specialist,
assessment. Use and Library Media
interpretation of
Director &
assessment data
Technology
yields differentiated Coordinator
curriculum.
Projected
Budget
Timeline
No cost
Begin October
2006 and
continuous
No cost
Begin January
2007 and
continuous
2-1C Teacher/librarians inservice staff on copyright
laws, Untied Streaming
Video, and Library web
pages
Demonstrate
observance of
copyright laws, and
use of resources
available on web site
2-1D Continue training for
creating classroom web
pages
Increase in percent
Technology
of teachers with
coordinator
classroom web pages
No cost
2-1E Explore online options
for delivery of technology
in-service from both internal
sources such as Moodle and
from commercially available
courses
Staff participation
in on-line courses
designed to increase
the level of
technology skills
Staff
January 2008
development and continuous
budget
25
Teacher/librarians No cost
Technology
coordinator &
technology
library/media
committee
Continuous
Continuous
Policy
Change
N/A
See district
goal R-4 &
R-6
(Attachment
AA)
DRAFT November 2006
Objective
2-2 Staff assesses
integration of
technology in
unit/lesson plans at
the classroom
level. (from
performance
indicator for
enGauge Project
Profile Report
page 66.)
Activities
Measurement Tools
2-2A Utilize in-service time
to plan for ITLS instruction
Instruction plans
complete with
evidence of Big 6
process in place
2-2B Continue development
of technology embedded
curriculum units
Gaps in instruction
monitored through
L4L
Person(s)
Responsible
Director of
Instruction,
Curriculum
Facilitators,
Library Media
Director &
Technology
Coordinator
26
Projected
Budget
Timeline
Early
2007 and
Release time continuous
– no cost
Policy
Change
N/A
DRAFT November 2006
5.3
Goal 3: Improve communications internally and with the community/public.
Need: enGauge, Technology/Library Media Committee, District Leadership Team
Objective
Activities
Measurement Tools
3-1 Promote the
district web page
and other resources
such as
ParentConnect as a
valuable source of
communication.
3-1A Keep website updated
with current information and
relevant resources, removing
out dated information
Periodic reviews of
website contents &
keep track of hits on
the District web page
Technology
Coordinator with
help from district
staff
No Cost
Quarterly
3-1B Display website URL
on district publications and
letterhead stationary
URL displayed
Superintendent,
administrators
and office staff
No cost
Continuous
3-1C Place certified
Information Technology and
Library Media Plan on
website
Completed plan
available on-line
Technology
Coordinator
No cost
July 2007
3-1D Increase
parent/guardian and
community awareness of
public access to resources
available on Library web
pages R-6
Increase in number of
hits on the web pages
Teacher/librarians No Cost
Continuous
3-1E Give ParentConnect
brochures to new families
and promote at parentteacher conferences and
student orientation meetings
Increase in number of
ParentConnect
accounts
Building and
guidance office
staff
No cost
One year
from time
option is
available
3-1F Determine how to use
the public access option
being developed in L4L
Recommendation
given to
administration and
school board
Curriculum
facilitators and
technology
library/media
committee
No cost
When option
has been
implemented
27
Person(s)
Responsible
Projected
Budget
Timeline
Policy Change
N/A
DRAFT November 2006
Objective
3-2 Encourage
grade
level/department or
classroom web
pages to enable
students and
parents to access
relevant
information
pertaining to
classroom
expectations and
curriculum
information.
Activities
3-2A Continue to build
classroom web pages linked
to district home page
Measurement Tools
100% of staff, grade
levels or departments
have created
classroom web pages.
28
Person(s)
Responsible
Technology
coordinator’s
approval
Projected
Budget
No cost
Timeline
2007 until
complete
Policy Change
N/A
DRAFT November 2006
5.4
Goal 4: Provide and improve access to information and learning tools that support the goals of the District according to local, state and
NCLB guidelines.
Need: enGauge, district data-retreat, school board research, administrative team
Objective
Activities
Measurement Tools
4-1 Continue as a
district that uses datadriven decisionmaking and current
educational research to
provide an educational
environment that can
be more easily adapted
to an individual
student’s needs.
4-1A Develop an
interoperability
framework for district
information management
(see Attachment F for
current status – grey areas
are planned but not in
place) (not accomplished
in previous plan – will
continue to work toward
those ends)
Recommendations
made and systems
acquired or outsourced
and installed
Superintendent, Special board
business
funding
manager, and
technology
coordinator
Complete by N/A
2010
depending
on funding
4-1B Conduct necessary
staff development
Teacher evaluations
Principals do
evaluations,
technology
coordinator
plan staff
development
Staff
development
budget
Ongoing
4-1C Continue to use data
including enGauge, test
scores, and literacy
profiles to drive the next
technology planning
process
Monitoring reports to
school board
Technology
staff &
technology
library/media
committee
No cost
Continue to
improve the
process
29
Person(s)
Responsible
Projected Budget
Timeline
Policy
Change
DRAFT November 2006
Objective
4-2 Maintain
and upgrade
the network;
implement an
updated
hardware and
software
replacement
plan; improve
response time
to problem
reports.
Activities
Measurement Tools
4-2A Review and maintain Planned rollovers as
network hardware and
well as unexpected
upgrade as required
needs installed and
running
Person(s) Responsible
Technology staff
Projected Budget
$71,700.00
(lines 19-24, 37, 46, 55)
Service contracts
deemed necessary are
paid
4-2C Review existing
instructional and noninstructional software and
upgrade as necessary
Equipment/Software
request form filled
out and purchase
made
All staff
4-2D Review existing
technology policies
Policies are updated
as needed
Technology/Library No cost
Media Committee
4-2E Maintain equipment
replacement cycle
Annually updated
schedule complete
Technology staff
Research made
available to
appropriate
stakeholders
Ongoing
Policy
Change
N/A
$107,114.00 (lines 5-7)
$63,962.36 (line 10) reg. budget, E-rate
64%
$6,335.03 (line 11) tech budget, E-rate 64%
4-2B Review and maintain
service contracts as
needed
4-2F Continue to
investigate emerging
technologies via
periodicals, on-line
searches, meetings and
workshops
Timelin
e
Technology
coordinator and
committee
$84,170.00
(lines 31-32, 39-43)
$111,800.00 (line 49)
$10,454.52
(lines 15, 53-54, 56-67)
Possible
if
changes
are
made
E-rate has been supporting telecommunications at approximately 64%. Communications is essential in the education of our students by allowing communications with parents,
other educational institutions and government agencies. Internet access provides research options, web-based applications, on-line courses not available in our district, our
website, and much more.
30
DRAFT November 2006
Objective
4-3 Maintain
and update
library media
resources and
equipment
Activities
Measurement Tools
Person(s) Responsible
Projected Budget
4-3A Review and
maintain the two building
general supply needs for
their Library/Media
collections
Planned line items
and unexpected needs
in the budget which
are approved by the
building principals
Library/Media
Director
$16,930.59
(line 17)
4-3B Review, Select, and
Purchase Audio Visual
Media, Books,
Newspapers, Magazines,
Computer Software and
Reference Materials which
are cataloged and housed
in the two building
Library/Media collections
Purchase orders filled
out, approved by
building principals
and paid and
accounted for by the
District Business
Manager.
Library/Media
Director, MS/HS
IMC Aide
$79,570.40
(lines 26-29 & 33-34)
Common School Funds
4-3C Purchase and
Maintain Copy machine
for reference, overhead
and student/teacher use.
Purchase orders made
and approved by
MS/HS building
principal.
Library/Media
Director
$6,818.57
(line 51)
4-3D Review existing
Library/Media Program
Policies
Policies are updated
as needed
Technology/Library No cost
Media Committee
31
Timeline
Ongoing
Policy
Change
NA
DRAFT November 2006
School District of Chetek Educational Library/Media & Technology Plan Budget Summary
2007-08
2008-09
2009-10
Software Procurement
line 31
line 32
line 44
Hardware and Networking Acquisition & Implementation
line 8
line 47
line 50
line 51
Operations, Maintainence and Upgrade
line 11
line 13
line 17
line 25
line 37
line 55
Professional Development
line 16
line 53, 54, 56 & 57
Human Resources in Support of Technology
line 1
TOTALS
Possible Funding Sources
Teach Block Grant
TLCF Grant
Common School Funds
lines 26-29
line 33
line 35
(projected from 2006-07 amount) EETT
(projected from 2006-07 amount) E-Rate
(projected from 2006-07 amount) Title II Part D
TOTALS
$
$
$
2,500.00
400.00
29,490.00
$
$
$
2,500.00
400.00
29,490.00
$
$
$
2,500.00
400.00
16,490.00
$
$
$
$
35,000.00
20,000.00
21,200.00
2,228.00
$
$
$
$
35,700.00
5,000.00
37,900.00
2,272.56
$
$
$
$
36,414.00
5,000.00
52,700.00
2,318.01
$
$
$
$
$
$
745.20
2,600.00
5,532.15
10,900.00
2,000.00
1,000.00
$
$
$
$
$
$
760.10
2,652.00
5,642.79
10,900.00
2,000.00
1,000.00
$
$
$
$
$
$
775.31
2,705.04
5,755.65
10,900.00
2,000.00
1,000.00
$
$
1,141.85
2,320.00
$
$
1,164.69
2,320.00
$
$
1,187.98
2,320.00
$
$
311,007.00
448,064.20
$
$
322,825.27
462,527.41
$
$
335,092.63
477,558.61
N/A
N/A
$
$
$
$
$
$
$
21,600.00
1,700.00
2,700.00
3,250.00
15,000.00
1,900.00
46,150.00
32
N/A
N/A
$
$
$
$
$
$
$
22,032.00
1,734.00
2,754.00
3,250.00
15,000.00
1,900.00
46,670.00
N/A
N/A
$
$
$
$
$
$
$
22,472.64
1,768.68
2,809.08
3,250.00
15,000.00
1,900.00
47,200.40
DRAFT November 2006
School District of Chetek Technology Budget
2007-2008
2008-2009
2009-2010
See
Action
Plan
Budgeted Amounts
Line
#
Ob
ject
Description
1
169
*Salaries/Employee
Benefits
2
171
3
4
Substitute Teachers Staff Dev.
Sub-total
Sub-total
311,007.00
-
Total
310
Total
Total
Sub-total
322,825.27
-
335,092.63
-
-
Consultant Fees
Service Contracts
15,000.00
15,300.00
15,606.00
6
Support for in-house
SasiXP and components
8,000.00
8,160.00
8,323.20
7
SmartNet Maintenance
12,000.00
12,240.00
12,484.80
8
Total
353
35,000.00
35,700.00
4-2D
36,414.00
Telecommunications
4-2B
regular
budget and
e-rate
4-2B erate &
technology
budget
10
CenturyTel
20,900.00
21,318.00
21,744.36
11
Gaggle.net
2,070.00
2,111.40
2,153.63
12
Total
22,970.00
23,429.40
23,897.99
Link4Learning
2,600.00
2,652.00
2,705.04
13
386
Not
Included
cost paid from
grants such as
EETT if funds
continue to be
available
-
5
9
Total
33
1-1A &11C
DRAFT November 2006
14
342
Employee Travel
15
Travel to Professional
Development
16
Total
1,141.85
1,164.69
1,187.98
5,532.15
5,642.79
5,755.65
17
411
General Supplies
18
413
Computer Supplies
4-2F
1,141.85
1,164.69
1,187.98
19
Printer Toner/Ink
8,000.00
8,000.00
8,000.00
20
Storage Media
200.00
200.00
200.00
21
Connecting Cables
800.00
800.00
800.00
22
Accelerated Math Scan
Cards
100.00
100.00
100.00
23
Replacement Bulbs for
Projectors
1,500.00
1,500.00
1,500.00
24
Technician Supplies
300.00
300.00
300.00
25
Total
10,900.00
10,900.00
10,900.00
4-2 A
26
431
Audio-Visual Media
880.00
897.60
915.55
27
432
Library Books
17,820.00
18,176.40
18,539.93
28
433
Newspapers
900.00
918.00
936.36
29
434
Periodicals
2,000.00
2,040.00
2,080.80
34
4-3C
Common
School
Funds
DRAFT November 2006
30
435
Instructional Computer
Software
31
Misc Software to be
determined by technology
committee review of
requests
2,500.00
2,500.00
2,500.00
32
Wiscat Library License
400.00
400.00
400.00
Common
School
Funds
33
Programmed Software
34
Total
1,700.00
1,734.00
4,600.00
1,768.68
4,634.00
4,668.68
Common
School
Funds
35
439
36
460
37
38
480
Other Media
2,700.00
2,754.00
2,809.08
Computer Maintenance
and upgrades
Misc parts and
accessories
2,000.00
2,000.00
2,000.00
4-2A
Non Instructional
Software
40
Microsoft Office and
Windows
IMC Software
Maintenance
41
Antivirus Software
6,000.00
6,000.00
6,000.00
42
Internet Filtering Software
- Maintenance
7,000.00
7,000.00
7,000.00
43
Imaging software
2,500.00
2,500.00
2,500.00
44
Total
39
4-2C
13,000.00
13,000.00
-
990.00
990.00
990.00
29,490.00
29,490.00
35
4-2C
16,490.00
DRAFT November 2006
45
551
New Equipment
Purchases
46
New Equipment
Purchases
47
Total
48
561
20,000.00
5,000.00
20,000.00
4-2A
5,000.00
5,000.00
5,000.00
Replacement Equipment
Purchases
4-2E
49
Rollover
50
Total
21,200.00
37,900.00
52,700.00
2,228.00
2,272.56
2,318.01
51
571
Equipment Rental
52
940
Fees
21,200.00
37,900.00
52,700.00
4-3 C
53
Technology and Support
Conferences
300.00
300.00
300.00
54
Unscheduled Meetings
250.00
250.00
250.00
4-2F
55
Computer Disposal Fee
1,000.00
1,000.00
1,000.00
4-2A
56
Technician Training as
agreed
1,000.00
1,000.00
1,000.00
57
Dues & Fees
770.00
770.00
770.00
58
Total
59
Grand Total
without common school
funds
3,320.00
3,320.00
4-2F
3,320.00
474,064.20
489,047.41
504,609.01
448,064.20
462,527.41
477,558.61
* Salaries and benefits for Technology Coordinator, Computer Technician, IMC Director and Librarian
36
6.0
DRAFT November 2006
Monitoring, Evaluation, and Revision of the Educational Technology Plan
6.1
Monitoring and Evaluation Process
The District’s Technology Library/Media Committee and Curriculum Facilitators provide guidance to the
technology coordinator and technician. The technology coordinator and library media director, assisted by the
technician, will present proposed changes in the District Technology Plan to the business manager. The
proposal will include a spreadsheet showing costs involved in any proposed change and will show the impact
the change would have on the technology budget. If approval is received, the proposal will then go to the
superintendent and finally to the school board. The school board will receive a yearly update on the progress
made toward the implementation of the technology plan, even if no changes are proposed.
6.2
Incorporation of Evaluation Information for Ongoing Planning
An equipment/software request form (see Attachment G) is used by the technology coordinator and technology
library/media committee to prioritize purchases. Teachers must fill out the form before a purchase is considered.
The form asks the teacher to specify the key ITL Standards the purchase will help students address and to
estimate the number of students that will benefit from the purchase. After the requests are reviewed for
compatibility and prioritized, the technology coordinator will develop a budget that will be submitted to the
superintendent and business manager at the end of March.
6.3
Process for Reporting to Stakeholders
The technology committee, technology coordinator, and library media director, on a yearly basis, will update
the school board on the status of technology and the progress made toward implementation of the technology
library/media plan. The local newspaper, The Chetek Alert, publishes an article on each school board meeting
detailing the key points of any update presented to the board. The District website will continue to expand and
to be a source of current information about technology and the District in general. Adult literacy opportunities
can be found on page 6 of the plan.
6.4
Process and Timelines for Ongoing and Long-term Planning
Software is purchased for computer labs in lab packs or site licenses at the recommendation of the teachers who
will use it and the technology library/media committee. Individual classroom software is purchased on an as
needed basis for integration into current or developing curriculum. Individual teachers make budget requests
through the regular budget process. All technology equipment and software requests must be accompanied by
an equipment/software request form (see Attachment G.)
The Technology Committee reviews hardware and networking needs yearly. Decisions are made in the spring
and purchases follow the regular budget procedure:
March 1
March 25
April
Early May
Last day of school
June
June through August
budget information distributed to the faculty
budget requests given to building principal
administrative review of all budget requests
notification to teachers of denial of requested items
purchase orders turned in
purchase orders processed and sent
purchases arrive, equipment and software installed
The technology library/media committee will conduct an ongoing review of the technology plan with input
sought from staff, students and community. Chetek will continue with the enGauge process to help monitor and
improve effective use of technology to enhance student learning.
37
DRAFT November 2006
Attachment A
Selected Research
In addition to the articles read and discussed below, 14 staff members attended several CESA 11
technology workshops focusing on using technology to engage today’s “digital natives. Podcasting,
wikis, social networking, blogs, learning objects and more were demonstrated, tried and discussed. The
workshops were all designed to show teachers how technology can help change the traditional nature of
our schools in ways that will help our students be more involved in their own learning.
Armstrong, Sara and David Warlick. “The New Literacy: The 3R’s Evolve into the 4E’s,” Technology
and Learning, September 2004, p. 20, 22.
With information growing at record levels, students need to be prepared to be able to teach themselves how to handle the
information environment. As the authors suggest, being able to answer the question, “What do students really need to be
learning today in order to be ready for an unpredictable future?” is the challenge facing today’s educators.
Bennet, Dr. Linda. “Technology in Early Childhood Settings.” Learning and Leading with Technology,
April 2006, 27-30.
This is a great article that links civics content that is taught in Social Studies with the use of technology. There are ten
different skills in the article. Each skill includes the NETS and NCSS standards. Wonderful Internet resources are
included with each skill.
Dyrli, Odvard Egil. “Online Social Networking” District Administration, March 2006
o
Social Networks started as a way that college students and young adults could share interests and meet new friends.
It has exploded into the hangout for high school age and younger.
o
Individuals can post profiles with photos and any other detailed information for others to see.
o
Advantages of social networks include: Individuals can search and choose to communicate with anyone they wish,
high school students can contact individuals in colleges of interest, and school alumni can keep in touch easily.
o
Disadvantages include: pages can contain profane content, stalkers have used information to entice teens to meet
face-to-face, and information placed on the networks can be viewed by college admissions and/or potential
employers.
o
87% of 12 to 17 year olds use the Internet and are flocking by the millions to online social networks.
o
Social networks can be a useful tool, but students need to understand the inherent dangers that go along with it.
George, Melinda (2006). Connecting to Parents: A Threshold Forum. Threshold, Summer 2006, 13-19.
The article discusses the connections between technology, parent communications and student achievement. Real time
communications concerning student issues empowers families by helping them learn about the issue and dealing with it
in a timely fashion. Blogs and school websites are shown to be very effective communication tools. The drawback here
in rural Wisconsin is the number of families actually having Internet access, much less broadband access. The article has
an insert that lists the PTA’s standards for family and community involvement programs and shows how technologies
support these standards. Included is a list of what parents want to see on a school website.
What parents want to see on a school website
School district of Chetek Website
Homework (75% of respondents)
Somewhat – some teachers have classroom webpages and
are putting on assignments. Not a requirement for teachers at
this time.
A- 1
DRAFT November 2006
Gold, Stephanie. “Right to Copy? Three models of copyright training programs your district can
emulate.” Technology and Learning, January 2006, p. 20-25.
Three schools are showcased with the methods they use to enforce the copyright law with regards to print, online and
software use. All three schools provide training opportunities for staff members. These training sessions address
plagiarism and how to check student work for validity as well as teach about sites to use for fair use graphics and music.
The policies are strictly enforced in a consistent manner so staff members know the use is being monitored.
Holzberg, Carol S, “Copyright and Fair Use.” Technology and Learning, January 2005, p. 30-31.
The article provides brief summaries of websites that will provide information on copyright and fair use. The sites also
provide links to handouts that can be printed and distributed to staff members. Some sites provide useful information to
use in a course to teach students about plagiarism and fair use.
Johnson, Doug. “A Proposal for Banning Pencils,” Learning and Leading with Technology, February
2006, p. 64.
The author writes in support of students being able to use electronic devices in school that they are accustomed to using
at home. He defends his position by stating the “abuse of a thing is no argument against its use.” He feels that if
educators tried to understand students and the technology they use, then educators would no be so quick to create laws
against them.
Kalio, Brenda, & Kirby, Elizabeth (2006). Blogs: A New Frontier for School Discipline Issues. A Legal
Memorandum. 7, No. 1, 1-6.
This is a look at the legal ramifications of students posting threats or harassing statements on blogs while at home or
school. Several legal references are given and tips for updating the districts AUP.
Meeks, Glenn. "Oh, Yes You Can!" School Planning & Management Dec. 2006: 18.
The author addresses the copyright law regarding videos. He discusses the TEACH Act (Senate Bill 487) and the USPTO
report to Congress. His liberal interpretation is summarized in the article’s closing sentence is "Get the word out;
restrictions on the use of video by teachers and students were lifted four years ago."
Murray, Corey, Rigdon, Micah. “Your 2007 eRate Survival Guide” eSchool News November/December
2006: 21, 24.
Two pages describing the changes in the eRate program, new policies, tips for filing, three strategies for success and a
list of websites for quick access.
Null, Christopher . Technology: Networks “No-Nonsense Networking” District Administration, July
2006
Some schools are using consortiums ( a relatively new approach to buying technology services), to provide services to
districts at a reasonable cost. The state of Utah for example connects all 40 school districts and provides centralized
services like filtering and security. Costs are allocated proportionally among the schools. Planning and installing a
network can be very challenging. The following tips for successful Networking include:
o Hiring people that know what they are doing.
o Understand what you really need.
o Have a detailed network plan.
o Plan for to future.
o Get help implementing the network plan.
A- 2
DRAFT November 2006
o Remember to consider maintenance down the road.
o Get staff interested from the start, continually train them as upgrades are introduced.
Renwick, Lucille. “How technology improves communication among teachers, staff, and parents.”
District Administration, April 2006, p. 70-76.
The article highlights several districts that are increasing the communication with their parents and students. These
technologically advanced schools are going beyond the use of email to use blogs and listservs to keep parents informed.
The staff are also taking the lead in using listservs, blogs and Black Board to interact with their colleagues and share
ideas on curriculum and discipline. These schools have adopted policies to have all in-district memos and newsletters
delivered in electronic form.
Rubenstein , Grace “Tech Teachers.” Edutopia, February, 2006
The author of this article wants teachers to know that contrary to what we may think, computers do not “corrode reading
skills, computers are a key tool in improving them”. In fact, there are many new computer related literacies that students
will need to learn in order to be prepared for the workplace they will be entering. As teachers, we need to prepare our
students to take advantage of all the information that is available to them on the Web and to know how to critically
evaluate what they read and to synthesize information from different sites. Further, there are many tools for helping
struggling reads available through technology and some struggling readers “can actually thrive in this environment”. As
with any resource, computers are a tool that can be useful or abused based on the teacher’s preparation and knowledge of
how best to use the tool. Teachers should not be afraid to use computers in teaching and would miss out on many
educational opportunities by not using them.
Valenza, Joyce. “Substantive Searching: Thinking and Behaving Info-Fluently.” Learning and Leading
with Technology, November 2004, p. 38-43.
The roles of the teacher and media specialist are identified as students learn how to research using the Internet. The infofluent student must overcome many barriers when finding the best research. Areas to consider include: research holes,
the process, advanced searches, quality of the resources, and persistence to dig deeper to find the information. Learning
to search for information isn’t a skill students know how to do because they can navigate the Internet. It is a skill that
needs to be taught and practiced with the help of an adult.
Wilson, Tim, McCreary, Dan (2005). Metadata, SIF, and Interoperability. Retrieved podcast January 2,
2007 from The Savvy Technologist Website: http://technosavvy.org/?p=357#comment-34322.
“Dan McCreary has been around the block a time or two in his years of working in the technology industry. He’s worked
at cutting edge technology companies and started companies of his own. His latest project was building a data dictionary
for the Minnesota Dept of Education.
Our conversation centered on metadata and interoperability issues. Many of you are familiar with SIF, probably the most
widely known effort to build a standardized framework for communicating about education data. Dan explains a lot of
the background information about metadata, XML, OWL, ISO 11179, and other alphabet soup acronyms that, once you
understand a bit about them, make SIF more comprehensible. We also discuss how interoperability fits into the future of
online learning, student transcripts, and standardized testing. Finally, Dan’s got some tips for school technology leaders
as they evaluate vendors who claim that their products interoperate.”
Wilson, Tim, McLeod, Scott (2005). Legal and Ethical Issues. Retrieved podcast January 2, 2007 from
The Savvy Technologist Website: http://technosavvy.org/?p=309.
“Of all the interesting things that Scott shares, the most useful for me is the notion that we don’t need to put ourselves in
the endless cycle of inventing new policies, rules, and regulations to deal with every new piece of technology that our
students bring to school. If fact, it’s just the opposite. I think schools are in a much stronger position when they apply the
old, tried and true policies. Kids already know that they shouldn’t bully, disrupt class, interfere with their colleagues’
learning, etc. Camera phones, MP3 players, Web sites, and all of the other technologies that can cause trouble
occasionally are just the latest verse to a really old tune.
A- 3
DRAFT November 2006
The more we set technology apart from the rest of school life by making all sorts of special rules about it, the more
marginalized technology becomes with respect to the curriculum and the more likely it is that students will view the rules
as yet another reason that school is irrelevant. Does your high school ban iPods or other MP3 players from the hallways
during passing time? I know of some that do. Have you walked down the sidewalk of a major metropolitan area lately?
Those aren’t cotton balls in everyone’s ears.”
Research review from Gary Mohr – IMC Director
School Libraries Work! (2006). Danbury, CT: Scholastic Library Publishing.
Available: http://www.scholastic.com/librarians/printables/downloads/slw_2006.pdf

School Libraries are much more than books; it is the program, the place, and the professional who works
towards student academic achievement as the final outcome.

Certified School Library Media Specialists and School Libraries are vital to high achieving schools and
student achievement.

16 states can’t be wrong, school libraries do work including the “Illinois Study: Powerful Libraries Make
Powerful Learners” and “The Ohio Study: 13,000 Students can’t be wrong”.
Henley, R., Bradbeer, K., Koechlin, C., Rosettis, M., & Thomas, P. (n.d.). Teacher Librarian Toolkit for
Evidence-Based Practice. Ontario, Canada: Ontario Library Association. Available:
http://accessola.com/osla/toolkit/

Think you can’t? Yes you can! This web site gives excellent practical advice and direction to
Teacher/Librarians to make a difference in their Library Media Program.

5 key things to do every day to make a difference chart is helpful and used by the IMC Director each day to
utilize a strategy based on research, with an action column and evidence of success column.

Adcock, D.C. (Ed.) (1999). Planning guide for information power. Building Partnerships for learning,
with school library media program assessment rubric for the 21st century. Chicago: American
Association of School Librarians. Available: http://www.ala.org/aasl/ip_products.html

This updated version includes the rubrics that this Library/Media Program will assess itself as it works
towards 21st Century Skills.

The Teacher/Librarian and building partnerships, collaboration and leadership skills are addressed and will
be followed by this Library/Media Program.

The statements and policies in the publication appendixes are an integral part of this districts
Library/Media Program.
Stephen D. Krashen, Emeritus, University of Southern California. (2004). The Power of Reading,
Second Edition: Insights from Research. Portsmouth, NH: Heinemann Publishing.

Hundreds of research studies on reading spanning a century have been analyzed and are presented in a
readable text.

Reading development of children, young adults and ESL students are covered so this Library/Media
Program may understand how to serve students and their reading needs.

Discusses the role of libraries and the importance reading, and considers the effects of television on
reading.
A- 4
DRAFT November 2006
Johnson, Doug. (December/January 2006/07). Media Matters: Putting Numbers in Context; part 1.
Learning & Leading with Technology.

Gathering Evidence: A frustration exists as accountability is necessary but a controlled environment is not
acceptable, as schools must continue in normal scheduled school days.

Standards and Checklists: The most common means of assessing a school library media program is by
comparing the local plan to the state and national standards. 25%-50% of classes use the media program’s
materials and services the equivalent of at least once each semester would be an example.

Research Studies: The Colorado studies are a good example of using statistical regression analysis to look
for correlations between variables. Many of the resources were given in this article are included in this
bibliography.
Wisconsin Department of Public Instruction (1998). Wisconsin’s Model Academic Standards for
Information and Technology Literacy. Madison, Wisconsin.

Standards: This document is the basis for our local school district to acquire standards and checklists,
benchmarks and methods for our Library/Media Program.

The overview of ITLS Standards include: A. Media and Technology, B. Information and Inquiry, C.
Independent Learning, D. The Learning Community.

The glossary and bibliography include a wealth of information for the practicing Library/Media Program.
A- 5
School Improvement Plan for 2006-2007
Measurable
Objectives and
Performance
Indicators
Activities
Code
PD
The mission of the
School District of
Chetek is to
continually improve
and maximize
curricular and cocurricular learning
experiences for all
students that they
may become
productive workers,
fair-minded citizens,
and lifelong
learners.
IN=Instruction
Development
IN
Programs/Activities Utilizing Scientifically-Based Research that
Meet Identified Needs
Evaluation
Strategy to Evaluate Progress
Increasing teacher capacity and quality Staff
Development
2006-07 staff development plan
(Trend data analysis)
Development Professional Development Plan
Design PDP process for initial
educators and add to Mentor
Program
Continuous improvement
Improvement of student achievement
targeting subgroups of SES and students with disabilities
Quarterly monitoring reports,
WKCE-CRT, NWEA, student
profiles & portfolios
Targeted Intervention Program
Monitoring Report
Month/Year
Aug-06
Jan-07
5 year comparisons
Improvement of ACT scores
CU
Integration of technology
Media support of learning
Technology report
Increase in staff development
activities
Yearly assessment of staff skills
Nov-06
OP
Continuous improvement: Expansion of the school
improvement team to the NCLB team (District
Leadership Team)
Plan of work (Improvement Plan)
Quarterly monitoring reports
Standards Based Educational
System
EL-12
July/December
WKCE July 2007
OP
Creation of stakeholder perceptions survey (data
collection and reporting
Survey and results report
School District
Profile
October 2006
OP
Develop a marketing plan for the school district
Advertising and radio ads
Continuous
CU=Curriculum
OP=Operations
PD=Professional
B-1
School Improvement Plan 2006-2007 continued
Measurable
Objectives and
Performance
Indicators
Activities
Code
PD
Literacy is
fundamental. The
ability to read and
write is essential to
learning. Students
will demonstrate
continuous
improvement toward
a high level of
individual success in
reading and writing.
Students will be
reading and writing
at or above grade
level by third grade
and will maintain
this level of
performance
throughout their
academic years.
IN=Instruction
OP
Programs/Activities Utilizing Scientifically-Based Research that
Meet Identified Needs
2006-2007 staff development plan
Improve data analysis skills
Aug-06
Implement balanced reading program: Guided
Reading (differentiation of instruction)
100% of all elementary teachers
are using G.R.
Aug-06
Integration and refinement of student profiles (PK-6) in reading
and math
Formal implementation of student
informational system (SASI)
ISES- clean student data
Link 4 Learning- implementation
PK-12 District Assessment Plan
MAPS in grades 2, 3, 4
Refine student profiles to 6th
grade
Expansion of student portfolios (grades 7-8) in reading and
math
Curriculum development plan
Integration of technology
Expand remedial and enrichment e-learning
Student academic achievement & Continuous
improvement
Revise math curriculum and select new textbook series PK-6
Research reading strategiies for High School students
CU/IN
Increasing teacher capacity and quality Expansion
of 6-Traits Writing Model
OP
Assessments connected to instruction
CU=Curriculum
Monitoring Report
Month/Year
Increasing teacher capacity and quality Staff
Development
Support data collection by using technology
OP
Evaluation
Strategy to Evaluate Progress
OP=Operations
Schedule improvement plan
Student data base is functioning
effeciently with "clean data"
Curriculum development plan,
quarterly monitoring reports
Curriculum and staff development
plan
Benchmark data base
PD=Professional Development
B-2
Most monitoring rpts.
Will use this infor.
Mathematics: Apr.
2007 & Oct. 2006
Reading: Feb. 2007
June 2007
Roselawn Improv.
Plan
Data used in
monitoring reports
School Improvement Plan 2006-2007 continued
Measurable
Objectives and
Performance
Indicators
Activities
Programs/Activities Utilizing Scientifically-Based Research that
Meet Identified Needs
PD
Life Skills are
essential for the
development of our
youth into healthy,
caring and
responsible adults.
Each student will
demonstrate
continuous
improvement toward
a high level of
success as a
competent learner
who performs
quality work as a
responsible citizen
with a high sense of
personal well-being.
CU
PD
OP
CU
2006-07 staff development plan
Maintain and evaluate the effectiveness of the
curriculum facilitator
Expansion and monitoring of new teacher
mentoring program
A school is safe, drug free and conducive to
learning
Development of 40 Assets and Asset Team
Initial Educator PDP
Integration of technology literacy
standards
In-service opportunity/participation
report
Integration of technology
Balanced instructional design
Anne Wallisch, Instructor
CU
Implementation of the High School trimester
schedule
Monitoring Committee
Curriculum Revision
Curriculum development plan
CU=Curriculum
Reading and Math Curriculum expansion in
Summer School
Monitor extended school year student opportunities
OP=Operations
Aug-06
Trend Data Analysis
Staff rubric and assessment
(reading, gr. 6-8)
Staff development rubric
Staff development and Early
Release Program
IN
OP/IN
Monitoring Report
Month/Year
Developing a drug free plan and
activities using 40 assets
Search Inst. Survey
Continue teacher training opportunities
IN/CU
IN=Instruction
Increasing teacher capacity and quality Staff
Development
Evaluation
Strategy to Evaluate Progress
PD=Professional Development
B-3
Nov-06
Dec-06
EL-12 Dec-06 & Ju07
Summer School Offerings
Year end reports and evaluations
Continuum of Service Model
Mar-06
May-06
Staff Development 2006-2007
Attachment C
Month
Summer 2006
Reading/Language
Arts
Math
Science
Social Studies
Encore
Star Academy
Facilitating the Future
Technology workshops
Summer School and graduate studies
August Inservice
August 29, 2006
August 30, 2006
August 31, 2006
September Early
Release
PK-4
5-8
9-12
New teachers and staff mentors start the school year.
Building, department and grade level meetings
Principal meetings and building preparation
WKCE Assessment and Trend Data
Department and grade level analysis of the 2005 results
October In-service
October Early
Release
PK-4
5-8
9-12
NWEA Convention Eau Claire, WI
Teachers may submit alternate staff development plans
Assessment Summit and Student
Profile
Assessment Summit and Student
Profile
Revisit inquiry (science staff)
Standards assessment and revisions
Link primary standards to unit
assessments
Unit Design and assessment rubrics
Curriculum database
November In-service
November Early
Release
PK-4
5-8
9-12
December Early
Release
PK-4
5-8
9-12
January Early
Release
PK-4
5-8
9-12
Data Analysis training
Preparation for 2nd quarter
Assessment Summit and Student
Profile
Assessment Summit and Student
Profile
Revisit inquiry (science staff)
Standards assessment and revisions
Link primary standards to unit
assessments
Unit Design and assessment rubrics
Curriculum database
Assessment Summit and Student
Profile
Assessment Summit and Student
Profile
Unit Design and assessment rubrics
Identification of current technology
practices and existing gaps
Link primary standards to unit
assessments
Revisit inquiry (science staff)
Standards assessment and revisions
Reading strategies
Curriculum database
January In-service
February Early
Release
PK-4
5-8
9-12
Review student conduct and discipline
High school monitoring of student success indicators
2 hours of technology workshop (Kathy Osterloth)
Assessment Summit and Student
Assessment Summit and Student
Profile
Profile
Unit Design and assessment rubrics
C-1
Curriculum database
Month
March Early Release
PK-4
5-8
9-12
March In-service
Reading/Language
Arts
Assessment Summit and Student
Profile
Math
Assessment Summit and Student
Profile
Science
Standards based assessment and portfolio
development
Social Studies
Collaborate and share grade level
assessments w/content groups
Encore
Unit Design and assessment rubrics
Curriculum database
Building Improvement plans for 06-07 school year (by building)
Staff development survey
State of the District’s Staff Development Plan
April Early Release
PK-4
5-8
9-12
May Early Release
PK-4
5-8
9-12
Student Profile Review and
modification
Student Profile Review and
modification
Standards based assessment and portfolio
development
Collaborate and share grade level
assessments w/content groups
Curriculum database
Review and Report of Yearly Progress
Technology standards will be embedded within the individual content staff development.
The Curriculum Facilitation Committee has recommended the following revisions to the early release format:
1. Collaboration time is a key component to the staff development process.
2. Internal resources were exclusively used to facilitate professional development.
Staff Development Goals
1. On-demand Process
1. Continue refinement of assessment summits
2. Integrate data into profiles and portfolios
2. Student information and data analysis
1.
2.
3.
4.
5.
Unit Design and assessment rubrics
Refine student profiles K-6 in math and reading
Development of student portfolios 7-8
Development of student assessments 9-12
Training for the use of information management systems
Training for data analysis
C-2
Revision of Early Release schedule
1:15 to 2:15 Content or grade level collaboration
2:15 to 2:30 Break
2:30 to 4:30 Professional development as per schedule
Critical Friends
November and December Critical Friends preparation
C-3
Attachment D
Staff and Administrator Technology Standards – revised in December 2005
Teacher and Administrator Technology Standards
All Chetek Faculty and Administration should be able to do or know how to operate by September 1, 2005
Essential
Exploring
Advanced
Navigate our Network - Save and Retrieve to Diskette, CD, Hard Drive or Server –
Help Maintain a Secure Network
Save/Retrieve all files to/from U: drive (not
C: drive)
Create folders to organize saved files
Access files on G: drive (groups) and P: drive
(clipart)
Save/Retrieve files from jump (flash) drive
and 3 ½” floppy disk
Access files on a CD-ROM
Understand file size enough to choose
appropriate media for saving file(s)
Backup personal teaching files on a regular
basis
Support basic network security by not sharing
your password with anyone else
Support basic network security by keeping
passwords in a safe place away from the
computer
Support basic network security by locking
workstation when away from the computer
Support basic network security by logging off
and requiring student users to logon with
their own user name.
Burn selected files to a CD-ROM
Use SASIxp Attendance, Student Records, and Gradebook in
Grades 6-12 Import and Export Student Information
Take attendance in ClassXP promptly at
beginning of each period
Access students’ home address,
parent/guardian name, and phone number
in ClassXP
MS/HS teachers maintain an up-todate gradebook in IntegradePro by:
Create grade tables
Choose Weighted or Total Points
gradebook
Enter grades on a timely basis with all
tasks having a due date so they show
in ParentConnect
Print appropriate reports, Student
Progress or Spreadsheet
Export Grades at midquarter and the end
of each term
D-4
Microsoft Outlook – Maintain Calendar / Receive and Send Email with Attachments
Create and send a new message
Attach a file to new message
Reply to or Forward a message
Use Calendar to keep track of meetings and
events
Use Task Pad on the calendar screen to
keep organized and keep track of “to
do” items
Essential
If a leader of a group, use Invite
Attendees option on the
Appointment window
As on-line classes continue to
develop or e-mail is used in
other classes, help students to
develop an ethical and business
like approach to the use of email in an educational setting.
Exploring
Advanced
Microsoft Word – Word Processing
Create, modify, save, retrieve and print a
file
Change fonts and styles (bold, italic &
underline)
Add a table to a Word document
Add page numbers
Spell check a document
Format a document in a manner that is
appropriate to its content (business letter,
memo etc…)
Change margins and page orientation
(landscape and portrait)
Use the Help Menu
Use draw toolbar to enhance a document
Insert a picture/clipart
Copy and paste part of another file into
a document
Insert a page break
Insert a hyperlink
Insert WordArt
Create bulleted or numbered lists
Insert/delete rows or columns in a table
Merge or split cells in a table
Insert another file into a document
Use Edit | Find | Replace
Add custom headers and footers
Add toolbars as needed
Set tabs
Create columns
Create templates
Use AutoFormats on a table
Create forms using the Forms
toolbar
Create mailing labels
Do a mail merge
Create documents with
section breaks thereby
allowing sections to be
formatted differently
Use styles to create
formatting shortcuts
Use Autocorrect to create
typing shortcuts
Change table properties
Presentation Software and Hardware
Create, modify, save, retrieve a file
This should include the ability to:
Add slides
Insert pictures, charts, text boxes, tables,
and hyperlinks
Choose appropriate backgrounds for
slides
Create slide transitions
Change the order of the slides
Run the slide show from the network,
CD, hard drive of the computer being
used, or floppy disk
Change views from Normal to Slide
Sorter, Notes or Slide Show depending
on need
Print handouts in a format appropriate to
Record narration for the
presentation
Save as a webpage and use on
school webpage
Use Pack and Go feature if floppy
disks are required
D-5
On-line broadcast
Incorporate the use of
presentation software in
classroom applications (student
originated and instructor
originated materials)
the audience
Use a multimedia projector to show the
PowerPoint presentation or other images
from a computer, VHS or DVD player
Use draw toolbar to enhance a slide
Insert video clips, sound, and other
objects such as a PDF file
Use custom animations
Use “Set up show” in Slide Show menu
to customize how the presentation is
used
Create Tables and Charts using Microsoft Excel Spreadsheet Program
Create, modify, save and retrieve a
spreadsheet
Set print area and print desired part of
spreadsheet
Create a basic formula
Use the functions SUM, AVERAGE,
MAX, and MIN
Use the FILL command
Insert and delete columns and rows
Sort rows
Create and print a basic bar, pie or line
graph
Rename a sheet
Insert a comment
Use Freeze Panes command
Create combination graphs
Use other functions of the 235
available
Import data from SasiXP or
other database
Introduce students to
spreadsheets as a tool for
record keeping and data
analysis.
Internet Skills
Use search engines effectively
Evaluate credibility and appropriateness of
websites
Observe copyright laws
Save Favorites
Save Favorites to U: drive or CD
Use technology to help
students develop their higher
order thinking skill – example
Intel’s Thinking Tools
Exploring
Essential
Advanced
Use Inspiration or Kidspiration for Mind Mapping and Outlining
Save and print web/concept map
Save as a Word document (can be opened
on a computer without Inspiration
installed)
Use templates for common types of webs
or concept maps
Create basic web/concept map from scratch
Create links
Switch between diagram and outline view
Use Rapid Fire for brainstorming ideas
Use Arrange option
Create templates for student use
Insert a picture
Work with Format, Link and Effect
menus to enhance look of
web/concept map
D-6
Integrate mapping and
webbing as a mind tool to plan
and organize papers and
projects.
Work with Multimedia File Types, Scanners and Digital Cameras
Use a flatbed scanner to scan an image or
document
Save scanned image in an appropriate file
type ex: JPG, TIFF, BMP & others
Take pictures with digital camera
Download picture files to U: drive
Resize picture in photo editing software to
achieve desired resolution (small file for
web page, larger files for printing)
Save files as appropriate file type ex: JPG,
TIFF, BMP & others
Take pictures with digital video
camera
Download picture files to U: drive
Save files as appropriate file type
ex: AVI, MPEG & others
Create and edit digital video
Create DVD’s with digital
images, digital video and/or
digital audio
Engage students’ creativity
and thinking skills through the
production of multimedia
projects.
Use the District’s Web-Site and Update Own Web-Page
Add pages
Add links to a page using either
the Links or Resource/News tools
Add text and/or graphics to a
page using the Text/Graphic
Editor tool
Add a calendar to a page
Add a photo album to a
page
Add a profile to a page
Use the I-forms/Surveys tool
Engage students’ creativity
and thinking skills through the
production of web page
projects
Use the District’s Intranet
Locate, fill in and print or e-mail a
district/ building forms to the appropriate
staff member
Access district resources available on the
Intranet directly without asking office
personnel to do it for you
Use Signup Sheets to schedule use of
computer labs, multimedia carts and
meeting spaces.
In January of 2006, teachers and administrators did an on line survey using the district Intranet survey
tool. They marked each skill as able to do. The results of this survey and the one from 2003-04 are
shown on the next page. The results of the survey were reviewed by the administrative team and it was
decided that use and integration of technology will be one of many components in teacher/administrator
evaluations.
Technology staff development is planned using this tool as well as the district staff development and
school improvement plans. The document included in this attachment will be reviewed by the
Technology/Library Media Committee and revised as necessary to reflect the use of current applications
and hardware.
D-7
Summary of Teacher and Administrator Technology Standards
The table compares the survey results from the years shown. Sixty-nine staff members were surveyed in
2003-04 and 93 in 2005-06. The 2005-06 survey was done on-line and staff was given time to take the
survey during an early release so a greater number of teachers, support staff and administrators were
surveyed. The percent shows the number of staff able to do the skill. The standards were updated
between the two surveys. NA means that skill was not part of the skill set at the time of the survey.
Essential
A
A1
A2
A3
*Wording for A4 changed,
flash drive not included in
2004-05
A4
A5
A6
A7
A8
A9
A10
A11
A12
B
B1
B2
Navigate our Network - Save and
Retrieve to Diskette, CD, Hard Drive
or Server –
Save/Retrieve all files to/from U: drive
(not C: drive)
Create folders to organize saved files
Access files on G: drive (groups) and P:
drive (clipart)
Save/Retrieve files from jump (flash)
drive and 3 ½” floppy disk
Access files on a CD-ROM
Understand file size enough to choose
appropriate media for saving file(s)
Backup personal teaching files on a
regular basis
Support basic network security by not
sharing your password with anyone else
Support basic network security by
keeping passwords in a safe place away
from the computer
Support basic network security by
locking workstation when away from
the computer
Support basic network security by
logging off and requiring student users
to logon with their own user name.
Burn selected files to a CD-ROM
200304
200506
% of
gain/loss
77%
90%
13%
71%
55%
82%
69%
11%
14%
74%*
55%
-19%
74%
39%
79%
43%
5%
4%
48%
69%
21%
94%
97%
3%
93%
91%
-2%
86%
86%
0%
97%
80%
-17%
13%
51%
38%
94%
98%
4%
94%
94%
0%
Use SASIxp
Attendance, Student
Records, and
Gradebook in Grades
6-12 Import and
Export Student
Information
Take attendance in ClassXP promptly at
beginning of each period
Access students’ home address,
parent/guardian name, and phone
number in ClassXP
D-8
B3
B4
B5
B6
B7
C
C1
C2
C3
C4
C5
MS/HS teachers maintain an upto-date gradebook in
IntegradePro by:
Create grade tables
Choose Weighted or Total Points
gradebook
Enter grades on a timely basis with all
tasks having a due date so they show
in ParentConnect
Print appropriate reports, Student
Progress or Spreadsheet
Export Grades at midquarter and the
end of each term
84%
78%
90%
94%
6%
16%
100%
94%
-6%
81%
90%
9%
97%
98%
1%
100%
68%
99%
49%
97%
84%
98%
61%
-3%
16%
-1%
12%
17%
45%
28%
97%
95%
-2%
94%
93%
-1%
65%
57%
93%
62%
71%
69%
94%
72%
6%
12%
1%
10%
67%
85%
18%
77%
38%
61%
58%
80%
72%
85%
88%
3%
34%
24%
30%
58%
17%
42%
55%
36%
14%
61%
45%
76%
80%
74%
48%
3%
28%
34%
25%
38%
34%
Microsoft Outlook – Maintain
Calendar / Receive and Send Email
with Attachments
Create and send a new message
Attach a file to new message
Reply to or Forward a message
Use Calendar to keep track of meetings
and events
Use Task Pad on the calendar screen to
keep organized and keep track of “to
do” items
D Microsoft Word – Word
Processing
D1
D2
D3
D4
D5
D6
D7
D8
D9
D10
D11
D12
D13
D14
D15
D16
D17
Create, modify, save, retrieve and print a
file
Change fonts and styles (bold, italic &
underline)
Add a table to a Word document
Add page numbers
Spell check a document
Format a document in a manner that is
appropriate to its content (business
letter, memo etc…)
Change margins and page orientation
(landscape and portrait)
Use the Help Menu
Use draw toolbar to enhance a document
Insert a picture/clipart
Copy and paste part of another file into a
document
Insert a page break
Insert a hyperlink
Insert WordArt
Create bulleted or numbered lists
Insert/delete rows or columns in a table
Merge or split cells in a table
D-9
E Presentation Software
and Hardware
E1
E2
E3
E4
E5
E6
E7
E8
E9
E10
E11
E12
E13
E14
F
F1
F2
F3
F4
F5
F6
F7
F8
F9
F10
F11
Create, modify, save, retrieve a file
This should include the ability to:
Add slides
Insert pictures, charts, text boxes,
tables, and hyperlinks
Choose appropriate backgrounds for
slides
Create slide transitions
Change the order of the slides
Run the slide show from the network,
CD, hard drive of the computer being
used, or floppy disk
Change views from Normal to Slide
Sorter, Notes or Slide Show
depending on need
Print handouts in a format appropriate to
the audience
Use a multimedia projector to show the
PowerPoint presentation or other images
from a computer, VHS or DVD player
Use draw toolbar to enhance a slide
Insert video clips, sound, and other
objects such as a PDF file
Use custom animations
Use “Set up show” in Slide Show menu
to customize how the presentation is
used
NA
67%
NA
41%
35%
48%
55%
7%
20%
39%
49%
10%
38%
36%
36%
44%
45%
51%
6%
9%
15%
29%
36%
7%
33%
56%
23%
33%
43%
10%
14%
12%
37%
22%
23%
10%
13%
14%
32%
46%
19%
32%
43%
69%
26%
30%
46%
16%
25%
14%
40%
31%
15%
17%
25%
43%
26%
19%
30%
54%
48%
35%
5%
11%
22%
16%
26%
7%
4%
45%
23%
19%
19%
16%
15%
84%
64%
93%
70%
9%
6%
70%
83%
93%
93%
23%
10%
Create Tables and Charts using
Microsoft Excel Spreadsheet
Program
Create, modify, save and retrieve a
spreadsheet
Set print area and print desired part of
spreadsheet
Create a basic formula
Use the functions SUM, AVERAGE,
MAX, and MIN
Use the FILL command
Insert and delete columns and rows
Sort rows
Create and print a basic bar, pie or line
graph
Rename a sheet
Insert a comment
Use Freeze Panes command
G Internet Skills
G1
G2
G3
G4
Use search engines effectively
Evaluate credibility and appropriateness
of websites
Observe copyright laws
Save Favorites
D-10
G5
H
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10
I
I1
I2
I3
I4
I5
I6
Save Favorites to U: drive or CD
Save and print web/concept map
Save as a Word document (can be opened
on a computer without Inspiration
installed)
Use templates for common types of webs
or concept maps
Create basic web/concept map from
scratch
Create links
Switch between diagram and outline
view
Use Rapid Fire for brainstorming ideas
Use Arrange option
Create templates for student use
Insert a picture
Use a flatbed scanner to scan an image or
document
Save scanned image in an appropriate file
type ex: JPG, TIFF, BMP & others
Take pictures with digital camera
Download picture files to U: drive
Resize picture in photo editing software
to achieve desired resolution (small file
for web page, larger files for printing)
Save files as appropriate file type ex:
JPG, TIFF, BMP & others
Use the District’s
Intranet
J1
Locate, fill in and print or e-mail a
district/ building forms to the appropriate
staff member
Access district resources available on the
Intranet directly without asking office
personnel to do it for you
Use Signup Sheets to schedule use of
computer labs, multimedia carts and meeting
spaces.
J3
76%
34%
14%
13%
43%
39%
29%
26%
13%
31%
18%
14%
30%
16%
12%
10%
23%
28%
11%
18%
9%
9%
4%
9%
22%
22%
19%
30%
13%
13%
15%
21%
35%
55%
20%
23%
53%
30%
75%
45%
45%
89%
64%
62%
14%
19%
17%
35%
50%
15%
NA
93%
NA
NA
90%
NA
NA
78%
NA
Work with Multimedia File
Types, Scanners and Digital
Cameras
J
J2
42%
Use Inspiration or Kidspiration for
Mind Mapping and Outlining
D-11
IIAB
Attachment E
Administrative Policies and Bylaws
School District of Chetek
COMPUTER, INTERNAL NETWORK, ELECTRONIC MAIL, AND INTERNET SAFETY POLICY
The School District of Chetek provides employees and students access to the District’s internal network and to the
Internet for the purpose of furthering the educational goals and objectives of the District, the professional
development of its employees, and the educational enrichment of its students. Access to these facilities is
available in all District schools.
District computers and network resources are provided for instructional, developmental, and management
purposes for use by students and staff, subject to the policies set forth herein. District computers and networks
may not be used to disrupt educational or management functions, and hardware and/or software shall not be
destroyed, modified, copied, transferred, decompiled, disassembled, disabled, or otherwise abused in any
manner. Users shall not seek information on other users on the District’s network, including but not limited to
their passwords, files, data, electronic mail, or other data that may be stored and accessible through said
computers and networks.
School administrators will apply the same criterion of educational suitability used for other education resources in
providing access to software and Internet information resources when enforcing this policy. All use of these
resources shall be directly related to the education of the student, the professional development of the employee,
or the management of these resources by staff and administrators of the District.
Because the Internet is a fluid environment that may include materials of questionable educational value, and
because it provides access to many, constantly changing resources throughout the world, it is impossible for
school administrators to review and pre-select materials that are appropriate for the use of our students and
employees. Therefore, the District has adopted practices regarding access to and use of District electronic
resources and networks, especially the Internet.
The District firmly believes that the valuable information, interaction, collaboration, and peer contact available on
the Internet all outweigh the possibility that students and employees may access materials that are not consistent
with the educational and professional development goals of the District. Ultimately, we rely on the parents and
guardians of minors to be responsible for conveying and enforcing standards that their children should follow
when using electronic resources like the Internet or any other media, and we rely on our employees to use good
judgment in selecting these resources for their students’ use and their own.
Consistent with the Children’s Internet Protection Act, the District has implemented software on all computers
with Internet access that protects against access to visual depictions that are obscene, child pornography and/or
harmful to children. This software is operating at all times, and enables the District to monitor and protect against
access to the aforementioned visual depictions. We have additional and extensive systems and security
mechanisms in place to ensure the security, integrity, and appropriateness of the data on our networks. However,
we also rely on and respect each family’s right to decide whether to allow their student(s) access to the Internet.
The District will send every student’s parent or guardian a copy of these network and Internet use guidelines and
provide a copy of this policy to all current and new employees upon its adoption. Copies of the policy will be
available upon request from the school administration. In addition to this parental review, appropriate District
employees will review this policy with students at appropriate times during each school year.
Legal References:
Wisconsin Statues Sections 118.13, 120.18, 120.49, 121.02(1)(H)
Wisconsin Administrative Code P18.01(2)(h), P19.03
Communicated at
Regular Board of Education Meeting of
November 17, 2003
E-1
A. Management, Administration, Monitoring, and Privacy
1. The District has software and systems in place that monitor and record all Internet usage. The
District wants users to be aware that our security systems are capable of recording, for each and
every user, each World Wide Web site visit and the amount of time spent actively using the
World Wide Web, and we reserve the right to do so at any time without advance notice or
warning to the user. No District student or employee should have any expectation of privacy as
to his or her Internet usage, or the privacy of any electronic mail message, file, download, note,
or other data stored or transmitted on or received through any District computing facility. The
District may review computing activity and analyze usage patterns, and may choose to publicize
this data to assure that the District’s computing resources are devoted to maintaining the highest
standards of educational benefit and employee productivity.
2. The District, through appropriate management personnel, reserves the right to inspect any and
all data stored in public or private areas of networked and individual storage systems of any kind,
without notice or warning, and at any time or for any purpose.
3. If a student or employee finds that he/she is connected to a site that contains any offensive,
disruptive, or harmful material such as listed at the end of this section, he/she must disconnect
from that site immediately, regardless of whether that site has been previously deemed
acceptable by any screening or rating program, and inform the teacher or supervisor of the
incident. The District’s goal in creating the above standards and reporting requirement is not to
create an environment of fear and apprehensiveness of users accessing the Internet and internal
networks, but to affirmatively set forth content standards for users to be mindful of when
accessing these resources on their own.
Offensive, disruptive, or harmful data include, but are not limited to any messages or files, or
data that contain the following:








Pornographic or erotic images,
Sexual implications,
Racial slurs,
Derogatory gender-specific comments,
Information or instructions designed to cause physical harm to another person,
Comments that offensively address a person’s age, sexual orientation, religious
beliefs, political beliefs, national origin, or disability,
Any comment intended to frighten, intimidate, threaten, abuse, annoy, or harass
another person,
Those data or activities which invade the privacy of another person
4. The District will fully cooperate with requests from law enforcement and regulatory agencies for
logs, diaries, data, and archives on individuals’ computing activities to the extent required by law.
B. Systems Management, Data Integrity, and Security
1. Non-District owned hardware or software may not be introduced into the system without
approval from the appropriate District systems management personnel.
2. Employees shall download only those materials, which are applicable to their position in the
District, and the size of the file(s) downloaded during any one session should not exceed 10MB
without permission of District systems management personnel. Students may only download files
from the Internet that are specifically designated for use in classroom assignments and activities
and then only with the permission and direction of their teacher. The use of the District’s Internet
facilities to transfer data outside of these limits can create congestion that may adversely affect
everyone’s ability to access Internet resources of all kinds.
E-2
3. No employee or student my use District computing facilities to download or distribute software or
data that is pirated, or in a manner inconsistent with its license agreement or applicable
copyright law and District copyright policy. Any software or files transferred in any manner into or
via the District’s computing facilities becomes the property of the District, subject to the
restrictions of any existing licensing agreement or applicable copyright law or policy. In any
event, such downloaded files, regardless of license or license ownership, may only be used in a
manner consistent with their licenses or copyrights, applicable District policy, or other controlling
authority.
4. Unless software data transferred into the District’s computing facilities is part of an approved
educational curriculum, students and employees must understand that the unauthorized use or
independent installation of non-standard data may cause computers and networks to function
erratically, improperly, or cause data loss, and should take that into consideration when installing
software and data, and must never install downloaded software to networked storage devices
without the assistance and approval of appropriate personnel.
5. No employee or student may use the District’s computing facilities to propagate any virus, worm,
Trojan horse, trap-door program code, or any form of destructive or malicious computer
instruction. Further, employees or students may not propagate any virus “warnings” via
electronic mail except to alert appropriate District systems management personnel.
6. Students and employees may not intentionally delete or modify data that is used as part of an
approved educational curriculum, except where the deletion or modification of said data is part of
that curriculum. Users must respect the fact that, much like a library, software and data are
made available for all to use and benefit from.
7. No employee or student may use the District’s computing facilities to disable or overload and
computer system or network, or to circumvent any system intended to protect the privacy or
security of another user or the user’s data.
8. All data that is transferred into the District’s computing facilities must be checked for viruses
before it is run or otherwise accessed. On computers where virus scanning takes place
automatically, the virus scanning software must not be disabled, modified, uninstalled, or
otherwise deactivated. If you are uncertain as to whether the workstation you are using is
capable of detecting viruses automatically, or you are unsure whether the data has been
adequately checked for viruses, you should contact appropriate District systems management
personnel.
9. No student or employee may use the District’s computing facilities to access or attempt to access
stored materials or data that are not appropriate for their position, or are outside the scope of
their education or employment duties.
C. User IDs and Passwords
1. Every student and employee accessing District computing resources will be assigned a
User ID and/or password that functions as your method or access to our computing
facilities. You should guard this information just as you would guard any other
identifying material like your bank account numbers. Users will be held fully accountable
for activity that occurs on any District computing facility under your User ID and
password, regardless of whether the persona assigned to the User ID and password is the
actual user. Therefore, great care should be taken not to share or otherwise disclose this
information to another person.
E-3
2. User IDs and passwords should never be written in a conspicuous place, written down together,
or shared with any third party. If you lose your password (or User ID and password together),
the student or employee must immediately inform appropriate District systems management
personnel so his/her account can be temporarily deactivated and a new password assigned.
3. The District has security facilities available to detect an intruder who may be attempting to use or
guess another’s User ID and password to gain access to resources they are not authorized to
use. If you find that your account has become disabled because of an intruder’s attempt to
access our computing facilities, you should contact appropriate District systems management
personnel for assistance.
4. Some student users may not be granted User IDs and passwords if their foreseeable computer
use will not involve storing files or accessing the Internet.
D. Electronic Mail
1. Electronic mail should primarily be used for internal District business, instructional purposes, and
collaboration with fellow students and peers, and other activities directly related to a user’s
education or employment While we recognize that a certain amount of personal use occurs with
any communications medium, we strongly discourage users from using District computing
resources for personal communication, and expressly prohibit their use commercially or for
personal enrichment or profit.
2. Though electronic mail is a fast and relatively easy mode of communication, nothing should be
included in an electronic mail message that the user would not want read by a third party.
Although it is rare, the interconnected nature of the Internet and its component desperate
computing networks makes it possible for a third-party interceptor to store, view, read, print, and
disseminate the contents of any electronic mail message to anyone else. The District has security
facilities in place to prevent unauthorized access to our internal networks and electronic mail
stored there, but be aware that messages transmitted outside our networks may be equally
protected, less protected, or not protected at all. The likelihood of such an interception is
extremely low, but still possible, so you should therefore take great care when transmitting
sensitive or confidential information. District employees should not transmit sensitive or
identifying information about students via electronic mail.
3. Electronic mail should be retained only as long as needed, and not archived or otherwise stored
beyond the time that it may reasonable need to be referred to.
4. Employees and students may not use District electronic mail facilities to propagate chain letters,
advertising, jokes, personal files, images, or any other materials not directly related to their
employment or education.
5. Employees and students should keep in mind that electronic mail is a written form of
communication, just like a paper letter. Though electronic mail is relatively spontaneous
compared with regular mail, you should take care to use the same level of discretion and
forethought before you send your message, and additionally check it for completeness, accuracy,
and grammar just as you would any written correspondence.
E. World Wide Web Publishing and Use
1. District employees, staff, and teachers will lead students in activities and exercises that
strengthen their research skills and enrich the educational process. This may include
using search engines in a way that is appropriate for the curricular goal and cognitive
level of students, using pre-determined Web resources as a group, or allowing students to
E-4
independently research subjects consistent with established curriculum and content
guidelines.
2. Employees and students should read information on the World Wide Web with an evaluative and
critical attitude, verifying the sources, authenticity, and accuracy of information to the best of
their ability. To the end, employees will endeavor to review Web materials that will be used in
classroom learning activities, and use only those that are of the highest quality.
3. Employees may bookmark educationally sound Web sites so they may be referred to quickly and
easily, without the sometimes-tedious process of discovering the resource on one’s own. These
bookmarks may be saved on an individual workstation or a networked storage device, and should
be reviewed regularly by the user for relevance, currentness, and appropriateness to the
educational and employment environment.
4. Materials published to the World Wide Web using District computing facilities are considered
official District materials, and will be created by appropriate employees. Students may, upon
approval of their teacher, create Web pages relating to class projects of other school-related
activities. The purpose of Web pages published by the District shall be to communicate
information about the District to students, parents, and the public, and to provide an instructional
tool with links to other sites that correlate with current curriculum, are age-appropriate, and are
reviewed in advance by appropriate District employees.
5. Creation and publishing of Web pages is subject to the following guidelines:





Pages and the data contained thereon belong to the District, and should reflect quality
work and accurate information.
Contents must adhere to this Acceptable Use Policy, applicable privacy policies and laws,
applicable copyright policies and laws, and other established District policies.
Information published on District web pages should be education-related, nonconfidential, and non-commercial. However, advertising for non-profit, school-sponsored
organizations is acceptable.
All pages should be created to facilitate easy loading and viewing of graphics and
audiovisual materials by the user of the page, whether internal or outside the District,
and subject to the restrictions contained in this Acceptable Use Policy.
Links to commercial or personal Web pages shall not be made from any District web
page, except where such linking would serve a legitimate educational purpose, and the
content on the entire linked site would not violate any provision of this Acceptable Use
Policy.
6. District web pages shall not contain the following items without the explicit written permission of
a parent, guardian, or in the case of information about an employee, the employee.



Students’ full names, electronic mail addresses, telephone numbers, street addresses, or
any other identifying information.
Identifying photographs, video, or likenesses of students and staff.
Employees’ personal electronic mail addresses, personal telephone numbers, street
addresses, or any other identifying information of a personal nature. Web pages may
contain an employee’s name, title, work telephone number, work electronic mail address,
the building or facility they are employed in, and other work-related information to
facilitate communication with parents and other outside correspondents.
7. All school Web pages must be reviewed and approved by the Technology Coordinator and the
building Principal, prior to their publication.
E-5
8. District Web pages should be updated regularly on a schedule determined by appropriate District
systems management personnel. Links to outside pages must be reviewed and checked regularly
for accuracy.
9. The work of students may be published on the District’s Web pages provided that a written
release is granted by the parent or guardian of the student.
10. Each employee and student using the Web and other Internet facilities of the District shall
identify himself or herself honestly, accurately, and completely at all times. No employee or
student may purport to represent the District or its views, policies, or opinions without the
advance approval of the Superintendent, and must refrain from political advocacy, endorsement
of products, services, or educational methods, or communication with any media outlet or public
forum without such advance approval.
F. Resource Considerations
1. Students and employees with Internet access should not use District computing facilities to
transfer images, video, or sound materials unless there is an explicit educational purpose for such
a transfer. The regular and widespread transfer of such large amounts of data creates a
significant burden on any computing facility. Rather than transferring large files via the public
Internet, users should ideally download a large amount of data at once, then distribute it to
others using the District’s faster internal networks
2. Whenever possible, students and employees should schedule communications-intensive
operations such as large file transfers, video downloads, mass emailing, or the use of streaming
audiovisual technology for times when other users are not likely to be performing the same
activity.
3. Students and employees will be granted a limited amount of space on the District’s networks to
store electronic mail, files, and other data. Users may not exceed this quota without the advance
approval and assistance of appropriate District systems management personnel, and users at
their storage limit may find that their access to some resources will be automatically restricted or
disabled to ensure that the resource will be equally available for everyone to use at all times.
4. The District may, at any time and without warning, move or delete data stored on networked
systems to efficiently allocate computing resources to all users. While every reasonable attempt
will be made to inform users of such modifications or deletions, users should preserve important
or sensitive data on a disk or other removable storage medium, and particularly recognize that
there may be circumstances when such a notification will be possible, such as the end of an
academic year or during a vacation period.
G. Enforcement
1. Any user identified as a security risk or having a history of problems with computing systems may
be denied access to the District’s computing facilities, with or without advance notice, warning, or
opportunity to cure a defect that may result in such a revocation of privileges.
2. The District will report all violations or suspected violations of District, Local, State or Federal
laws and policies to the appropriate administrator, agency, or law enforcement authority, and will
cooperate fully in the investigation of any activity that may violate established law or doctrine.
3. Violations of this Acceptable Use Policy will be investigated by appropriate District personnel.
Where appropriate, disciplinary action will be taken against students and employees violating any
provision of this Policy, as provided for by Board policy.
E-6
Cross Ref:
Board Policies and Administrative Regulations
IIA
Instructional Materials Selections
IIAA
Selection of Supplementary Materials
IIBC
Libraries
KLB
Public Complaints About Curriculum and Instructional Materials
IIAA-R Selection Guidelines
E-7
Attachment F
School District of Chetek
D3
Information Management System
via
District Designed Reports
& Data Warehousing
Payroll &
Accounting
District
Reporting
Curriculum /
Assessment
Zone Integration Server
to connect
School Interoperability Framework (SIF)
compliant applications.
RFP’s require SIF compliance before payment
Transportation
Food
Service
District
Integration
ClassXP
IntegradePro
IMC
Sagebrush
SasiXP
Student Families
Special
Education
Public
Community & State
District
Web
Site
Parent
CONNECTxp
Test History
F-1
Attachment G
G-1
Attachment H
District Citizens
Board Standing Committees
Board of Education
Board Temporary Committees
Citizen Committees
Administrative Committees
Business
Manager
Business
Services
District
Administrator
Administrative
Assistant
Transportation
Building and
Grounds
Food
Servi
ce
Food Service Staff
Curriculum
and
Instruction
Director of
Special Ed.
Contract
Marketing
Maintenance and
custodians
Communication
School Psyc.
Case
Manager
Principals
Technology
Coordinator
Technology
Technician
Secretaries
Teachers/Librarians
Direct Authority
Advisory Authority
Students
Policy Number CC
Administrative Policies and Bylaws
School District of Chetek
H-1
Teacher’s Assistants
Special Educ. Staff
Attachment I – Most Current Summary from Data Analysis Team
Chetek School District
2005/06
Data Analysis
Linda Zeman
Al Brown
Bryan Yenter
Jill Koenitzer
Bill Knickerbocker
Teresa Olejniczak
Deb Nugent
Jessica Zeman
Sandy Newell
Anne Wallisch
Kathy Osterloth
Linda Kranz
I-1
2005-06 Data Analysis
Key Findings
Demographic Data
 At the elementary and middle school levels, we have noticed a greater number of males than females at each grade level.
 Students have demonstrated a yearly attendance rate over five years between 90 and 98 percent.
 94.26% of Chetek’s student enrollment was stable. The district wide mobility rate for this year was 14.48%.
 Students from Economically Disadvantaged homes were slightly less stable than the total student population.
 More students at the elementary and middles school level receive free and reduced lunch in comparison with high school
students.
 Over the past ten years, Chetek Schools has been serving an increasing number of students classified as needing special
education. Chetek’s special education prevalence has surpassed the state rate.
 A higher percentage of students classified as having a specific learning disability or emotional and behavioral disabilities
receive free and reduced lunch compared to the overall group.
 Using the 2000 census data, 1/3 of households reported incomes of less than $25,000.
 As reported by the 2000 census data 55 families that have children under the age of 18 fall within poverty status. We
anticipate this is an underestimate of current levels since it is based on seven year old data.
Wisconsin Knowledge and Concepts Exam-Criterion Referenced Tests
 Chetek students scored at or above the state average in grades 3, 4, 8 and 10 reading.
 In grades 4, 5, and 10 Chetek students scored at or above the state average in math.
 Students in grades 8 and 10 scored above the state average in language arts.
 Students scored above the state average in both science and social studies in all grade levels tested.
 Students with disabilities scored consistently below their non-disabled peers in reading, language arts and math.
 Economically disadvantaged children scored consistently below non-disadvantaged children. Further, notably less
economically disadvantaged children reach the advanced level. This discrepancy is more significant at older ages.
 Generally results from comparison schools have dropped in reading and math from last years results as reported from
grade 4 to 5 and 3 to 4. More significant drops are noted from higher achieving districts (see comparison school tables
for more details).
I-2
Student Data
 In general, positive results are noted for students involved in programs that allow for an increased intensity, focus and
time allotment in direct instructional situations for reading and math.
 economically disadvantaged student’s performance on in district assessments varies by grade level and appears to be
affected by other impacting variables (i.e. special education needs).
 With regard to students with disabilities, the following is noted.
o
o
o
Students with disabilities achieve significantly below their non-disabled peers on in-district assessments.
Appropriate accommodations for students with disabilities allow them to be more successful in total
achievement.
High rates of students with disabilities are also economically disadvantaged.
 Analysis suggests positive effects from early intervention techniques including Bright Beginnings, CLC, reduced class
size with SAGE, staff development, and curriculum alignment.
 Students in grade 4 and up, show academic performance of females is significantly better than males.
 Students with behavioral difficulties tend to have academic performance below their peers.
 Examination of Measures of Academic Performance (NWEA) results indicate the following:
o
o
o
Weaker areas in fall show significant growth during the school year and are gone by spring testing.
Growth is identified from fall to spring consistently across all grade levels.
Special education students score consistently below their non-handicapped peers.
I-3
Recommendations After Review of Findings

If the district goal is to have all students reading at grade level by third grade, a tiered intervention program is needed to
target the small percent of students who are likely to not meet this goal.

Student with behavior difficulties score poorly on in-district and state assessments. Targeted interventions to instruct
students on appropriate social skills needs to happen at the early elementary level.

As more and more data becomes available to instructional staff we need to continue to organize this data in a format that
will allow for structured data analysis and then allow time for this analysis by all professional staff.

Consider adding Measures of Academic Performance (MAP) testing in the area of reading for grades 2, 3, and 4.

Continue to investigate assessments used to determine students instructional level in reading (i.e. STAR, IRI, and leveled
reading).

Identify skill sets based on grade level benchmarks and investigate rubrics that will be used to assess student
proficiencies in writing.

Continue to examine benchmarks in consideration of assessment frameworks.

Decrease the number of transitions for students in curriculum resources in grades K-12 math. Continue to align math
benchmarks with assessment frameworks.

Fully implement math profiles PK-6.

Provide staff information and/or training in working with economically disadvantaged families.

Identify students that are struggling with reading development and develop a special communication system with their
parents.

Outline special needs for target groups and provide summer school offerings accordingly. Consider all of the following:
o
o
o
o

Weak skill area (s)
Location of offerings
Transportation issues
Length and support needed
Continue to develop perceptions data including
o
o
o
Search
Youth risk survey
Other
I-4
Attachment J
Chetek Information Literacy Standards (ITLS) K-12 Benchmarks
I = Introduce-Concepts and skills are introduced but not formally assessed.
P = Practice-Concepts and skills used in teacher-directed activities and informally assessed.
M = Master-Concepts and skills will be modeled and formally assessed.
A = Apply-Independent/Practical application of concept/skill without teacher direction.
ITL Standard
Skill
Coursework
A. Students will use common media/technology terminology and equipment
Know basic computer terminology
A.4.1
Start a program (Start Menu, icon, or CD-ROM)
A.4.1
Quit a program
A.4.1
Shutdown/logout
A.4.1
Use a mouse
A.4.1
Print
A.4.1
Save a file to a personal folder
A.4.2
Keyboarding Skills
A.4.1
Recognize return, space, backspace, basic numbers, letters and arrows
Use two hands in correct position to keyboard basic phrases and sentences
A.4.1
Productivity Software
Use draw or paint software
A.4.5
Produce a document using word processing
A.4.3
Use the spell checker
A.4.3
Edit text features (I.e. bold, italics, underline, font size & style)
A.4.3
Align text (I.e. left, right, center, single & double space)
A.4.3
Edit and move text (I.e. cut, copy & paste)
A.4.3
Internet
Use bookmark/favorite in Internet Explorer to access a web site
A.4.4
A.4.4
Use navigation buttons (back, forward, home) to move in a web site
Enter a URL for a website
A.4.4
J-1
IMC
K
1
2
3
4
I
I
I
I
I/P
I
I
P
P
P
M
P
I
I
M
M
M
A
M
I
I
A
A
A
A
A
P
I
A
A
A
A
A
M
I
P
M
I
A
P
A
M
I
I
I/P
I
P
I/P
I/P
P
I/P
I
M
M
P
P
P
I/P
A
A
M
M
M
M
I
I
I
I/P
I/P
I/P
M
M
M
I/P
I
I
I
I = Introduce
ITL Standard
P = Practice
M = Master
A = Apply
Skill
Coursework
A. Students will use common media/technology terminology and equipment
Use two hands in correct position to keyboard basic phrases and sentences
A.4.1
Identify/define computer networking terms
A.8.1
A.8.1
Demonstrate touch keyboarding skills at acceptable speed/accuracy
Organize/save files on a server
A.8.1
Scan, crop and save graphics
A.8.1
A.8.1
Use simple graphing calculator to solve a problem (alternate: PDA usage)
Capture and edit video segments
A.8.1
Identify and use common media formats
A.8.2
A.8.2
A.8.2
A.8.2
Identify the various organizational patterns used in different kinds of reference books
Use electronic encyclopedias, almanacs, indexes, and catalogs to retrieve and select
information
Choose the appropriate applications of productivity software and integrated software
products
Use a graphics program to create or modify detail images
IMC
5
6
7
8
M
A
A
A
P/M
P/M/A P/M/A P/M/A
P
I/P
I
M
P/M
P
A
M
P
I/P
I/P
A
A
M
M
P
I
I
P
M
A
I
I
P
M
A
I/P
P
P
M
I/P
I/P
I
Use a computer and productivity software to organize and create information
A.8.3 Explain and use basic word processing functions
Use graphical organizer program to construct outlines or webs that organize ideas and
A.8.3 information
A
A
A
A
P
P
M
A
A
A
Use a computer and communication software to access and transmit information
A.8.4
A.8.4
A.8.4
A.8.4
Send an e-mail message with an attachment to several persons simultaneously
I/P/M
Open, view, print, print selected pages only, and save a document from the Internet or
other on-line information source
I/P/M
P
P
M
A
I/P
I
P
P
M
A
A
Use basic search engines and directories to locate resources on a specific topic
Organize World Wide Web bookmarks by subject or topic
I/P/M
J-2
Use media technology to create and present information
Use draw, paint, or graphics software to create visuals that will enhance a class project or
report
A.8.5
I/P
A.8.5
Design and produce a multimedia presentation
I
I/P
A.8.5
Plan and deliver a presentation using media and technology appropriate to topic,
audience, purpose or content
I
P
M
P/M M/A
P/M
M
I/P
P
Evaluate the use of media and technology in a production or presentation
A.8.6
Describe the effectiveness of the media and technology used in a production or
presentation using a rubric (to be designed - see comment)
J-3
I = Introduce
ITL
Standard
P = Practice
M = Master
Skill
Coursework
A. Students will use common media/technology terminology and equipment
Identify and define basic on-line and telecommunications terminology and
A.12.1 concepts
A.12.1
A = Apply
IMC
On-line /
Virtual
Classroom
I/P
I/P
9
10
Use a camcorder, VCR, DVD, multimedia computer, or editing equipment
to produce a short video program
I
P - Soc.
Stud.
M-Media
Lit.
Identify common graphic, video and sound file formats
I
P - Soc.
Stud.
M-Media
Lit.
A.12.1
A.12.1 Use desktop video conferencing equipment and systems
Identify and use common media formats
11
12
I
I/P I/P Computer Computer P - CAD P - CAD
Design
Design
Identify examples of agents, expert systems, or artificial intelligence
A.12.2
Describe the common organizational patterns in different types of print
media
M-Media
Lit.
I/P
A.12.2
Demonstrate how to import and export text, graphic and sound files
A.12.2
ADesktop
Pub.
ADesktop
Pub.
M - Oral
Exp.
Edit, import and export movie or video files
A.12.2
J-4
A
A
Use a computer and productivity software to organize and create information
Explain terminology and concepts connected with integrated software or
A.12.3 application suite
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
Use an integrated program or application suite to complete a class
A.12.3 assignment
A.12.3
Proofread and edit a document using spell, thesaurus, and grammar
checking function of a word processing program
A.12.3 Manipulate graphics in a word processing program
Use desktop publishing and graphics software to produce page layouts in
A.12.3 different formats
Analyze data from a database and present conclusions in a document or
A.12.3 report
Construct a spreadsheet, enter data into cells, use mathematical functions
to manipulate/process data, generate a chart or graph, and interpret the
A.12.3 results
A.12.3
Use a computer and graphic organizer software to generate modifiable flow
charts, project time lines, organizational charts, or calendars
Use a computer and communications software to access and transmit information
Choose most appropriate search engines and directories to locate specific
A.12.4 resources on the Internet or other on-line services
Use desktop conferencing, e-mail, or groupware to communicate with
A.12.4 others regarding assignments or class projects
Participate in an on-line discussion group or listserve appropriate to a
A.12.4 content area
Use media and technology to create and present information
Use draw, paint, graphics, or presentation software to visually communicate
A.12.5 ideas or concepts
Produce a multimedia program using text, graphics, moving images, and
A.12.5 sound
J-5
A
A
A
A.12.5 Develop a document or file for inclusion into a website or web page
Participate in a desktop conferencing session to present and share
A.12.5 information with others
I
I
I
I
P
M - Sr. Eng.,
Civics,
Consumer
Ed.
P
M - Sr. Eng.,
Civics,
Consumer
Ed.
IP
Evaluate the use of media and technology in a production or presentation
Assess the purpose and effectiveness of a production or presentation
P
P
A.12.6
Using a rubric, evaluate the appropriateness and effectiveness of the media
and technology used
A.12.6
J-6
P
P
I = Introduce
ITL Standard
P = Practice
M = Master
Skill
Coursework
B. Information and Inquiry
Identify the information problem or question to be resolved
B.4.1
Determine what is already known about the information problem or
question
B.4.1
Formulate initial questions to define what additional information is
needed
B.4.1
Determine a specific focus for the information search questions
B.4.1
Identify possible sources of information including print, nonprint,
electronic, and human resources
B.4.2
Select more than one resource when appropriate
B.4.2
Identify keywords and phrases for each information source
B.4.2
Recognize different ways to organize ideas, concepts, and phrases
(Kidspiration/inspiration/graphic organizer)
B.4.2
Locate materials using the classification system of the school library
media center
B.4.3
Use the index or table of contents of a book, magazine, or reference set
to locate specific information
B.4.3
Locate information from preselected Internet sites and web pages
B.4.3
Evaluate and select information from a variety of print, nonprint, and
electronic formats
B.4.4
Record the sources of information as notes are taken
B.4.5
Record and organize information
B.4.5
Use simple outlining techniques (Kidspiration/graphic organizer)
B.4.5
B.4.6
B.4.7
B.4.8
A = Apply
Interpret and use information to solve the problem or answer the question
Present the results of research in an appropriate format
Evaluate the product against the criteria (student checklist)
J-7
IMC
K
1
2
3
4
IP
I
I
P
PM
PM
IP
I
I
P
PM
PM
IP
IP
I
I
I
I
P
P
PM
PM
PM
PM
I
I
IP
P
IP
P
P
IP
P
IP
IP
IP
I
I
P
PM
PM
PM
I
I
P
M
M
PM
I
I
P
M
M
PM
I
I
P
M
M
IP
P
P
IP
IP
IP
I
I
I
I
I
I
IP
IP
P
P
P
PM
P
P
PM
I
I
I
IP
P
P
I
P
PM
P
PM
PM
P
I = Introduce
ITL Standard
P = Practice
M = Master
A = Apply
Skill
Coursework
B. Access, evaluate, and apply information
Identify the problem or question to be resolved, formulate relevant questions, then revise and
narrow the questions needed
B.8.1
Identify relevant sources of information including print, nonprint, electronic, human, and
community resources
B.8.2
Evaluate possible sources of information based on criteria of timeless, genre, point of view,
bias, and authority
B.8.2
B.8.2
B.8.2
B.8.2
B.8.2
B.8.3
B.8.3
B.8.3
B.8.3
B.8.3
B.8.4
IMC
IP
Select multiple sources that reflect differing or supporting points of view
Identify and select keywords and phrases for each source, recognizing that different sources
use different terminology for similar concepts
6
7
8
IP
IP
PM
PM
IP
IP
PM
PM
IP
IP
P
M
IP
IP
P
M
I
IP
IP
Organize ideas, concepts, and phrases using webbing, outlines, trees, or other visual or
graphic tools (inspiration/graphic organizer)
Focus search strategies on matching information needs with available resources
5
P
P/M
M
A
P/M
P
M/A
A
A
M/A
P/M
M
A
A
M/A
P/M
M
A
A
M/A
P/M
M
A
A
P/M
P/M P/M
A
A
M/A
P/M
A
A
M/A
P
Identify the classification system used in the school library media center, public library, and
other local libraries and locate the materials (Winnebago, WISCAT, Badgerlink)
Use an on-line catalog and other databases of print and electronic resources (Badgerlink)
Search for information by subject, author, title, and keyword (WISCAT/Winnebago)
Use biographical dictionaries, thesauri, and other common reference tools in both print and
electronic formats
Use search engine to locate appropriate Internet or Intranet resources
Examine selected resources for pertinent information using previewing techniques to scan for
major concepts and keywords
J-8
M
P/M M/A
A
B.8.4
Differentiate between primary and secondary resources (need to define terms by content
area)
I
I
I/P
I/P
P
I/P
P
P
P
P/M
P/M P/M
I/P
P
P/M P/M
I
I
P
P
I
I
P
P
B.8.5
Organize and compare information using graphics organizers, storyboarding, and other
relational techniques (inspiration)
I
P
M
A
B.8.6
Gather and analyze additional information for relevancy
I
I
P
P
B.8.6
Draw conclusions from information gathered to solve a problem
P/M
A
A
A
B.8.7
Determine the audience and purpose for the product or presentation
P/M
A
A
A
B.8.7
Develop an original product or presentation which addresses the information problem or
question
P/M
A
A
A
P
P
P/M
M
P
P
P
P
P
P
P/M
P/M
P/M
M
M
M
Distinguish between fact and opinion; recognize points of view or bias
B.8.4
B.8.4
B.8.4
B.8.5
B.8.5
Determine if information is valid and accurate
Analyze and evaluate information presented in charts, graphs, and tables
Use note taking strategies including summarizing and paraphrasing
Record concise notes in a prescribed manner, including bibliographic information
Identify the criteria to be used in judging both the product (or presentation) and the process
B.8.8
B.8.8
B.8.8
B.8.8
Determine how well research conclusions and product meet the original information need or
question based on the identified criteria
Assess the process based on identified criteria
Summarize ways in which the process and product can be improved
J-9
I = Introduce
ITL
Standard
P = Practice
M = Master
Skill
Coursework
B. Define the need for information
On-line /
Virtual
Classroom
9
10
11
12
A
A
M/A
M/A
A
A
A
A
A
A
A
M/A
A
A
A
A
M/A
A
A
A
P
P
P
P
P
P
P
P
M
M
A
A
P
P
P
P
M
A
P
P
M
A
A
A
P
P
M
A
A
A
P
P
P
P
P/M
M
A
A
A
A
A
A
A
A
A
A
IMC
State the information problem or question in clear and concise terms
B.12.1
B.12.1 Relate prior knowledge to the problem or question
Develop specific research questions or a thesis statement based on the
B.12.1 nature, purpose, and scope of project
B.12.1
A = Apply
Conduct a preliminary search to determine if the research questions or
thesis statement is clear and searchable; refine and revise if necessary
Develop information-seeking strategies
Identify a full range of appropriate and available information from local,
B.12.2 national, and global sources
B.12.2 Determine and apply evaluative criteria to prioritizing potential sources
Pursue a variety of resources reflecting differing points of view, cultures,
B.12.2 and disciplines
Identify and evaluate keywords, concepts, subject headings, and
B.12.2 descriptions for each information source
Organize ideas, concepts, and issues in a manner appropriate to the
B.12.2 subject and purpose
Develop a plan to obtain needed information using a variety of research
B.12.2 and investigate strategies
Locate and access information sources
Locate information using the classification system and catalog in use at
P/M/A
B.12.3 a variety of libraries and resource agencies
Use increasingly complex organizational features of print and electronic
A
B.12.3 resources such as cumulative and cross-database indexes
J-10
Use different search strategies for bibliographic citations, abstracts, and
M/A
P
B.12.3 full text resources in electronic formats
Construct effective electronic and manual searches using keywords,
A
A
B.12.3 phrases, Boolean logic (AND/OR/), and limiters (NOT)
Determine when to use general or specialized print and electronic
A
A
B.12.3 reference tools
Compare, evaluate, and select appropriate Internet search engines and
A
A
B.12.3 directories
Evaluate and select information from a variety of print, nonprint, and electronic formats
A
A
B.12.4 Select information clearly related to the problem or question
Evaluate information for stereotyping, prejudice, and misrepresentation
B.12.4
B.12.4 Distinguish among fact, opinion, point of view, and inference
Determine if sources are authoritative, valid, reliable, accurate, relevant,
B.12.4 and comprehensive
Evaluate graphic images for misleading presentation and manipulated
B.12.4 data
Determine authorship for all resources and identify points of agreement
B.12.4 and disagreement among sources
B.12.4 Select information in formats and genre most appropriate to content
Record and organize information
Use data-gathering strategies that include summarizing, paraphrasing ,
B.12.5 comparing, and quoting
Follow note taking processes and compile selected bibliographic
B.12.5 information in an approved format (StyleEase software)
Credit sources for all quotations, visuals, major ideas, and specific facts
B.12.5 or data using accepted citation formats
Analyze and relate information using a variety of relational techniques
B.12.5 (graphic organizer, spreadsheet, database)
Organize information in a systematic manner for unity, coherence,
B.12.5 clarity, and emphasis
J-11
M
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
M
A
A
A
M
A
A
A
P
M
A
A
P
M
A
A
P
M
M
A
P
P
P
P
P
M
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
Interpret and use information to solve the problem or answer the question
B.12.6
Interpret new information to formulate ideas which address the
question or problem using comparison, evaluation, inference, and
generalization skills
A
A
A
A
A
Synthesize new ideas, evidence, and prior knowledge to address the
problem and draw a conclusion and support with credible evidence
A
P/M
P/M
P/M
M/A
A
A
A
A
P
M
A
A
P
M
A
A
P
M
A
A
A
M/A
A
A
A
A
M/A
A
A
A
A
M/A
A
A
A
A
M/A
A
A
A
B.12.6
Communicate the results of research and inquiry in an appropriate format
Determine the audience and purpose for communicating the
B.12.7 information
Compare strengths and weaknesses of possible presentation
B.12.7 methods and products
B.12.7 Select the most appropriate format for the product or presentation
Develop a product or presentation that utilizes the strengths of the
B.12.7 medium and supports the conclusions drawn in the research effort
Evaluate the information product and process
Establish the criteria to be used in judging both the product or
B.12.8 presentation and the process
Assess how well the research conclusions and product satisfy the
B.12.8 defined information needed
Critique the process and identify steps which need further study, skill
B.12.8 development, or practice
Evaluate how the research question or problem, search strategy,
B.12.8 resources, and interpretation could have been expanded or modified
J-12
I = Introduce
ITL Standard
P = Practice
M = Master
Skill
Coursework
C. Pursue information related to various dimensions of personal well-being and
academic success
C.4.1 Identify topics of interest and gather information
C.4.1
A = Apply
IMC
K
1
2
3
4
I/P
I
I
I/P
P
M
I/P
P
P
P
P
A
A
A
A
I/P
I/P
P/M
P/M
P/M
I
I
P
P/M
M
I/P
I/P
P
P
P/M
I
I/P
P
P/M
M
I
I
I/P
I/P
P
P
P/M
P/M
M
P/M
I
I/P
P
P/M
P/M
Recognize that information can be used to make sound decisions (Life Skills)
Appreciate and derive meaning from literature and other creative expressions of information
I/P
A
C.4.2 Choose literature of personal interest
C.4.2
C.4.2
Recognize that award winning books reflect literary and artistic excellence
I/P
Forms and compares own interpretations of literature with those of others
Develop competence and selectivity in reading, listening, and viewing
C.4.3
Develop competence and selectivity in reading, listening, and viewing
I/P
Demonstrate self-motivation and increasing responsibility for their learning
C.4.4
C.4.4
C.4.4
C.4.4
Contribute to group or classroom decisions about learning objectives
Identify topics suitable for in-depth exploration
Apply criteria from grading rubrics to projects
Establish and maintain goals and determine steps for completing a quality
project
J-13
P/M
I = Introduce
ITL Standard
P = Practice
M = Master
A = Apply
Skill
Coursework
C. Pursue information related to various dimensions of personal well-being and academic
success (Life Skills)
Identify topics of interest and seek relevant information about them
C.8.1
C.8.1
IMC
5
6
7
8
P/M
A
A
A
Identify information appropriate for decision-making and personal interest
P/M
A
A
A
Recognize that accurate and complete information is basic to sound decisions in
both personal and academic pursuits
P/M
A
A
A
P/M
P/M
P/M
P/M
Identify and use personal criteria for choosing literature and other creative
expressions of information
P/M
P/M
P/M
M
Relate literature and creative expressions of information to personal experiences
P/M
P/M
P/M
M
P/M
P/M
P/M
M
C.8.1
Appreciate and derive meaning from literature and other creative expressions of information
Recognize that reviews, evaluations, and guidance from teachers, library media
P/M
specialists, and others assist in the selection of appropriate literature and creative
expressions of information
C.8.2
C.8.2
C.8.2
Relate literature and creative expressions of information to other literature of creative
expressions of information
C.8.2
Appreciate competence and selectivity in reading, listening, and viewing
C.8.3
C.8.3
C.8.3
Choose materials at appropriate developmental levels (Accelerated Reader)
P/M
P/M
P/M
P/M
P/M
Identify and select materials that reflect diverse perspectives
Identify characteristics of common literary forms
Recognize how words, images, sounds, and illustrations can be constructed to
convey specific messages, viewpoints, and values
P/M
P
M
P
M
M
A
A
A
P
P
M
A
Participate in decisions about group and classroom projects and learning objectives
P
P/M
P/M
P/M
Identify and select topics of personal interest to expand classroom learning projects
P
P/M
P/M
P/M
C.8.3
Demonstrate self-motivation and increasing responsibility for their learning (Student Rubrics)
C.8.4
C.8.4
J-14
C.8.4
C.8.4
C.8.4
C.8.4
Recommend criteria for judging success of learning projects
Establish goals and develop a plan for completing projects on time and within the
scope of the assignments
Evaluate progress and quality of personal learning (Portfolio/AR)
Establish personal goals in pursuit of individual interests, academic requirements,
and career paths
J-15
P
P/M
P/M
P/M
A
A
A
A
P/M
P/M
P/M
P/M
I/P
M/A
I = Introduce
ITL
Standard
P = Practice
M = Master
A = Apply
Skill
Coursework
C. Pursue information related to various dimensions of personal well-being
and academic success
C.12.1 Identify topics of interest and seek relevant information about them
C.12.1 Evaluate information for decision-making and personal interest
Recognize that accurate and complete information is basic to sound
C.12.1 decisions in both personal, academic, and career pursuits
IMC
On-line /
Virtual
Classroom
9
10
11
12
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
Appreciate and derive meaning from literature and other creative expressions of information
Recognize that core lists of classics and recommended titles for preA
A
P/M
C.12.2 college reading provide for a well-rounded literary background
Apply personal criteria for choosing literature and other creative
P/M
C.12.2 expressions of information
Relate literature and other creative expressions of information to
P/M
C.12.2 personal experiences
Compare and contrast examples of literature and creative expressions
P/M
C.12.2 of information
Develop competence and selective in reading, listening, and viewing
C.12.3 Choose material at appropriate developmental levels
C.12.3 Identify and select materials that reflect diverse perspectives
C.12.3 Contrast characteristics of common literary forms
Evaluate how words, images, sounds, and illustrations are constructed
to convey specific messages, viewpoints, and values to shape attitudes
C.12.3 and influence action
Demonstrate self-motivation and increasing responsibility for their learning
Make decisions about group and classroom projects and learning
C.12.4 objectives
Identify topics for independent study to meet individual learning needs
C.12.4 and interests
C.12.4 Develop and apply criteria for judging success of learning projects
J-16
C.12.4 Establish goals, plans, budget, and timelines for completing a project
Recognize gaps in personal knowledge and apply strategies for
C.12.4 addressing them
C.12.4 Evaluate progress and quality of personal learning
Articulate personal goals in pursuit of individual interests, academic
C.12.4 requirements, and career paths
J-17
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
I = Introduce
ITL
Standard
P = Practice
M = Master
Skill
Coursework
D. Participate productively in workgroups or other collaborative learning
IMC
environments
D.4.1 Participate productively in groups
Use information, media, and technology in a responsible manner (A.U.P.)
I/P/M
D.4.2 Identify proper use of the internet
I/P
D.4.2 Employ proper etiquette when communicating
I/P
D.4.2 Use technology in a responsible manner
Respect intellectual property rights
D.4.3
D.4.3
A = Apply
Recognize that the copying of commercial or licensed media is a violation
of copyright law (Reports and articles must be in own words)
I/P
K
1
2
3
4
I/P
I/P
I/P
P/M
P/M
I/P
I/P
I/P
I/P
P/M
P/M
I/P
P/M
P/M
P/M
P/M
P/M
P/M
P/M
P/M
I/P
P/M
P/M
P/M
P/M
I
I
P/M
P/M
I
Understand quotations and their uses
Recognize the importance of intellectual freedom and access to information in a democratic society
Recognize and acknowledge the right of classmates to express difference
P/M
P/M
P/M
D.4.4 of opinions
J-18
I = Introduce
ITL
Standard
P = Practice
M = Master
Skill
Coursework
D. Participate productively in workgroups or other collaborative learning
environments
D.8.1
Demonstrate acceptance to new ideas and strategies from workgroup
D.8.1 members
Determine workgroup goals and equitable distribution of individual or
D.8.1 subgroup responsibilities and tasks
D.8.1 Plan for the efficient use and allocation of time
D.8.1 Complete workgroup projects on time
Evaluate completes projects to determine how the workgroup could
D.8.1 have functioned more efficiently and productively
D.8.2
D.8.2
D.8.2
D.8.2
D.8.2
D.8.2
D.8.3
D.8.3
D.8.3
D.8.3
A = Apply
Use information, media, and technology in a responsible manner
Return all borrowed materials on time
Describe and explain the school policy on technology and network use,
media borrowing, and Internet access
Demonstrate responsible use of the Internet and other electronic
resources consistent with the school's acceptable use policy
Recognize that using media and technology to defame or libel another
person or group constitutes unacceptable behavior
Identify and define the consequences of violations to the school's
policies on media and technology use
Recognize the need for privacy and protection of personal information
Respect intellectual property rights
Define the purpose of copyright and copyright law
Identify what kind of authorship can be copyrighted
Explain the concept of "fair use" as it pertains to the law
Recognize that the "fair use" provisions may differ depending on the
media format
J-19
IMC
5
6
7
8
A
P/M
M
M
A
A
P/M
M
M
A
A
A
P/M
P/M
M
M
M
M
A
A
A
P/M
M
M
A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
A
A
A
A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P/M/A
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
P
D.8.3
Relate examples of copyright violations
P
P
P
P
P
P
P
P
P
P
D.8.3
Cite the source for words which are quoted verbatim and for pictures,
graphics, and audio or video segments which are used in a product or
presentation
Explain and differentiate the purpose of a patent, trademark, and logo
P
P
P
P
P
M
M
D.8.3
D.8.4
D.8.4
D.8.4
D.8.4
D.8.4
Recognize the importance of intellectual freedom and access to information in a democratic society
P/M
P
P
Explain the concept of intellectual freedom
Identify examples and explain the implications of censorship in the
P
United States and in other countries
Explain the importance of the principle of equitable access to
information
Compare and contrast freedom of the press in different situations and
geographic areas
Recognize that the free-flow of information contributes to an informed
citizenry resulting in sound decisions for the common good
J-20
I/P
I
I
I/P
I
I/P
I = Introduce
ITL Standard
P = Practice
M = Master
A = Apply
Skill
D. Participate productively in workgroups or other collaborative
learning environments
Coursework
IMC
On-line / Virtual
Classroom
9
10
11
12
D.12.1
Collaborate with others to design and develop
information products and solutions
A
A
A
A
A
A
D.12.1
Incorporate effective group processes and shared
decision-making in project development
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
M/A
M/A
M/A
M/A
M/A
D.12.1
Specify and detail workgroup goals and individual and
subgroup responsibilities
Finalize workgroup strategies, resources, budget, and
timeline
Allocate time for a project based on an inventory of the
responsibilities of workgroup members
D.12.1
Complete specific projects within a timeline and budget
D.12.1
D.12.1
Critique completed projects and workgroup processes
for future improvement
A
D.12.1
Use information, media, and technology in a responsible manner
M/A
Return all borrowed materials on time
D.12.2
M/A
M/A
M/A
M/A
M/A
M/A
D.12.2
Assess the need for different information policies and
user agreements in a variety of settings (e.g., private
employer, university, government agency)
D.12.2
Allocate time for a project based on an inventory of the
responsibilities of workgroup members
M/A
M/A
M/A
M/A
M/A
M/A
M/A
M/A
M/A
M/A
M/A
M/A
D.12.2
Recognize the using media or technology to defame,
libel, or misrepresent another person or group
constitutes unacceptable behavior
J-21
Identify and define consequences of violations to the
school's policies on media and technology use
D.12.2
Recognize the need for privacy of certain data files or
D.12.2
documents
Respect intellectual property rights
Explain the difference between copyright and copyright
D.12.3
registration
Explain why "fair use" is permitted for educational
purposes but not in "for profit" situations
D.12.3
Distinguish among freeware, shareware, and
D.12.3
commercial software
D.12.3
Recognize the legal consequences of plagiarism and
the need for personal authenticity in their work
M/A
M/A
M/A
M/A
M/A
M/A
M/A
M/A
M/A
M/A
M/A
M/A
I/P
M/A
I/P
P
M
A
I/P
M/A
I/P
P
M
A
I/P
M/A
I/P
P
M
A
I/P
M/A
I/P
P
M
A
M
A
M
A
P
M
P
M
P
M
P
M
P
M
Explain conditions under which permission must be
I/P
M/A
I/P
P
obtained for the use if copyrighted materials
D.12.3
Describe how to correspond with authors, publishers,
I/P
M/A
I/P
P
or producers to obtain permission to use copyrighted
D.12.3
materials in their work
Recognize the importance of intellectual freedom and access to information in a democratic society
Summarize how the basic principles of democracy
P
P
relate to intellectual freedom
D.12.4
Distinguish between intellectual freedom as it relates to
P
P
children versus adults
D.12.4
Investigate a specific censorship situation (e.g.,
P
P
challenge to a book or magazine in a local library)
D.12.4
Recognize strategies for ensuring that others have
P
P
equitable access to information, media resources, and
D.12.4
technology
D.12.4
Project what conditions might result if intellectual freedom
were ignored in their own community or in the United States
P
J-22
P
Attachment K – Form for lending computer equipment to the public and a form for ensuring proper
disposal of donated computer equipment.
School District of Chetek
Equipment Checkout Form
Name: __________________________________________________
Organization: ____________________________________________
Date out: ___________ Phone number: ______________________
Description of equipment borrowed: _________________________
_________________________________________________________
_________________________________________________________
Date returned: ____________
Verified by: __________________
To the recipient of a computer donated by the School District of Chetek:
When I am done using the computer or when it no longer functions, I agree to properly dispose of
the computer and monitor at a licensed recycler (like Kleenair between Rice Lake and Cameron.)
Relocation site of the computer: ______________________________
Signature of adult recipient: _________________________________
Date received: _____________________________________________
Computer model: __________________________________________
Computer serial number: ____________________________________
Monitor model: ____________________________________________
Monitor serial number: _____________________________________
K-1
Attachment L – Sample of Technology/Library Media Committee Minutes
Technology/Library Media Committee Minutes for Meeting on
November 15, 2006
11/15/06
Technology Meeting
3:30PM
HS/MS IMC
Meeting called by:
Kathy Osterloth
Type of meeting:
Regular
Facilitator:
Kathy Osterloth
Note taker:
Any Volunteers?
Attendees:
Brenda Kretzschmar, Tammy Schmidt, Gary Mohr, Natalie Springer, Ken Jost, Shelly Bowlyou, Dom
Olson, Kathy Osterloth
Please read:
Look through the survey attached to the e-mail
Please bring:
Please bring you summaries of the articles you read if you haven’t gotten them back
to me yet. I would like the articles too so I can site them correctly in the plan.
Agenda Items
Topic
Presenter Time
allotted

Technology plan, in draft form, that included the e-rate requirements has to
be approved before I can file the e-rate forms. The plan can still be edited
and get a more formal approval from the committee as well as the school
board at a later date.
Using the DPI’s technology plan approval form to identify items required for erate, the committee reviewed the technology plan draft. Brenda Kretzschmar
made a motion that the draft of the plan be accepted as complete in the areas
needed for e-rate. Tammy Schmidt seconded the motion. The motion passed
unanimously. These minutes will be an attachment in the 2007-2010 plan.
Kathy
15 minutes

Budget for the next three years including moving from a 5 year to a 6 or 7
year rollover plan
The school board will be made aware of the fact that the current technology
budget will not support a 5 year rollover plan. It will probably be necessary to
look at a 6-7 year plan. Several concerns were expressed over this change.
There may be some computers used for specialized instruction that need to be
replaced more often but the labs in general should be fine for that time frame.
The ByteSpeed computers are holding up much better than the Gateways did.
Also noted: Upgrading the infrastructure should take place in the next 2-4 years.
Kathy will work with Tammy Lenbom, starting this summer, to put out RFP’s for
the cost. We will need to create a prioritized list of what the upgrade will need
handle.
Also noted: We will try to upgrade memory in the workstations this summer.
Kathy
5 minutes
Discuss student e-mail accounts and deployment – we got this year’s e-rate
so we have purchased Gaggle.net’s services.
Concerns were expressed over the need for student e-mail. It was pointed out
Kathy
15 minutes

L-1
that the ITL standards state that 4th grade students should be able to send e-mail
with an attachment. We plan to make accounts for grades 8-12, and possibly for
6th and 7th grades. Gaggle.net has an extensive filtering system, including the
ability to scan pictures. Students will be informed of the filtering capabilities and
for the initial deployment of the student accounts a zero tolerance policy will be
implemented. Any infraction of the student e-mail policy that censors the e-mail
will be reviewed by the technology coordinator and if the e-mail is found to
break the guidelines the student account will be inactivated for the remainder of
the school year.

How are we going to collect data on student achievement in the area of the
ITLS standards? – This will just be the beginning of the discussion. We will
need to do some collaboration here and get ideas from the rest of the staff
and from other districts. Our 8th grade assessment is a start but we need to
do more – just initial discussion to get direction.
Natalie shared Rice Lake’s forms for assessing their 1st - 5th grade ITLS
benchmarks. It appears that we could do something similar using our
assessment module in Link4Learning. In Rice Lake, the library media specialist
does the assessment and keeps a form on each student. This does not appear
to be feasible for us with Gary’s time split between the two schools. It was
suggested that after the new plan is complete and we analyze what is necessary
to provide assessment of the ITLS benchmarks across the grade levels and
possibly write a recommendation to the administration and school board that
another library media specialist (at least half-time) be hired.
Kathy
15 minutes

Renaming the committee to combine the Technology and Library Media
Committees?
Tammy Schmidt made a motion to rename the “Technology Committee” to
“Technology and Library Media Committee.” Natalie Springer seconded the
motion. The motion passed unanimously.
Kathy & Gary
5 minutes

Brief overview of Technology & Library Media presentations to school board
on Nov. 27th
This was accomplished during the e-rate review discussed in the first item of the
agenda.
Kathy & Gary
10 minutes

Survey students in grades 4-12 about technology access and use in
January. (From WEMA listserv – Waunakee School District)
The survey was reviewed by committee members before coming to the meeting.
Mr. Brown and the three building principals are reviewing the survey. Kathy will
create the modified survey in Survey Monkey and it will be given to students in
grades 4-12. The results will be presented to the committee at the next meeting.
The results will also be considered in the writing of the 2007-2010
Technology/Library Media Plan.
Kathy
5 minutes
 Next meeting
Wednesday, February 7, 2007
Kathy
5 minutes
 Committee members concerns
None expressed.
members
?
If anyone comes across other ideas for assessment they will get them to Kathy.
L-2
Attachment M - Technology For Students With Special Needs
TECHNOLOGY FOR STUDENTS WITH SPECIAL NEEDS
IGBAB
POLICY STATEMENT
The School District of Chetek shall provide special education and related services designed to meet the
unique needs of each student with a disability, based on his/her individualized education program (IEP),
as required by law.
The term “related services” means transportation and such developmental, corrective and other
supportive services as required for the student with a disability to benefit from special education.
“Assistive technology devices and services” would clearly be a functional part of the services defined.
An “assistive technology device” means any item, piece of equipment, or product system, whether
acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or
improve functional capabilities of students with disabilities. “Assistive technology service” means any
service that directly assists a student with a disability in the selection, acquisition or use of an assistive
technology device. The term includes:
Evaluation of needs of a student with a disability, including a functional
evaluation of the child’s customary environment;
Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by students with
disabilities;
Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those
associated with existing education and rehabilitation plans and programs.
Training or technical assistance for a child with a disability or, if appropriate, that child’s family; and
Training or technical assistance for professionals, employers, or others who provide services to, employ, or are
otherwise substantially involved in the major life functions of students with disabilities.
Those students having special needs but not requiring a formal IEP according to law, which may include
but are not limited to migrant students, homeless students, students living with poverty, and English
Language Learners, will also be considered for assistive technology devices and/or services.
LEGAL REF:
Chapter 115, subchapter V Wisconsin Statutes
Individuals with Disabilities Education Act Amendments of 1997
Approve: April 6, 2004
Revised:
M-1
TECHNOLOGY FOR STUDENTS WITH SPECIAL NEEDS
IGBAB-R
POLICY PROCEDURE
A. A student’s need for assistive technology shall be determined on a case-by-case basis. If the IEP team determines
that a particular assistive technology item is required for the student to be provided a favorable benefit from his/her
education program, the technology must be provided to implement the IEP.
B. Assistive technology may be provided as special education, related services, or supplemental aids and services for
students with disabilities who are educated in regular classes.
C. The District is responsible for evaluation in areas in which assistive technology may be a factor. Determination of
need for assistive technology will be determined by the following criteria:
Identification of difficulty the student is experiencing and discussion of possible causes for the difficulty. This
includes a review of existing information and data. During this review the IEP Team decides other
information necessary to make an informed decision about the need for assistive technology.
Team members gather baseline data if existing data does not provide all needed information.
The team reviews the problem that is now clearly identified, generates possible solutions, and develops a trial plan
of the solutions.
During a specified time frame, the trials are completed and data is collected.
The team analyzes new data and makes decisions about the longer term use or permanent acquisition of one or more
assistive technology tools.
If specific assistive technology is identified as being needed, it is written in the student’s IEP.
D. Those students having special needs but not requiring a formal IEP according to law, which may include, but are not
limited to migrant students, homeless students, students living with poverty, and English Language Learners, will
also be considered for assistive technology devices and/or services on a case-by-case basis to be determined by the
following criteria:
1.
2.
3.
4.
5.
6.
Identification of difficulty the student is experiencing and discussion of possible causes for the difficulty by
individuals or a team comprised of classroom or special education teacher, guidance counselor, librarian,
district technology coordinator, and/or building principal. This includes a review of existing information
and data. During this review a team decides other information necessary to make an informed decision
about the necessity for assistive technology.
Team members gather baseline data if existing data does not provide all needed information.
The team reviews the problem that is now clearly identified, generates possible solutions, and develops a
trial plan of the solutions.
During a specified time frame, the trials are completed and data is collected.
The team analyzes new data and makes decisions about the longer term use or permanent acquisition of one
or more assistive technology tools.
If specific assistive technology is identified as being needed, a request is made of the district technology
coordinator for consideration and procurement.
M-2
Attachment N - Example of 8th Grade On-Demand Writing/Technology Assessment Plus two years of
collected data
The School District of Chetek is using 6-Traits Writing and gives students in grades 1-8 two on-demand
writing assignments each year. While benchmarking the ITL Standards it was decided that one of the 8th
grade on-demands offered a perfect opportunity to do a technology assessment at the same time. It was
decided that regardless of whether the state follows through on the requirement for an 8th grade
technology assessment that we would have a local assessment tied to the on-demand writing that would
be done anyway. Below is a copy of one on-demand that would be used. The first page is the
information that each student would have to open from our file server. The second page is the set of
instructions that the students will need to follow to complete the writing assignment. The student will
need to navigate our network; create, save files; demonstrate knowledge of Microsoft Word and Excel;
and send an e-mail with the file attached.
Eight Grade Prompt
Persuasive Writing
Your school district has decided to eliminate vending machines because they are too unhealthy.
You decide to go to the school board to convince them that the vending machines should stay and what
healthy choices should be offered.
DIRECTIONS: In 2-4 well-organized paragraphs, back up your argument with logical reasons and
specific examples. Make sure your paper has a clear beginning, middle, and end. You can use the space
below to organize your thoughts before you begin writing.
Introduction:
Reasons for keeping:
1.
2.
3.
Alternatives
Conclusion:
N-1
Writing On-Demand
_____ Open a G: drive document to view the writing prompt
_____ Your goal is to develop 2-4 paragraphs, back up your argument with logical reasons and specific
examples. Make sure your paper has a clear beginning, middle, and end.
_____ Use Inspiration to create a graphic organizer including an introduction, reasons for keeping the
vending machines, alternatives, and a conclusion
_____ Save the organizer to U: drive file
_____ Print the organizer
_____ Open a spreadsheet document and create a pie graph from the data given on the G: drive
_____ Write the final document.
_____ Include the pie graph in the final document.
_____ Save to U: drive
PAPER FORMAT
_____Place a header in font 16, bold and centered
_____Document is double-spaced, font 12
_____Spelling and grammar check
_____Email the document to your teacher as an attached file (No student e-mail at the time of the
writing, but with e-rate help we will begin implementing student e-mail in grades 6-12 before the end of
the 2006-07 school year through Gaggle.)
N-2
Class
Average
2005
_______
87
students
Class
Average
2006
_______
72
students
3.74
3.83
3.76
3.76
3.85
3.50
3.68
3.79
find an appropriate resource online to support your persuasive
argument
3.69
3.66
copy and paste URL into final
document
3.62
3.38
Able to create the Word document
3.87
3.75
Able to insert graphic into word
document
3.68
3.52
Able to format document as
specified
Header (font 16, bold and
centered)
3.62
3.17
Document double spaced
2.86
3.35
Font size 12
3.72
3.65
Spell checked
3.79
3.54
Grammar checked
3.79
3.59
Able to save completed on-demand
document to student's folder on
network drive (U:)
3.80
3.77
3.68
3.58
8th Grade On-Demand
Writing/Technology
Assessment Rubric
4 = can do on own
3 - 2 = can do with prompt
1 = can not do
Skills Assessed
Able to retrieve prompt from
network drive (G:)
Inspiration Organizer
Able to create the file
Able to use software tools to
produce symbols and links
Able to save the file to the
student's folder on network drive
(U:)
Internet/On-line Resource
Search
Word
Individual Student's Average
N-3
Attachment O - enGauge Profile Executive Summary from the Spring of 2006
Executive Summary: Indicators
Within each Essential Condition, Indicators have been identified that describe measurable aspects
of the condition.
 The table below lists your status for each indicator sorted from highest to lowest.
 Details on each of the 35 Indicators are presented in the full profile.
Status Condition - Indicator
Continuum Stage
4.70 Access - Resources --------------------------------------------------------- Transformation
4.55 Access - Facilities ----------------------------------------------------------- Transformation
4.50 Access - Administration ---------------------------------------------------- Transformation
4.38 Access - Connectivity ------------------------------------------------------- Transformation
4.26 Systems - Funding ---------------------------------------------------------- Transformation
4.18 Equity - Gender -------------------------------------------------------------- Transformation
4.05 Access - Support ------------------------------------------------------------ Transformation
4.03 Systems - Thinking ---------------------------------------------------------- Transformation
3.96 Systems - Accountability -------------------------------------------------------- Exploration
3.83 Systems - Standards ------------------------------------------------------------ Exploration
3.82 Equity - Socioeconomic --------------------------------------------------------- Exploration
3.78 Equity - Race ---------------------------------------------------------------------- Exploration
3.73 Equity - Special Needs ---------------------------------------------------------- Exploration
3.72 Access - Opportunities ---------------------------------------------------------- Exploration
3.71 Systems - Development -------------------------------------------------------- Exploration
3.49 Systems - Culture ---------------------------------------------------------------- Exploration
3.49 Practice - Alignment ------------------------------------------------------------- Exploration
3.38 Proficiency - Productivity ------------------------------------------------------- Exploration
3.34 Equity – System wide ------------------------------------------------------------ Exploration
3.26 Proficiency - Implementing ----------------------------------------------------- Exploration
3.23 Vision - Learners ------------------------------------------------------------------ Exploration
3.13 Proficiency - Ethics --------------------------------------------------------------- Exploration
3.12 Practice - Range of Use -------------------------------------------------------- Exploration
3.09 Systems - Community ----------------------------------------------------------- Exploration
3.08 Practice - Relevance ------------------------------------------------------------- Exploration
3.05 Proficiency - Skills ---------------------------------------------------------------- Exploration
3.00 Vision - Commitment ------------------------------------------------------------ Exploration
2.95 Vision - Research --------------------------------------------------------------------- Adoption
2.95 Practice - Environment -------------------------------------------------------------- Adoption
2.91 Proficiency - Planning --------------------------------------------------------------- Adoption
2.74 Vision – Community ------------------------------------------------------------------ Adoption
2.71 Proficiency - Assessment ----------------------------------------------------------- Adoption
2.57 Vision - Communication ------------------------------------------------------------- Adoption
2.53 Systems - Proficiency --------------------------------------------------------------- Adoption
See the district website for the complete district profile in PDF format.
http://www.chetek.k12.wi.us/pages/Tech_Plan.cfm#184
O-1
Attachment P – Copyright Policy
SCHOOL DISTRICT OF CHETEK
BOARD POLICY
COPYRIGHT COMPLIANCE
INSTRUCTION
The board recognizes that federal law makes it illegal to duplicate copyrighted materials without authorization of the holder
of the copyright, except for certain exempt purposes. Severe penalties may be imposed for unauthorized copying or using of
audio visual or printed materials and computer software, unless the copying or using conforms to the "fair use" doctrine.
Under the "fair use" doctrine, unauthorized reproduction of copyrighted materials is permissible for such purposes as
criticism, comment, news reporting, teaching, scholarship or research. If duplicating or changing a product is to fall within
the bounds of fair use, these four standards must be met for any of the foregoing purposes:
A. THE PURPOSE AND CHARACTER OF THE USE. The use must be for such purposes as teaching or scholarship
and must be nonprofit.
B. THE NATURE OF THE COPYRIGHTED WORK. Staff may make single copies of the following for use in
research, instruction or preparation for teaching: book chapters; articles from periodicals or newspapers; short
stories, essays or poems; and charts, graphs, diagrams, drawings, cartoons or pictures from books, periodicals, or
newspapers in accordance with these guidelines.
C. THE AMOUNT AND SUBSTANTIALITY OF THE PORTION USED. In most circumstances, copying the whole
of a work cannot be considered fair use; copying a small portion may be if these guidelines are followed.
D. THE EFFECT OF THE USE UPON THE POTENTIAL MARKET FOR OR VALUE OF THE COPYRIGHTED
WORK. If resulting economic loss to the copyright holder can be shown, even making a single copy of certain
materials may be an infringement, and making multiple copies presents the danger of greater penalties.
While the district encourages its staff to enrich the learning programs by making proper use of supplementary materials, it is
the responsibility of district staff to abide by the district's copying procedures and obey the requirements of the law. In no
circumstances shall it be necessary for district staff to violate copyright requirements in order to perform their duties
properly. The district cannot be responsible for any violations of the copyright law by its staff.
Any staff member who is uncertain as to whether reproducing or using copyrighted material complies with the district's
procedures or is permissible under the law should contact the superintendent or the person designated as the copyright
compliance officer. The latter will also assist staff in obtaining proper authorization to copy or use protected material when
such authorization is required.
Legal References: P.L. 94-553 Federal Copyright Law of 1976
(U.S. Code, Title 17)
Adopted: 1-12-95
P-1
SCHOOL DISTRICT OF CHETEK
ADMINISTRATIVE PROCEDURE
COPYRIGHT COMPLIANCE
INSTRUCTION
Staff may make copies of copyrighted school district materials that fall within the following guidelines. Where there is reason
to believe the material to be copied does not fall within these guidelines, prior permission shall be obtained from the
principal. Staff members who fail to follow this procedure may be held personally liable for copyright infringement.
Authorized Reproduction and Use of Copyrighted Material in Books and Periodicals
In preparing for instruction, a teacher may make or have made a single copy of:
A. A chapter from a book;
B. An article from a newspaper or periodical;
C. A short story, short essay or short poem; or
D. A chart, graph, diagram, drawing, cartoon or picture from a book, periodical or newspaper.
A teacher may make multiple copies not exceeding more than one per pupil, for classroom use or discussion if the copying
meets the tests of "brevity, spontaneity and cumulative effect" set by the following guidelines. Each copy must include the
notice of copyright present in the original work.
A. Brevity
1. A complete poem, if less than 250 words and if printed on not more than two pages, may be copied;
excerpts from longer poems cannot exceed 250 words;
2. Complete articles, stories or essays of less than 2500 words may be copied. Excerpts from prose works of
not more than 1000 words or 10% of the work -whichever is smaller - may be copied, but in any event, a
minimum of 500 words may be copied.
3. Each numerical limit set forth above may be expanded to permit the completion of an unfinished line of a
poem or an unfinished prose paragraph;
4. One chart, graph, diagram, drawing, cartoon or picture per book or periodical issue may be copied.
5. "Special" works cannot be reproduced in full under any circumstances; however, an excerpt of not more
than two published pages containing not more than 10% of the words in the text of such special work may
be reproduced. What constitutes a "special" work is not clearly defined; however, special works include
children's books combining poetry, prose or poetic prose with illustrations and which are less than 2500
words in their entirety. For a further discussion on what constitutes a "special" work, see Agreement on
Guidelines for classroom copying in Not-for-Print educational institutions with respect to books and
periodicals.
B. Spontaneity - Copying should be at the "instance and inspiration" of the individual teacher; and the inspiration and
decision to use the work and the moment of its use for maximum teaching effectiveness are so close in time that it
would be unreasonable to expect a timely reply to a request for permission.
C. Cumulative Effect - Teachers are limited to using copied material for only one course in the school in which copies
are made. No more than one short poem, article, story, essay or two excerpts from the same author may be copied,
and no more than three works or excerpts can be copied from a collective work or periodical volume during one
class term. Teachers are limited to nine instances of multiple copying for one course during one class term. The
numerical limitations set forth above do not apply to current news periodicals, newspapers and current news sections
of other periodicals.
Performances by teachers or students of copyrighted dramatic works without authorization from the copyright owner are
permitted as part of a teaching activity in a classroom or instructional setting. All other performances require permission from
the copyright owner.
Not withstanding any of the foregoing, the copyright law prohibits using copies to create, replace or substitute for
anthologies, compilations or collective works. There shall be no copying of or from works intended to be "consumable" in the
course of study or of teaching. "Consumable" works include: workbooks, exercises, standardized tests, test booklets and
answer sheets. Teachers cannot substitute copies for the purchase of books, publishers' reprints or periodicals, nor can they
repeatedly copy the same item from term to term. Copying cannot be directed by a "higher authority", and students cannot be
charged more than actual cost of photocopying.
Teachers may use copyrighted material in overhead or opaque projectors for instructional purposes.
P-2
Authorized Reproduction and Use of Copyrighted Materials in the Library
A library may make a single copy (containing the notice of copyright present on the original work) of:
A. An unpublished work which is in its collection solely for purposes of preservation and security or for deposit for
research use in another qualified library or archives.
B. A published work in order to replace it because it is damaged, deteriorated, lost or stolen, provided that an unused
replacement cannot be obtained at a fair price.
A library may provide a single copy of copyrighted material to a student or staff member at no more than the actual cost of
photocopying. The copy must be limited to one article of a periodical issue or a small part of other material, unless the library
finds that the copyrighted work cannot be obtained elsewhere at a fair price. In the latter circumstance, the entire work may
be copied. In any case, the copy shall contain the notice of copyright present in the original work and the student or staff
member shall be notified that the copy is to be used only for private study, scholarship or research. Any other use may subject
the person to liability for copyright infringement and the library shall not make a copy if it has notice of any other use. The
foregoing reproduction right shall not apply to musical works, motion pictures or other audiovisual works (other than an
audiovisual work dealing with news), or pictorial, graphic or sculptural works (other than pictorial or graphic works
published as illustrations, diagrams or similar adjuncts to works of which copies are reproduced hereunder).
At the request of a teacher, copies may be made for reserve use. The same limits apply as for single or multiple copies
designated in "Authorized Reproduction and Use of Copyrighted Material in Print."
Authorized Reproduction and Use of Copyrighted Music
For academic purposes, other than performance, teachers may make a single copy of an entire performable unit (section),
movement, aria, etc. from a printed musical work that is (1) confirmed by the copyright proprietor to be out of print or (2)
unavailable except in a larger work, for purposes of preparing for instruction.
A teacher may make multiple copies not exceeding one copy per pupil for classroom use of an excerpt of not more than 10%
of a printed musical work if it is to be used for academic purposes other than performance, provided that the excerpt does not
comprise a part of the whole musical work which would constitute a performable unit such as a selection, movement, or aria.
In an emergency, a teacher may make and use replacement copies of printed music for an imminent musical performance
when the purchased copies have been lost, destroyed or are otherwise not available, provided that purchased copies shall be
substituted in due course.
A teacher may make and retain a single recording of student performances of copyrighted material when it is made for
purposes of evaluation or rehearsal.
A teacher may make and retain a single copy of excerpts from recordings of copyrighted musical works owned by the school
or the individual teacher for use as aural exercises or examination questions.
A teacher may edit or simplify purchased copies of music provided that the fundamental character of the music is not
distorted. Lyrics shall not be altered or added if none exist.
Copying cannot be used to create, replace or substitute for anthologies, compilations or collective works; copying of
consumable works is prohibited. Copying for the purpose of performance is prohibited, except in the case of an emergency as
set forth above, and copying for the purpose of substituting for the purchase of music is prohibited, except as set forth in the
first and second paragraphs above. All copies must include the copyright notice appearing on the printed copy.
Performance by teachers or students of copyrighted musical works is permitted without the authorization of the copyright
owner as part of a teaching activity in a classroom or instructional setting. The purpose shall be instructional rather than for
entertainment.
If the requirements of the foregoing paragraph are not satisfied, performances of non-dramatic musical works which are
copyrighted are permitted without the authorization of the copyright owner, provided that:
A. The performance is not for a commercial purpose;
B. None of the performers, promoters or organizers are compensated; and
C. (1) There is no direct or indirect admission charge; or (2) Admission fees are used for educational or charitable
purposes only; provided that the copyright owner has not objected to the performance.
All other musical performances require permission from the copyright owner.
P-3
Off-Air Recording of Copyrighted Programs
Television programs transmitted by television stations for reception by the general public without charge (hereinafter referred
to as "broadcast programs") may be recorded off-air simultaneously with broadcast transmission (including simultaneous
cable retransmission) and retained by a school for a period not to exceed the first forty-five (45) consecutive calendar days
after date of recording. Upon conclusion of this retention period, all off-air recordings must be erased or destroyed
immediately.
Off-air recordings may be used once by individual teachers in the course of relevant instructional activities, and repeated
once only when instructional reinforcement is necessary in classrooms and similar places devoted to instruction, during the
first ten (10) consecutive school days in the forty-five (45) calendar day retention period. "School days" are school session
days - not counting weekends, holidays, vacations, examination periods or other scheduled interruptions.
Off-air recordings may be made only at the request of and used by individual teachers, and may not be regularly recorded in
anticipation of requests. No broadcast program may be recorded off-air more than once at the request of the same teacher,
regardless of the number of times the program may be broadcast.
A limited number of copies may be reproduced from each off-air recording to meet the legitimate needs of teachers under
these guidelines. Each additional copy shall be subject to all provisions governing the original recording.
After the first ten (10) consecutive school days, off-air recordings may be used up to the end of the forty-five (45) calendar
day retention period only for teacher evaluation purposes, i.e., to determine whether or not to include the broadcast program
in the teaching curriculum. Permission must be secured from the publisher before the recording can be used for instructional
purposes or any other non-evaluation purpose after the ten (10) day period.
Off-air recordings need not be used in their entirety, but the recorded programs may not be altered from their original content.
Off-air recordings may not be physically or electronically combined or merged to constitute teaching anthologies or
compilations.
All copies of off-air recordings must include the copyright notice on the broadcast program as recorded.
Authorized Reproduction and Use of Video Rentals or Videos Purchased for Home
Videos may only be rented for classroom use from agencies or companies, which allow for such use. Many retail video rental
stores have strict license agreements prohibiting use with large, non-home audiences. These restrictions may also apply to the
use of videos purchased for home use. Staff is expected to review and honor these agreements.
Authorized Reproduction and Use of Copyrighted Computer Software and CD-ROM Products
Schools have a valid need for high-quality software at reasonable prices. To assure a fair return to the authors of software
programs, the school district shall comply with the copyright laws and any usage agreements that are applicable to the
acquisition of software programs.
To this end, the following guidelines shall be in effect:
A. All copyright laws and license agreements between the vendor and the district shall be observed;
B. Staff members shall take reasonable precautions to prevent copying or the use of unauthorized copies on school
equipment, to avoid the installation of privately purchased software on school equipment and to avoid the use of
single copy software or CD-ROM products across a network with multiple users unless such use is permitted by the
applicable license agreement;
C. A back-up copy shall be purchased for use as a replacement when a program is lost or damaged. If the vendor is not
able to supply such, the district shall make a back-up program in accordance with the terms of the applicable license
agreement or 17 U.S.C. and 117 and attest that the program will be used for replacement purposes only;
D. The principal is authorized to sign a software license agreement on behalf of the school. A copy of said agreement
shall be retained by the principal.
Copying Limitations
Circumstances will arise when staff are uncertain whether or not copying is prohibited. In those circumstances, the
superintendent or designated copyright compliance officer should be contacted. The following prohibitions have been
expressly stated in guidelines agreed to by representatives of educators and authors/publishers:
A. Reproduction of copyrighted material shall not be used to create or substitute for anthologies, compilations or
collective works.
B. Unless expressly permitted by agreement with the publisher and authorized by district action, there shall be no
copying from copyrighted consumable materials such as workbooks, exercises, test booklets, answer sheets and the
like.
P-4
C. Staff shall not:
1. Use copies to substitute for the purchase of books, periodicals, music recordings, computer software or
other copyrighted material except as permitted by district procedure;
2. Copy or use the same item from term to term without the copyright owner's permission;
3. Copy or use more than nine instances of multiple copying of protected material for one course in any one
term;
4. Copy or use more than one short work or two excerpts from works of the same author in any one term; or
5. Copy or use protected material without including the notice of copyright present in the original work and
the following is a satisfactory notice: NOTICE: THIS MATERIAL MAY BE PROTECTED BY
COPYRIGHT LAW.
P-5
Attachment Q – School board minutes for the April 19, 2004 meeting showing approval of the
Technology Plan for 2004-2007 (relevant paragraph is highlighted)
Add minutes before sending plan to DPI
for certification!
Q-1
Attachment R – Job Description for the Technology Coordinator
SCHOOL DISTRICT OF CHETEK
Chetek, Wisconsin
POSITION TITLE:
District Technology Coordinator
QUALIFICATIONS:
Educational Requirements:
Preferred: Bachelor's Degree
Certification Requirements:
Experience Requirements:
1. At least three years of teaching experience.
2. Knowledge of and experience with educational computer technology such as educational
computer networks, instructional uses of technology, and long range planning of district
technology needs.
3. Experience in the grant writing process.
4. Ability to develop positive, constructive relations with students, staff, administration and
public.
5. Knowledge of the educational budgeting process.
6. Knowledge of the technical aspects of computer hardware, software, and networking.
WORKING RELATIONSHIP:
Reports to:
Business Manager
Length of Contract:
225 Days
POSITION OBJECTIVE:
To coordinate the smooth and efficient operation of all computer applications, including
hardware, software, training, and district wide technology planning for the school system.
R-1
POSITION RESPONSIBILITIES:
Management Skills
1. Provide necessary leadership of the Technology Staff to ensure implementation of objectives
stated in the District Technology Plan.
2. Provide and communicate technology planning to all stakeholders involved.
3. Manage technology in an organized and efficient manner.
Leadership and Supervision
1. Coordinate the efforts of the technology staff.
2. Lead District Technology/Library Media Committee and coordinate all subcommittees.
3. Provide the necessary leadership to ensure that all technology acquisitions are supported by the
existing technology plan.
4. Provide recommendations to the District Technology/Library Media Committee concerning
issues such as budgeting, spending, standardization, and personnel which will help ensure the
efficient use of district technology resources.
5. Assist the Superintendent and the Curriculum Facilitator’s Team in planning, implementing, and
updating a technology staff development plan.
Planning and Implementation
1. By coordination of the District Technology/Library Media Committee, provide leadership in all
aspects of developing, evaluating and updating a district technology plan.
2. Utilize district technology staff to help ensure the district is prepared for potential changes in
technology that may affect the district.
3. Develop procedures for appropriate placement of new hardware and for the reallocation of
replaced hardware.
4. Plan and provide recommendations concerning Distance Education.
Purchasing, Budgeting and Funding Sources
1. Prepare and administer the district technology budget.
2. Review purchase of all computer related hardware, productivity and network software and
computer related supplies.
R-2
3. To secure outside funding for the district. Identify, develop, and participate in grant planning
and proposal writing.
Communication
1. Provide reports and statistics pertaining to technology as needed by district, DPI, and other
agencies.
2. Represent the district before governmental, private agencies, school board, professional agencies
on matters related to technology.
3. Provide ongoing communication to students, staff, and community concerning technology
related issues that affect the district.
4. Serve as the contact person to telephone service provider for all service requests approved by the
building administrators and district Business Manager.
5. Promote district and staff knowledge of and compliance with copyright laws as it relates to use
of programs.
R-3
Attachment S – Job Description for the Computer/Network Technician
SCHOOL DISTRICT OF CHETEK
Chetek, Wisconsin
POSITION TITLE:
Network Technician
QUALIFICATIONS:
Educational Requirements:
Associate Degree in Computer Repair
Experience Requirements:
1. At least 3 years experience with computer networking and computer repair.
2. Advanced understanding of network protocols including but not limited to TCP/IP, IPX,
Microsoft network services and AppleTalk.
3. Advanced knowledge of Windows 2000 Workstation and Microsoft Applications.
4. Knowledge of HTML and designing and maintaining the District’s web page.
WORKING RELATIONSHIP:
Line-Staff Responsibilities: District Technology Coordinator & Business Manager
Length of Contract:
SALARY RANGE
12 Months
$30,000.00 - $35,000.00
POSITION OBJECTIVE:
To coordinate the smooth and efficient operation of all computer and telephone networking,
including but not limited to fiber optics, network electronics, and student and staff software.
S-1
POSITION RESPONSIBILITIES:
Research and Development
1. Stay abreast of existing and developing networking technologies to position the district to take
advantage of cost effective data communication strategies. This will include but not be limited
to Microsoft Operating Systems, Cisco IOS, and Desktop Applications.
Planning and Implementation
1. Plan and implement management of LAN and WAN computer networks.
2. Plan and implement workstation strategy for district wide student and staff access.
3. Responsible for planning and designing network wiring and providing proposals to District
Technology Coordinator.
4. Design and setup all network electronics.
5. Assist Technology Coordinator with planning and implement district wide remote access
strategy.
6. Plan and implement strategy for monitoring network traffic.
7. Work with District Technology Coordinator in designing and providing network resources for
Distance Education.
8. Assist in the planning and implementation of Internet, network, and staff development.
9. Responsible for initial software testing and working with Technology Coordinator to determine
the best way for deployment.
10. Plan and implement district wide server backup strategy.
11. Plan and implement district virus protection.
12. Responsible for planning and implementing network configuration to adapt to network operating
software requirements and upgrades.
13. Responsible for planning and designing network wiring and providing proposals to District
Technology Coordinator.
14. Design and manage all network printing.
15. Design, implement, and maintain district web server.
16. Responsible for installing and updating network application software.
S-2
Communication
1. Communicate plans concerning all network infrastructures to the District Technology
Coordinator.
2. Participate on the District Technology/Library Media Committee.
3. Work with District Staff to determine software and network requirements prior to purchasing of
software and hardware.
Maintaining and Troubleshooting
1. Assist in maintaining and troubleshooting Internet, web page, and e-mail services in the district.
2. Responsible for monitoring network traffic to maximize efficiency of network resources.
3. Responsible for troubleshooting and maintaining all network electronics.
4. Maintain accurate records of all maintenance and inventory associated with the network.
5. Responsible for technical support for all district electronics.
6. Maintain all network user accounts.
7. Other related duties that may be assigned by the Business Manager or the District Technology
Coordinator.
S-3
Attachment T – Citizen’s Request for Reconsideration of Instructional Material
T-1
Attachment U – Selection Guidelines
Wisconsin Statute 121.02(1)(h):
[each school board shall] Provide adequate instructional materials, texts and library services which reflect the cultural
diversity and pluralistic nature of American society.
Administrative Rule PI 8.01(2)(h) currently in place operationalizing the above Statute:
(h) Library media services. Each school district board shall:
1. Have on file a written, long-range plan for library services development which has been formulated by teachers,
library and audiovisual personnel and administrators, and approved by the school district board.
2. Designate a licensed library media person to direct and coordinate the district's library media program.
3. Provide library facilities within the school building and make available to all pupils a current, balanced collection of
books, basic reference materials, texts, periodicals, and audiovisual materials which depicts in an accurate and
unbiased way the cultural diversity and pluralistic nature of American society.
4. Provide library media services to all pupils as follows: to pupils in grades kindergarten through 6, library media
services which are performed by or under the direction of licensed library and audiovisual personnel; and to pupils
in grades 7 through 12, library media services which are performed by licensed library and audiovisual personnel.
U-1
Attachment V – Printing and Duplicating (Copyright)
V-1
Attachment W – Student Assessment Profile
This is an example of portions of a 5th grade student’s literacy profile. The black horizontal line
indicated the district goal. Profiles can be accessed by the classroom teacher, special education teacher if
the student is on their case load, and administrators. The profiles are shared at each of the elementary
parent teacher conferences. The profiles were designed by Chetek staff members and are now included
in Link4Learning, a web-based curriculum management system.
W-1
Attachment X – Interlibrary Loan (Resource Sharing)
IIBE
INTERLIBRARY LOAN (RESOURCE SHARING)
The School District of Chetek provides a wide range of resources that support and enhance the
curriculum and that reflect the varying needs and interests of its students, administration, and faculty.
Additionally, resource sharing is necessary to meet informational needs not presently provided by the
school library media centers. Interlibrary loan should not be viewed as a substitute for collection
development but as a way to share resources to further enhance the educational needs of the
administration, faculty and students.
Interlibrary loan is the process by which one school’s library media center material or a copy of the
material is made available to another requesting library.
The School District of Chetek shall participate in mutual resource sharing with regional library systems
according to established procedures and policies for interlibrary loan. Resources may also be shared
within the School District of Chetek and community. Media specialists may request materials for
students and staff by following the prescribed loan procedures.
LEGAL REF:
Section 43.72 Wisconsin Statutes
APPROVED:
November 27, 2006
X-1
Attachment Y
Y-1
Y-2
Attachment Z
Z-1
Attachment AA - District Goals
RESULTS
The Results are the goals of public education in the School District of Chetek.
R-1 Mission Statement – Chetek graduates are responsible, caring, productive and healthy citizens with the
knowledge and skills to achieve their dreams.
R-2 Academic Skills and Knowledge – All students will graduate having attained individually
challenging levels of academic achievement with the ability to apply their knowledge and skills.
R-3 Health and Safety – All students will have self-respect and practice behaviors that lead to
healthy, balanced, and positive lives.
R-4 College and Career – All students will demonstrate and understand the skills, knowledge, work
habits, attitude, leadership and teamwork required by employers for success in the global 21st century
workplace.
R-5 Citizenship – All students will value democracy and be productive members of the community.
R-6 Personal Development Skills (Life Skills) – Life skills are essential for the development of our
youth into health, caring and responsible adults. Students who possess strong life skills have a better
chance to be responsible citizens and productive participants in our school and community, our
country and the world.
AA-1
Attachment AB – Summary Of the Report to the School District of Chetek - Monday, November 27,
2006
I would like to thank the board for allowing me to present at this meeting. This PK-12 Library/Media
Program Long Range Plan 2004-2007 is the most recent plan I have provided the district since 1974. I
was hired as an Instructional Media Director in June of 1974. The district was futuristic in thinking then
with the combined library and audiovisual department as they are now with Technology and
Library/Media. I have DPI life licenses in (22) Elementary and Secondary Teacher, (900) Librarian:
(27) Secondary School Teacher, (904) Audio Visual Director. I have been a member of WEMA
(Wisconsin Educational Media Assoc.) since 1971 and have presented at their Annual Spring
Conferences. I have also been on the DPI and LITAC (Library Information Technology Advisory
Committee) meeting in Madison from 2003 through 2005. I have also attended Engage, CESA #11,
IFLS and State Library/Media Regional meetings to keep up with professional development. The DPI
has been involved with planning centralized libraries with our program in the past 31 years. Roselawn,
Downtown, and Sand Creek Elementary Schools all had room libraries before 1974. Facility updates to
both existing buildings have been updated and floor space added with new furniture, ceiling tiles,
lighting and carpeting. The administration and school board have been very pro-active to maintain
facilities and collections which continue to function as information and technology centers (IMC’s) for
our students, staff and community. In 1991 we began using an automated library circulation and
cataloging computer software program. In 2005 we graduated to the existing on-line card catalog along
with streaming video, world book online and other library links on our district web page which are
accessable to our students, staff and the community. I have been active in maintaining the library link on
the district web page.
The MS/HS IMC houses a collection of 21,184 copies of books, newspapers, magazines, reference
materials, computerized software, and audiovisual media (DVD, VHS). The Roselawn IMC houses
14,575 copies of print and non-print materials. The budget is sufficient for a school district of our size
to have amassed a net worth of $258,573.96 at both buildings. Yearly circulation (copy activity) at the
Roselawn IMC is 13,608. There are 26 sections of classes who come on a scheduled time period each
week to check out books and get library skills instruction from me. The MS/HS IMC has a flexible
scheduling format. Classes are scheduled on a need basis either in the IMC or in the classroom. The
yearly circulation (copy activity) is 3,574.
The Highlight of the future will be the integration of the Library/Media Program Plan with the
Technology Plan. This will be accomplished by May of 2007, and will become the combined plan
through 2010. Kathy Osterloth and I have recently combined and named one Library/Media Technology
Committee and we will work with Mr. Brown to formulate our draft plan to a working and approved
plan. My professional development on the intranet (link4learning) is a unit plan relating to the big six
research skills entitled “Into the Book” for grades K-4 library skill classes. The accelerated reader
program is another program that is going to go web-based and on-line, replacing the desktop version we
have been using since 1990. Weeding and purchasing new titles for the collection at both buildings is an
ongoing selection and cataloging task which will be maintained by the annual Library/Media budget.
Another goal of mine is to obtain a collection analysis through Baker & Taylor. This will help align our
collections with teacher/student curriculum needs in our district. All of the plans tie into student
learning and the support of the teaching staff as I collaborate with their curricular units of instruction. I
am in the business of supporting district educational goals with resources. Resources for the curriculum,
recreational and life long learning skills of our students and those who will be attracted to our district
because
of
our
Library/Media
Program.
AB-1
Attachment AC – Library/Media Primary Content Standards and Benchmarks
Four Primary Student Academic Goals (Content Standards) for the Library/Media Program for the
School District of Chetek:
A. Students will select and use media and technology to access, organize, create, and communicate
information for solving problems and constructing new knowledge, products, and systems.
B. Students will access, evaluate, and apply information efficiently and effectively from a variety of
sources in print, non-print, and electronic formats to meet personal and academic needs.
C. Students will apply information and technology skills to issues of personal and academic interest by
actively and independently seeking information; demonstrating critical and discriminating reading,
listening, and viewing habits; and , striving for personal excellence in learning and career pursuits.
D. Students will demonstrate the ability to work collaboratively in teams or groups, use information and
technology in a responsible manner, respect intellectual property rights, and recognize the importance of
intellectual freedom and access to information in a democratic society.
Performance Standards – 90% of the students in the library skills classes will be able to perform to these
proficiencies: I = Introduce-Concepts and skills are introduced but not formally assesses, P = PracticeConcepts and skills used in teacher-directed activities and informally assessed, M = Master-Concepts
and skills will be modeled and formally assessed, A = Apply-Independent/Practical application of
concept/skill without teacher direction.
A.4.4-Internet:
I=Use bookmark/favorite in Internet Explorer to access a web site.
I= Use navigation buttons (back, forward, home) to move in a web site.
I= Enter a URL for a website.
A.8.1-Internet:
I= Capture and edit video segments.
A.8.2-Identify and use common media formats:
I= Identify the various organizational patterns used in different kinds of reference
books.
I= Use electronic encyclopedias, almanacs, indexes, and catalogs to retrieve and select
information.
A.8.4-Use a computer and communication software to access and transmit information:
I/P/M= Send an e-mail message with an attachment to several persons simultaneously.
I/P/M= Open, view print, print selected pages only, and save a document from the
Internet or other on-line information source.
I/P= Use basic search engines and directories to locate resources on a specific topic.
I/P/M= Organize World Wide Web bookmarks by subject or topic.
A.12.1-Use a computer and communication software to access and transmit information:
I/P= Identify and define basic on-line and telecommunications terminology and
concepts.
I= Use a camcorder, VCR, DVD, multimedia computer, or editing equipment to produce
a short video program.
I= Identify common graphic, video and sound file formats.
A.12.2-Identify and use common media formats:
AC-1
I/P= Describe the common organizational patterns in different types of print media.
A.12.4-Use a computer and communications software to access and transmit information.
A= Choose most appropriate search engines and directories to locate specific resources
on the Internet or other on-line services.
B.4.1- Information and Inquiry:
IP= Identify the information problem or question resolved.
IP= Determine what is already known about the information problem or question.
IP= Formulate initial questions to define what additional information is needed.
B.4.2- Information and Inquiry:
IP= Identify possible sources of information including print, nonprint, electronic, and
human resources.
IP= Select more than one resource when appropriate.
IP= Identify keywords and phrases for each information source.
B.4.3- Information and Inquiry:
PM= Locate materials using the classification system of the school library media center.
PM= Use the index or table of contents of a book, magazine, or reference set to locate
specific information.
PM= Locate information from preselected Internet sites and web pages.
B.4.4- Information and Inquiry:
IP= Evaluate and select information from a variety of print, nonprint, and electronic
formats.
B.4.5- Information and Inquiry:
IP= Record the sources of information as notes are taken.
IP= Record and organize information.
B.8.2- Access, evaluate, and apply information:
IP= Identify relevant sources of information including print, nonprint, electronic, human,
and community resources.
IP= Identify and select keywords and phrases for each source, recognizing that different
sources use different terminology for similar concepts.
PM= Focus search strategies on matching information needs with available resources.
B.8.3- Access, evaluate, and apply information:
PM= Identify the classification system used in the school library media center, public
library, and other local libraries and locate the materials (District, MORE regional and
state WISCAT and Badgerlink).
MA= Use an on-line catalog and other databases of print and electronic resources.
MA= Search for information by subject, author, title and keyword.
PM= Use biographical dictionaries, thesauri, and other common reference tools in both
print and electronic formats.
PM= Use search engine to locate appropriate Internet or Intranet resources.
B.8.4- Access, evaluate, and apply information:
MA= Examine selected resources for pertinent information using previewing techniques
to scan for major concepts and keywords.
B.12.2- Develop information-seeking strategies.
P= Identify a full range of appropriate and available information from local, national and
global sources.
P= Determine and apply evaluative criteria to prioritizing potential sources.
P= Pursue a variety of resources reflecting differing points of view, cultures, and
disciplines.
AC-2
P= Identify and evaluate keywords, concepts, subject headings, and descriptions for each
information source.
P= Organize ideas, concepts, and issues in a manner appropriate to the subject and
purpose.
P= Develop a plan to obtain needed information using a variety of research and
investigate strategies.
B.12.3- Locate and access information sources:
PMA= Locate information using the classification system and catalog in use at a variety
of libraries and resource agencies.
A= Use increasingly complex organizational features of print and electronic resources
such as cumulative and cross-database indexes.
MA= Use different search strategies for bibliographic citations, abstracts, and full text
resources in electronic formats.
A= Construct effective electronic and manual searches using keywords, phrases, Boolean
login (AND/OR/), and limiters (NOT).
A= Determine when to use general or specialized print and electronic reference tools.
A= Compare, evaluate, and select appropriate Internet search engines and directories.
B.12.4- Evaluate and select information from a variety of print, nonprint, and electronic formats.
A= Select information clearly related to the problem or question.
P= Select information in formats and genre most appropriate to content.
B.12.5- Record and organize information:
A= Use data-gathering strategies that include summarizing, paraphrasing, comparing and
quoting.
A= Follow note taking processes and compile selected bibliographic information in an
approved format (StyleEase software).
A= Credit sources for all quotations, visuals, major ideas, and specific facts or data using
accepted citation formats.
A= Analyze and relate information using a variety of relational techniques (graphic
organizer, spreadsheet, database).
A= Organize information in a systematic manner for unity, coherence, clarity and
emphasis.
C.4.1- Pursue information related to various dimensions of personal well-being and academic success:
I/P= Identify topics of interest and gather information
C.4.2- Appreciate and derive meaning from literature and other creative expressions of information:
I/P= Choose literature of personal interest.
I/P= Recognize that award winning books reflect literature and artistic excellence.
C.4.3- Develop competence and selectivity in reading, listening and viewing.
I/P= Develop competence and selectivity in reading, listening and viewing.
C.4.4- Demonstrate self-motivation and increasing responsibility for their learning.
P/M= Identify topics suitable for in-depth exploration.
C.8.2- Appreciate and derive meaning from literature and other creative expressions of information.
P/M= Recognize that review, evaluations, and guidance from teachers, library media
specialist, and others assist in the selection of appropriate literature and creative
expressions of information.
C.8.3- Appreciate competence and selectivity in reading, listening, and viewing.
P/M= Choose materials at appropriate developmental levels (Accelerated Reader).
P/M= Identify and select materials that reflect diverse perspectives.
AC-3
C.12.1- Pursue information related to various dimensions of personal well-being and academic success.
A= Identify topics of interest and seek relevant information about them.
A= Evaluate information for decision-making and personal interest.
A= Recognize that accurate and complete information is basic to sound decisions in both
personal, academic, and career pursuits.
C.12.2- Appreciate and derive meaning from literature and other creative expressions of information.
A= Recognize that core lists of classics and recommended titles for pre-college reading
provide for a well-rounded literary background.
D.4.2- Use information, media, and technology in a responsible manner (A.U.P.).
I/P/M= Identify proper use of the internet.
I/P= Employ proper etiquette when communicating.
I/P= Use technology in a responsible manner.
D.4.3- Respect intellectual property rights.
I/P= Recognize that the copying of commercial or licensed media is a violation of
copyright law (Reports and articles must be in own words).
I= Understand quotations and their uses.
D.8.1- Participate productively in workgroups or other collaborative learning environments.
A= Demonstrate acceptance to new ideas and strategies from workgroup members.
A= Determine workgroup goals and equitable distribution of individual or subgroup
responsibilities and tasks.
A= Plan for the efficient use and allocation of time.
A= Complete workgroup projects on time.
A= Evaluate completes projects to determine how the workgroup could have functioned
more efficiently and productively.
D.8.2- Use information, media, and technology in a responsible manner.
P/M/A= Return all borrowed materials on time.
A= Describe and explain the school policy on technology and network use, media
borrowing, and Internet access.
P/M/A= Demonstrate responsible use of the Internet and other electronic resources
consistent with the school’s acceptable use policy (A.U.P.).
P/M/A= Recognize that using
AC-4
Attachment AD – Summary of Accomplishments toward Library Media Plan - 2005-06
The following report is a summary of the status of the 29 page “PK-12 Library Media Program Long
Range Plan 2004-2007” which was adopted in May of 2004. Bold letters illustrated major changes for
this year. This summary includes an introduction to the plan, a revised list of long range planning
committee members and a bulleted list of highlights of the second year of the plan's five broad
program goals. The “Mission Statement” of the Library Media Program is included at the end of this
report. I would like to thank Mr. Brown and the administration team for supporting the ongoing
implementation of this plan and asking for this summary
INTRODUCTION
Section 121.02(h) of the state statutes stipulates “There shall be on file a written school board-approved
long-range plan for media services development formulated by teachers, library and audiovisual
personnel, administrators, and community members.” Our Library/Media Staff is making great strides
to assist in the ultimate vision of “creating a high-performing, student-centered school district that meets
the needs of our current student population and attracts new students to our district”. The Library/Media
Staff, along with a fine committee of students, faculty, staff, administrators, parents, and a school board
member, has formulated this three-year plan. The next three-year plan will be a collaborative effort with
the technology plan in the year 2007. We have enthusiastically engineered this action plan to obtain not
only books, but newspapers, magazines and audio visual aids for patrons to read and view. Thomas
Jefferson said, “I cannot live without books”. One of my quotes as a Media Specialist is, “Get a book
and read it”.
PK-12 LIBRARY MEDIA PROGRAM – LONG RANGE PLANNING COMMITTEE
MEMBERS
Elementary Representatives:
Administrative Representatives:
Teresa Olejniczak, Elementary School Teacher
Mr. Harris, High School Principal
Cheryl Hakseth, Elementary School Teacher
Mr. Brown, Superintendent – Coach
Jeff Martin, Parent PK-12
Middle/High School/Community Representatives:
School Board Representative:
Frank DeSerto, Middle School Teacher
Amy Wheeler
Gary Fitzgerald, High School Teacher
Mary Ann Gores, Community Member
Committee Chair:
Sandy Schoenfuss, IMC Aide
Gary Mohr, Media Specialist
Laura Hanson, Student
Mitchell Harings, Student
Committee Member at Large:
Kathy Osterloth
LIBRARY MEDIA PROGRAM GOALS ACCOMPLISHED 2005-06 SCHOOL YEAR
GOAL 1: ACCESS
Students and staff will maintain intellectual and physical access to the following: a wide range of
resources; adequate equipment and technology; library media program staff; instructional, location, and
consulting services; and adequate facilities.
AD-1




Collaborate with the Technology Coordinator, Kathy Osterloth, to implement a combined plan in
the year 2007. A Big Six Research Workshop at CESA #11 was also attended with Kathy
and six other staff members. Attended a workshop in Menomonie to implement
information and technology literacy standards and benchmarks with 5 other teachers in
our district.
Participated on the district’s technology committee, acting as secretary at some of the
meetings. This has given me the opportunity to meet with other staff members,
administrators and community members as the technology relates to the media centers.
Consulting with the Calhoun Public Library and the new director, Carol Burnham, and the
new MORE regional library shared system. New library cards were promoted and over
200 students and teachers acquired the new MORE library cards.
Membership and coordination was continued and new relationships were built with IFLS
(Indianhead Federated Library System)in Eau Claire, WISCAT (Wisconsin Catalog) and ILL
(Interlibrary Loan) on the State Level. These contacts have kept our school district in tune with
the widest range of resources available beyond our walls.
GOAL 2: RESOURCES
Students and staff will maintain access to a broad range of current resources locally and via
telecommunications in a variety of formats accommodating many learning styles and teaching strategies,
to support curricular and recreational needs.
 Expanded the newest section of the MS/HS IMC, the Easy Collection for special students, with
over 200 new titles.
 Added new titles with an Accelerated Reader Emphasis at both buildings. Over 400 new
quizzes were added in the MS/HS Library and over 1,000 in the Roselawn Elementary
Library. Books are being purchased to correspond with teacher and student requested
curriculum testing. This is in collaboration with Bill Knickerbocker; which enables
parents, teachers and students to better monitor their independent reading. Monthly
group photos for Middle School students in the Chetek Alert and the addition of the 7th and
8th grades to the A-R program was accomplished.
 Added new reference sets including a Spanish encyclopedia for HS, the newest geography
sets for the MS and Animal sets for the Elementary and MS just to name a few.
 Weeding and deleting several hundred books at both buildings has been a major goal and
will continue.
 Adding new DVD titles while replacing older VHS formats has been a priority and
affordable with the positive buying power of the increased Common School Funds from the
interest to K-12 libraries made possible because of the Board of Commissioners of Public
Lands which administers the Common School Fund, Tia Nelson, executive secretary.
 Inserviced Streaming Video to all staff. Increased Common School Funds enabled
continued funding for this valuable resource. This has also been integrated into the
curriculum software programs the district has on most computers in the powerpoint and
moviemaker programs.
 Continuation of the current budget to support a balanced collection of print and electronic
resources with an increase in the 2006-07 budget for books as a result of the increased Common
School Funds.
 Staff was inserviced on the electronic version of the World Book Encyclopedia with
continued emphasis on the statewide resource database in the state paid
www.badgerlink.net. This can also be done from Common School Fund money that has
been requested in my 2006-07, relieving the stress on our district budget.
AD-2


The inclusion of over 332 new books in the MS/HS IMC and over 415 new books into the
Roselawn Elementary Library with the added subscription to Junior Library Guild.
A new leveled learning center (like that in the Title I room, and with their help) is in the
process of being developed. New sets of 6 books in plastic bags and new shelving will be
set up as a new section in the Roselawn Elementary IMC.
GOAL 3: SERVICES
Students and staff will maintain access to a full range of services to meet curricular and personal
information needs provided by library media program professional staff.
 The new web based online catalog on the new district library link was inserviced and
taught to the students in library skills curriculum throughout the school year.
 Channel One News program was continued as a service to MS/HS staff and students.
 Elementary teachers fill out a monthly electronic curriculum content form so library skills
classes at Roselawn and books could be suited to teacher needs. A major goal at the Roselawn
Library will be to develop a plan to know student interests and purchase selected books
because of their needs.
 Continuation of one full time library media director but a decrease to a total of 1.1 library
aides. Continuation of the Step Program (two paid this year instead of three last year) and my
wife who volunteer and work hard at the Roselawn Library.
 We are continually working with all teachers on requests for new services they need through emails and personal contacts.
 Content curriculum-based research using the Big 6 will be a priority for my scheduled and
unscheduled information, technology and library skills classes.
 Returning overdue and lost books will be a priority to work on in the 2006-07 school year,
especially in the MS/HS IMC. Notices for flagrant fines and overdue books will be
included in report cards and parent phone calls, as well as continue with the graduating
class sign out sheets.
GOAL 4: TECHNOLOGY
Students and staff will use appropriate technologies to access and manage information.
 The InfoCentre (Sagebrush Corporation) upgrade software for the library automated
system was successfully adopted. An onsite workshop was given by two Sagebrush
representatives who visited our school district to make sure it was properly operating to
our satisfaction.
 Purchase of one new inventory palm for both IMC’s to be used for inventory purposes.
 12 replacement computers needed in the MS/HS Library, this was a goal from last year but never
realized.
 Developed, implemented and maintained the library web page link with the new World
Wide Web software component to our District Home Page.
GOAL 5: FACILITIES
The school library media centers will continue to function as information centers for the district and will
project a warm and inviting atmosphere.
 There will be a new 12 foot section of shelving in the Easy Non-fiction/Fiction section of the
Roselawn Elementary IMC ordered from Pat Hare representing the School Specialty Company.
This will be ordered in the summer of 2006 to be ready for the new school year.
 There was no new action done on the facilities this year as major work was done and
accomplished in the 2004-2005 and 2005-2006 school year. Thank you for new carpeting, new
AD-3
shelving in the Roselawn upper grades Fiction and Non-fiction section, new ceiling tiles,
painting and much more that was previously reported in last year’s report.
Note: Program goals are based on Information Power: Building Partnerships for Learning, published by
the American Association of School Librarians (AASL) and the Association for Educational
Communications and Technology (AECT) in 1998. The goals also take into consideration the
Wisconsin Model Academic Standards for Information and Technology Literacy published in 1998.
MISSION STATEMENT
The Chetek School District PK-12 Library Media Program is student centered and serves as the
information center of the school. It is the mission of the Chetek School District PK-12 Library Media
Program to be a partner in the district’s efforts to prepare its students to be productive citizens able to
locate, evaluate, synthesize, and apply information from a variety of sources. Information and
technology literacy skills are an integral part of all curricula and students’ daily lives. It is the
program’s mission to produce lifelong learners and to stimulate interest in and foster an appreciation of
books and other forms of media for informational and recreational purposes. In addition, the Media
Program makes every attempt to reach out to the community emphasizing access to resources and
programs.
Sincerely,
Gary D. Mohr 5-23-06
AD-4
Attachment AE – Student Technology Use Summary – January-February 2007
Data can be disaggregated by grade, gender etc… If you would like to see the data disaggregated in ways not
presented in this summary please contact Kathy Osterloth, kathyosterloth@chetek.k12.wi.us.
Number of students surveyed:
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
63
42
66
65
63
55
100%
64%
94%
98%
90%
76%
Grade
10
69
Grade
11
64
Grade
12
48
85%
73%
74%
Total Students
Surveyed
535
84%
Of students in grades 4-12
Gender:
Male
282
Female
253
About you questions, graphically summarized: (535 responses to these questions)
0
0-2 hours
3-5 hours 6-10 hours
11-15
hours
16-20
hours
20+ hours
41
21
6
12
20+hours
23
81
16-20
hours
50
42
157
11-15
hours
74
217
6-10
hours
96
100
250
200
150
100
50
0
3-5 hours
129
150
1-2 hours
171
I don't
read for
pleasure
200
On average, how much time do you spend
reading for pleasure each week?
Number of Students
Number of Students
How much television do you watch per week?
Number of Students
On an average school night, how many
hours of sleep do you get?
400
307
300
200
114
100
103
11
0
Less than 4
hours
4-6 hours
6-8 hours
9-11 hours
Computers – Home Use – Students answering none to the number of computers in their home skipped to
the next section of the survey. (537 responses to the first question in this section)
300
250
200
150
100
50
0
Do you have a computer in your own room at
home?
257
160
46
39
None
7.3%
One
47.9%
two
29.8%
Three
8.6%
35
More than
three
Number of Students (495
responses)
Number of Students
How many computers are present in your home?
6.5%
AE-1
380
400
300
200
115
100
0
Yes
No

Of the students who knew what kind of operating system was on their computer(s) only 3 were
Macintoshes, the rest were some version of Windows.

Of the 495 students with computers at home, only 10.3% do not have some type of Internet
connection. Of the 537 respondents 16.8% are with out Internet connection.
Number of Students
(Multiple answers allowed)
Do you use any of the following at home?
500
400
300
200
100
0
349
192
382
337
194
176
38
a
..
..
er
i...
r.
a.
...
m
dr
git
de
(e
ca
b
di
e
or
l
l
s
r
c
o
ta
/u
he
ns
gi
am
iv e
ot
Di
co
lc
dr
or
e
ita
p
d
m
g
m
o
a
Di
iP
G
Ju
A
PD
op
pt
La
m
co
10
r
te
pu
23
e
op
ov
nt
ab
Pe
e
h
t
of
ne
o
N
y
Fl
Using Technology section – 531 responses to questions in this section:
Number of students (531
responses)
Do you use the Chetek school library on-line
resources like Worldbook On-line or the card
catalog at home or outside of school?
400
350
300
250
200
150
100
50
0
Never

Occasionally
Weekly
Every day
If your classes require more computer use, which would be better?
More access to
school labs
before and after
school.
310
More access
to the IMC
before and
after school.
78
Loaner
computers and
dial-up
connections
82
o A representative list from the 61 open ended responses
 10 references to laptops in all rooms or available for each student
 4 complaints about the Internet filtering – 2 stating no sites should be blocked
 2 stating there should be at least one more lab at Roselawn
 2 stating all three of the options in the table would be nice
 11 stating that more computer access during class time is needed
 1 wireless anywhere any time access
 3 access with their own computers from home
 1 have teachers assigned to all labs during homeroom and resource so students
had more computer access during that time
 1 computers in each classroom
 2 loaner computers but with high speed access paid for by the school
 Several saying more computers and faster access

Do you have a personal e-mail account?
Yes
367
No
164
AE-2
Number of Students
(531 responses)

How many hours per week do you spend on-line
outside of school?
300
200
233
137
100
0
0-2 hours 3-5 hours
90
6-10
hours
30
20
21
11-15
hours
16-20
hours
20+ hours
Do you regularly participate in any of these kinds of on-line communities? (Check all that apply.)
Multiplayer Game
(example:
Everquest, World
of Warcraft)
106
Yahoo
Group
85
Filesharing
Circle
12
Discussion
Board
28
Community Site or
Blog (example:
MySpace,
LiveJournal, Blogger)
181
Listserv
3
None of
the
above
212
Other
(please
specify)
83
o The 83 open ended responses are summarized below:
 2 e-Bay
 12 various on-line games or game sites
 2 sports
 10 e-mail
 9 Facebook & 8 MySpace – though fits in Commuity Site category above
 41 MSN messenger
 1 online classes
 7 specific websites
 Club Penguin – young childern’s online community
 Flixter – share movie ratings
 Webkinz and Neopets – virtual pet sites
 Fanlistings - A fanlisting is simply an online listing of fans of a subject,
such as a TV show, actor, or musician, that is created by an individual and
open for fans from around the world to join.
 Ancestry.com
 Wissports.com

How do you transfer files between school and a computer out side of school?
I don't transfer files,
all my computer
work is done in
school.
240
E-mail
attachments
157
Floppy
disk
110
CD or
DVD
61
Jump drive/usb
drive/thumb
drive
103
o The open ended responses included: SD card reader, e-mail but problems with HTML
code, and saved on a website.
AE-3
Cell Phone Use:
 Do you have a cell phone of your own? (Questions on cell phones after this one are responses
from the 306 students stating they did have a cell phone.)
No
227
Do you bring your cell phone to school?
200
150
100
50
0
Number of Students
Number of Students
Yes
306
156
99
51
Yes, I usually carry it Yes, I usually keep it
around during the
in my locker during
day.
the day.
No
How do you use your cell phone? (Check all that
apply.)
263
300
204
143
200
100
0
Make and receive
calls
Text messaging
Take pictures
(camera phone)
o Open ended responses to how you use your cell phone summarized below:
 9 – alarm clock, time, date, calculator, calendar, appointments
 7 – for emergencies
 20 – play games
 6 – music and videos
 2 – internet and online messenger
Chat and Instant Messenger Use:
Number of Students
Do you use chat or instant messenger (IM)?

236
250
200
150
100
50
0
Never
A few times a
month
I have met
everyone
on my
buddy list
137
Everyday
I have not met a
few people on
my buddy list
90
I have not met
more than five
people on my
buddy list
33
How much are your parents/guardians aware of your chat or instant messaging activity?
They monitor
my activity
32

A few times a
week
89
How many people are on your buddy list that you don't know personally? (300 responses for rest
of this section)
I don't use a
buddy list
40

116
92
They are
aware of my
activity
191
They know very little
about my chat or IM
activity
41
How many screen names or identities do you use?
One
181
Two
63
Three
14
More
than
three
41
AE-4
They know nothing about
my chat or IM activity
35

Have you ever been bullied, harassed, or intimidated on-line?
Never
208
A few times (1-5
times)
33
Once
37
Many times (5+
times)
21

Why do you like to chat or IM? – 263 responses – no tally just a summary
o Fast, Free & Fun
o Free connection to talk to friends and family – no cell phone minutes
o I am bored and there is nothing better to do – something to do
o Easier to talk to people this way
o Can talk to may people at one time
o I can get to know more people
o Get help with homework
o I don’t have a phone so I can still talk to my friends
o It helps my typing skills
o Nobody else can hear you
o You can think and reread before you press send

Have you ever provided any personal data over the Internet? (This includes your name or e-mail
address.)
Yes
No
256
277
o What kind of personal information have you provided over the Internet? (Check all that
apply.)
Full
name
149
Home
telephone
number
75
Cell
phone
number
84
Home
address
66
E-mail
address
210
Screen
name
149
Photo
143
Age
183
o Open ended responses summarized below:
 About me
 First and last name (no middle)
 3 – first name
 First name and made up last name
 Hair color and height
 2- Interests
 Preferred college major
 MySpace URL
 Nick name
 Personal info
 Personality
 2 – school
 State
 City
o How have you provided personal data over the Internet? (Check all that apply.)
Instant
Messaging
(IM)
139
Chat
rooms
45
On-line
gaming
53
MySpace or
other online
communities
157
AE-5
Personal
web
pages
37
On-line
shopping/purchases
58

Open ended responses:
free game adds, talking to friends, magazine
subscriptions, American Idol blogs, trying to get additional information, wissports
On-line Game Playing:
 Have you ever played games on the following platforms? (Check all that apply.)
Game Console
(example: Xbox,
Playstation,
Gamecube)
415

Game characters,
clothes, or other
items
141
Interface mods
or other addons
33
Cheat
codes
137
None of
these
318
Have you ever created game-related content such as...? (Check all that apply.)
Video
clips
81

Don't play
games
42
Have you ever created in-game content such as...? (Check all that apply.)
New game
levels or
senarios
90

Computer
457
Handheld device
such as
Gameboy
347
Fan
fiction
18
Screen
shots
46
Walkthroughs
27
None of
these
425
Fan art
42
Have you ever shared your own creations with others through...? (Check all that apply.)
Posting it on
your own
website
44
Posting it on
another fan
site
25
E-mailing it to
friends
98
None of
these
403
o Open ended responses:
 7 - Showed family or friends personally
 2 – IM
 Post on in-game site
 MySpace
Technology skills – self-rated:
212
250
200
150
100
50
0
174
97
46
Minimal
Basic
Proficient
How would you rate your skill in use of e-mail?
Number of Students
Number of Students
How would you rate your skill in keyboarding for
speed and accuracy?
200
76
50
0
Minimal
Basic
Proficient
Basic
Advanced
How would you rate your skill in
searching on-line databases and the
web for information?
Number of Students
Number of Students
100
Proficient
0
Minimal
141
122
146
50
Advanced
190
150
152
88
100
How would you rate your skill in use of
a digital camera?
200
143
150
Advanced
250
200
150
100
50
0
192
63
Minimal
AE-6
156
118
Basic
Proficient
Advanced
250
205
200
151
150
100
How would you rate your skill in
spreadsheet (Microsoft Excel)?
Number of Students
Number of Students
How would you rate your skill in word
processing (Microsoft Word)?
94
79
50
0
Minimal
Basic
Proficient
200
150
150
0
Minimal
110
118
100
50
0
Minimal
Basic
Proficient
Basic
Proficient
Advanced
How would you rate your skill in database
(Microsoft Access)?
Number of Students
Number of Students
150
59
50
Advanced
174
127
140
100
How would you rate your skill in presentation
(Microsoft PowerPoint)?
200
180
250
218
200
152
150
115
100
44
50
0
Advanced
Minimal
Basic
Proficient
Advanced
The rest of the survey questions were asked of 6-12th grade students only:

What is your opinion about e-mail access in school?
A school e-mail account
would be best
102

Somewhat
useful
138
Very
useful
237
How useful do you feel access to homework on-line would be?
Not
useful
at all
25

I would not use e-mail
at school
87
o Open ended responses were vague and many repeated the choices in the table above. The
constructive comments amounted to: e-mail would be useful for school work.
How useful do you feel web-based storage that would let you retrieve files from both home and
school would be?
Not
useful at
all
45

Unblocking personal email accounts would be
best
203
Somewhat
useful
122
Very
useful
273
How useful do you feel course web pages with discussion area, assignments, and study links
would be?
Not
useful at
all
48
Somewhat
useful
172
Very
useful
200
AE-7

If we have course webpages, having mandatory participation in discussion assignments how
useful do you feel the following would be?
Not
useful
at all
117

Somewhat
useful
200
Very
useful
103
To you, what are the most important ways you use technology on a daily or weekly basis, either
for personal or school use? Students were given 5 spaces for responses.
Accelerated Reader
Alarm clock
Books
Browse Internet
Card catalog/Library access
Chat/IM
Cheat Codes
Communicating with friends and family
Creating Slideshows/presentations
Dictionary
Digital camera
Discussion groups
E-mail
Entertainment
File transfer
Games
Homework
Images/pictures
Improve keyboarding skills
Music Downloads/Digital Radio
MySpace/Facebook
Online classes
Online Newspapers/Magazines
Online shopping
Paint Program
ParentConnect - Check Grades
PDA
Phones
Research
School work
Sports online
Technology support sites
TV
Using a computer
Videos
Word processing
2
2
5
50
4
78
1
51
22
1
5
1
113
61
2
129
225
14
9
58
45
3
8
19
1
8
1
74
175
4
2
1
30
42
12
44
AE-8

What are the three things you like most about school technology?
Most typical responses included lots of computer access, fast Internet connection, and up-to-date
applications to use.

What are the three things you like least about school technology?
Most typical responses included lots of slow computers, slow Internet connection, limited
printing and filtered websites.

Do you have any constructive suggestions for improvement in our school technology programs
here at Chetek?
Almost all of the suggestions were about loosening the filtering of websites and giving students
access to e-mail during the day.
AE-9