2001-04 Tech Plan - Dassel

Transcription

Dassel-Cokato
Independent School District 466
Technology Plan 2001-2004
4852 Reardon Ave. SW
Cokato, MN 55321
320-286-4100
www.dc.k12.mn.us
TABLE OF CONTENTS
DASSEL-COKATO ISD 466 TECHNOLOGY PLAN 2001-2004
District Stakeholders ...................................................................................................
1
District Mission...........................................................................................................
1
District Technology Vision Statement ........................................................................
1
Needs Assessment .......................................................................................................
2
District Technology Objectives ..................................................................................
2
Communication to Stakeholders .................................................................................
3
Leadership Roles and Responsibilities .......................................................................
3
Technical Support .......................................................................................................
6
Funding Technology ...................................................................................................
Staff Development ......................................................................................................
7
8
Inventory and Projections ...........................................................................................
Policies ........................................................................................................................
8
9
Evaluation Plan ...........................................................................................................
9
APPENDICES
A.................................................................................................................... A
ction Plan .............................................................................................................. 11
B. Technology Benefits to Stakeholders ...................................................................
17
C. Surveys ..................................................................................................................
20
D. EGS Questionnaire................................................................................................
36
E. District Technology Inventories ...........................................................................
39
F. Technology Replacement Schedules ....................................................................
44
2
G. Disaster Recovery Plan .........................................................................................
49
H. Curriculum/Scope & Sequence .............................................................................
53
3
DASSEL-COKATO ISD 466
TECHNOLOGY PLAN 2001-2004
District Stakeholders
Dassel-Cokato school district serves the two communities of Cokato and Dassel and has a
combined general pubic population of 7,910 residents. The district employs
approximately 14 administrative staff, 18 administrative support staff, 151 teachers and
146 non-licensed support staff. The approximately 2,300 PreK students in the district
are taught in the following district entities: Dassel Elementary, 350; Cokato Elementary,
475; Middle School, 725; High School, 725; Area Learning Center, 30-150; and Early
Childhood Center; 20. In terms of socioeconomic status, the district has approximately
20-25 percent of its student population on free or reduced lunch.
District Mission
The mission of the Dassel-Cokato Schools is to provide programs of educational
excellence to students of all ages.
District Technology Vision Statement

Enable students to be technologically proficient by the time they leave high school
and to apply appropriate technology as needed to meet educational, career, and
personal goals.

Equip all teachers, administrators, and staff with the technological tools and skills
required to improve the quality and effectiveness of instructional and administrative
responsibilities.

Provide the district communities a model for the use of emerging technology and a
vehicle for communication with the district.
4
Needs Assessment
In order to assess the needs of the stakeholders in regards to the technology objectives,
the district will conduct technology surveys. Approximately 80% of the district’s 4th, 8th
and 12th grade students will be surveyed each year along with the licensed, non-licensed
and administrative staff. The district will also assess the general public’s overall use of
technologies by conducting a random survey and by monitoring the district web counters.
District Technology Objectives
The following stakeholder objectives will guide the committees in making decisions
regarding the acquisition, upgrade, replacement and deployment of technology:

Students will develop curriculum-related skills, access and retrieve information,
produce documents, create and present multimedia productions, and communicate
both locally and worldwide.

Licensed Staff will provide additional instructional opportunities, access and retrieve
information, produce documents, plan lessons, create and present multimedia
presentations, assess student achievement and manage records, and communicate
both locally and worldwide.

Administrators and their support staff will manage student records and schedules,
access and retrieve information, produce documents and presentations, develop and
implement budgets, and communicate both locally and worldwide.

Non-licensed staff will be able to use curriculum related software, access and
retrieve information, produce documents and create multimedia presentations, and
communicate both locally and world-wide.

General public will communicate and interact with the district staff through a variety
of technology services including email, voicemail, school and district web sites.
5
Communication to Stakeholders
To maintain continued stakeholder support, technology vision and progress toward
attaining technology objectives will be communicated via building level and district
newsletters, school board reports and minutes, and the Annual Report on Curriculum,
Instruction and Student Performance (ARCISP). These newsletters and reports will be
made available in print and on the district’s web site. The board minutes and ARCISP
will be published in the local community newspaper.
Leadership Roles and Responsibilities
Administrative Council, comprised of the superintendent, business manager, staff
development/curriculum coordinator, principals from each building and activities
director, will meet monthly to:

provide leadership for planning, acquisition and communication related to districtwide technology;

review funding requests and budgeting funds accordingly;

review proposed technology policies and progress on technology plan;

coordinate the submission of e-rate applications; and

coordinate the implementation of the disaster recovery plan.
District Level Technology Committee will be comprised of representatives from each
stakeholder group:

administrative staff: district superintendent, principals of the Middle School, High
School, Dassel Elementary and Cokato Elementary, Early Childhood and Family
Education, administrator of the Area Learning Center, and district business manager;

licensed staff: 4 media specialists (chairpersons of the building-level technology
committees);

non-licensed staff: technical support department representative;

general public: 1 school board representative; and

students: 1 student representative .
6
This committee will meet four times during the school year to:

review, assess and prioritize recommendations from Building Level Technology
Committees;

make requests to Administrative Council for expenditures;

allocate approved funds to individual buildings;

develop and recommend policies and procedures related to technology;

plan the development and the maintenance of the district web sites;

communicate with building level technology committees;

review, revise, and evaluate progress of the three-year technology plan at each
quarterly meeting; and

communicate survey results to the general public by including findings in the Annual
Report on Curriculum, Instruction & Student Performance.
Building/Organizational Level Technology Committee will be chaired by the building
media specialists and be comprised of the principal and representatives from each grade
level or department. The committee will meet four times a year to:

review surveys of the various stakeholders to assess current benchmark status;

review assessed technology needs as it relates to technology objectives and
benchmark goals, curriculum, funding, facilities, networking, hardware, software, and
support staff;

prioritize the technology needs;

plan for curriculum integration as adopted in the Media Curriculum and Scope and
Sequence;

identify and plan for staff development needs related to technology;

send recommendations to the district level technology committee;

implement technology policies as approved by the school board;

develop and review three-year timelines for technology acquisition and
implementation; and

implement technology plans as approved by the District-Level Technology
Committee and/or School Board.
7
Media Department will be comprised of the building media specialists who will meet
monthly to:

assess technology needs as they relate to technology objectives and benchmark goals,
curriculum, funding, facilities, networking, hardware, software, and support staff;

provide leadership for planning, acquisition and communication related to building
level technology;

revise and write K12 Media and Technology curriculum and scope and sequences as
outlined in the district curriculum adoption guidelines;

coordinate integration of media and technology skills;

maintain awareness of emerging technology;

update, review and modify technology replacement schedules;

research equipment and availability, prepare budgets, and coordinate purchasing;

assist in the coordination of security procedures and disaster recovery plans;

coordinate maintenance and development of networks;

coordinate the installation and maintenance of hardware and software;

coordinate inventory of technology hardware and software;

coordinate web site development for their building;

coordinate staff technology inservices;

coordinate implementation of building technology plan; and

collect data (surveys, circulation statistics, web counters, etc.) to assess progress on
stakeholder benchmarks and to determine present and future technology needs and
goals.
8
Technical Support
To insure optimal performance of the equipment and reduce the incidence of system
failure, adequate technical support must be provided. The individuals responsible for
technical support in the district will be provided ongoing technology training in order to
maintain the necessary skills. The following will provide technical support as listed:
Media Specialist will:

maintain an awareness and develop skills needed for emerging technologies by
attending conferences and workshops;

direct the overall local area network and workstations to ensure that technology is
operational;

support staff and students with troubleshooting routine software/hardware needs,
software installations and maintenance needs;

coordinate media/lab paraprofessionals to address basic hardware and software needs;
and

coordinate district technicians and/or technical support vendors to address hardware,
software, and network installations, upgrades and maintenance.
Media/Lab Paraprofessional:

develop technology skills by attending district-provided training;

assist staff and students with troubleshooting routine software and hardware needs;
and

assist in the installation and maintenance of basic hardware and software needs.
District Technical Services will:

maintain and develop skills required for emerging technologies by attending training;

install and maintain hardware and software, including upgrades;

maintain networks;

maintain Internet connectivity and district-wide e-mail systems;

install and maintain network cabling;

maintain district webserver;

provide for equipment repair; and

assist in establishing and maintaining current inventory.
9
Hardware and Software Technical Support Vendors will:

provide systems design and consultation services;

install and implement systems;

provide technical support; and

provide warranty assurance.
Funding Technology
The Administrative Council will develop a budgeting process and communicate it to the
building level committees and account managers. When making funding requests, the
building level technology committees will consider replacement, upgrade and acquisition
of technology based on stated technology objectives for each stakeholder group. They
will also consider the technical requirements for operating systems, software and
hardware that are needed to meet current technology needs and curriculum objectives.
The funding requests will be submitted to the Administrative Council for consideration.
The finalized requests will be submitted to the school board for consideration and final
approval. The budget process will include funding for:

Network infrastructure

Voice, data and video connectivity

District and building level web sites

District technicians

Commercial technical support

Staff development

Hardware

Software

Audio/visual materials

Technology related consumable supplies

Facilities
10
Staff Development
To make effective use of technology and to meet outlined technology objectives, all staff
need ongoing training and support to refine their skills and learn new applications. To
accomplish these objectives, the district will:

use survey results to determine what training opportunities are needed;

allocate district staff development funds for technology training each year;

allocate staff development funds toward integration writing that focuses on the
incorporation of technology and media resources into the curriculum;

provide staff development training that 1) meets district technology objectives and
progress towards meeting benchmark goals, 2) coincides with new technology
acquisitions, 3) focuses on both technical and curricular/professional integration, and
4) provides different levels of training to meet the needs of all certified and noncertified staff;

provide ongoing follow-up staff development training to reinforce skills and to ensure
the integration of technology into the curriculum;

provide incentives to staff such as stipend pay, lane change credit and/or release time
to attend training;

offer training throughout the year, during school and non-school hours;

encourage staff use of professional development days for off-site technology training
workshops; and

identify and employ competent trainers from within the district and remunerate them
for both preparation and instruction time required.
Inventory and Projections
Because the current state of technology changes so rapidly, projecting system
requirements is difficult. Computer systems will always need to be consistent with the
requirements for software available for educational and administrative purposes. Current
standards for equipment will be determined by stated district objectives. Building Level
Technology Committees will continually assess these requirements and make projections
accordingly. Each building will maintain a current inventory.
11
Policies
The following policies and procedures impact how technology will be implemented and
utilized in the district and are available for review online at www.dc.k12.mn.us:

515 Protection and Privacy of Student Records

608 Instructional Services-Special Education

521 Student Disability Nondiscrimination

522 Student Sex Nondiscrimination

606 Selection of Instructional Materials

603 Curriculum Development

604 Instructional Curriculum

512 School Sponsored Student Publications

524 Internet Acceptable Use Policy

Dassel-Cokato Disaster Recovery Plan
Evaluation Plan
The district’s technology plan will be evaluated both formatively and summatively by a
combination of the following methods:
Formative:

The district and building level technology committees will evaluate progress of
the action plans at each quarterly meeting.

The district technology committee will annually administer surveys to the
stakeholder groups to assess progress made from data collected during the
previous year.

Building level technology committees will annually assess the effectiveness of
technology expenditures made within their respective building during each year of
the technology plan.
Summative:
The district technology committee will review all aspects of the technology plan during
the final year of its implementation to determine what level of success has been achieved
12
in meeting the technology plan objectives. The committee will compare survey results
from the final year with the benchmark data collected during the first year of the plan.
Results of the action plan, i.e. new services and equipment provided, will be assessed to
determine level of increased benefits to stakeholders. These results will be shared with
stakeholders in the district’s the Annual Report on Curriculum, Instruction and Student
Performance (ARCISP).
13
APPENDIX A
Action Plan
14
Action Plan
Spring 2001
District Technology Committee will:
 determine annual allotment of district technology hardware capital for administration
and individual buildings.
Media Specialists will:
 continue the inservice and implementation of the media/technology curriculum as
outlined in the curriculum adoption process;
 develop and administer technology surveys for non-licensed staff, administration and
support staff, and students to gather baseline data for technology plan;
 administer annual technology surveys to licensed staff and quantify results;
 determine and schedule, with district staff development director, summer technology
training classes based on survey results;
 determine technology software and hardware to be acquired and installed at each
building for next budget year;
 plan for technology hardware and software acquisitions; and
 present media/technology department annual report to the school board.
Summer 2001
 purchase and install new hardware and software in buildings;
 prepare and deliver technology orientation training classes to new staff; and
 prepare and deliver technology training classes on new software and its integration
with classroom curriculum to district staff.
Fall 2001
Administrative Council will:
 prepare and send ―Annual Report on Curriculum, Instruction, and Student
Performance‖ to residents of school district; and
 publish same report on the school Web site.

review progress on technology plan.
 continue the monitoring of the media/technology curriculum as outlined in the
curriculum adoption process; and

summarize technology survey results for publication in the Annual Report on
Curriculum, Instruction, and Student Performance.
15
Winter 2002
curriculum adoption process;

review media policies, procedures such as selection, disaster recovery, etc.; and

review and revise technology surveys for non-licensed staff, administration and
support staff, and students.
Spring 2002

determine annual allotment of district technology hardware capital for administration
and individual buildings; and

with media specialists, evaluate results of annual technology surveys and determine
district technology needs.

administer annual technology surveys to licensed staff, non-licensed staff,
administration and support staff, and students;

determine and schedule, with district staff development director, summer technology

determine technology software and hardware to be acquired and installed at each

plan for technology hardware and software acquisitions; and
Summer 2002
16
Fall 2002

prepare and send Annual Report on Curriculum, Instruction, and Student
Performance to residents of school district; and

publish same report on the school web site.

review progress on technology plan.

Winter 2003

review media policies, procedures such as selection, disaster recovery, etc.; and

Spring 2003



administration and support staff, and students;



17
Summer 2003
Fall 2003

prepare and send Annual Report on Curriculum, Instruction, and Student
Performance to residents of school district; and

publish same report on the school web site.

review progress on technology plan; and

formulate revision/update of new 3 year technology plan.

Winter 2004

review media policies, procedures such as selection, disaster recovery, etc; and

Spring 2004


18

administration and support staff, and students and compare to technology benchmark
goals;



Summer 2004
 study and prepare for updating of the media/technology curriculum for approval as
outlined in the curriculum adoption process;

purchase and install new hardware and software in buildings;

prepare and deliver technology orientation training classes to new staff; and

prepare and deliver technology training classes on new software and its integration
19
APPENDIX B
Technology Benefits to Stakeholders
20
Technology Benefits to Stakeholders
Stakeholders
Objective
Expected Benefit
Increase use of
electronic
information systems
(Ex. Internet and
OPAC)
Will use electronic
information systems
to access and retrieve
information
Use technology to
develop curriculumrelated skills
Will utilize
curriculum-related
software to gain basic
skills and knowledge
of curriculum
Use technology
when
communicating
information
Will utilize email and
technology
presentation to
communicate both
locally and
worldwide
Will use word
processing, graphics,
multimedia,
spreadsheets, and
video productions
Students
Produce documents
and create
multimedia
presentations
Licensed
Staff
Measurement
Criteria/Benchmark
Percent of students
functioning at or above
levels 3 and 4 on the
student technology
surveys and circulation
statistics
Percent of students
student technology
surveys and student
performance on
standardized testing
Percent of students
student technology
surveys
Percent of students
student technology
surveys
Use electronic
information systems
to prepare
curriculum materials
and lessons
Will use electronic
information systems
to access and retrieve
information (ie.
Internet and OPAC)
Percent of licensed staff
staff technology survey
Use technology
when
communicating
information
Will use email and
technology
presentation to
communicate both
locally and world
wide
Will use curriculum
related software to
augment and enrich
classroom instruction
Will use word
multimedia,
spreadsheets, and
video equipment
Will use technology
to assess student
achievement and
manage student
related records
Use technology to
provide additional
instructional
opportunities
Produce documents
and create
multimedia
presentations as part
of curriculum
preparation
Assess student
achievement and
manage records
2001 Benchmark
2004 Benchmark Goals
% of students at
Competency Level 3
or 4
__of students in 4th
84% of students in 8th
% of students at
Competency Level 3 or 4
% of students at
Competency Level 3
or 4
% of students at
% of students at
Competency Level 3
or 4
% of students at
% of students at
Competency Level 3
or 4
% of licensed staff at
Competency Level 3
or 4
__of Elementary
67% of Middle School
__of High School
Competency Level 3
or 4
__of Elementary
__of High School
% of students at
Competency Level 3
or 4
__of Elementary
__of High School
Competency Level 3
or 4
__of Elementary
__of High School
__of Elementary
__of High School
Competency Level 3
or 4
__of Elementary
__of High School
__of Elementary
__of High School
__of Elementary
__of High School
__of Elementary
__of High School
__of Elementary
__of High School
21
Stakeholders
Non-licensed
Staff
Admin. and
support staff
General
Public
Measurement
Criteria/Benchmark
Percent of non-licensed
staff functioning at or
above levels 3 and 4 on
the staff technology
survey
Objective
Expected Benefit
Use of electronic
information systems
to assist students’
research
Will access
information for
research, reports, and
recreation (ie.
Internet and OPAC)
Use curriculumrelated technology
to assist students
Will use curriculum
related software to
assist students in their
learning
survey
Use technology
when
communicating
information
technoloyg present.
to communicate both
locally and
worldwide
survey
Produce documents
and create
multimedia
presentations
Will use word
multimedia,
spreadsheets, and
video equipment
survey
Manage student
records and
schedules
Will use databases
and spreadsheets to
manage student
records and schedules
Percent of
administrative staff
Produce documents
Will use word
processing,
spreadsheets and
graphics
Percent of
Develop and
implement budgets
Will use word
processing,
databases, and
spreadsheets
Percent of
Use technology
when
communicating
information
Internet and
technology present to
communicate both
locally and
worldwide
Percent of
Use technology
when
communicating with
school district staff
and students
Will increase
utilization of e-mail,
district Web site,
voice mail for school
communications
Percent of community
members who respond
they are using
technology to
communicate with the
school district,
―Web counters‖
2001 Benchmark
2004 Benchmark Goals
Competency Level 3
or 4
__of Elementary
__of High School
Competency Level 3
or 4
__of Elementary
__of High School
Competency Level 3
or 4
__of Elementary
__of High School
Competency Level 3
or 4
__of Elementary
__of High School
Competency Level 3
or 4
__of Elementary
0% of Middle School
__of High School
__ of District Office
Competency Level 3
or 4
__of Elementary
__of High School
Competency Level 3
or 4
__of Elementary
__of High School
Competency Level 3
or 4
__of Elementary
__of High School
% of community
members at Level 3 or
4 for Use of District
Technology
__of Elementary
__of Elementary
__of High School
__of High School
__of Elementary
__of High School
__of Elementary
__of High School
__of Elementary
__of High School
__of Elementary
__of High School
__of Elementary
__of High School
__of Elementary
__of High School
__of Elementary
__of High School
% of community
members at Level 3 or 4
for Use of District
Technology
__of Elementary
__of High School
22
23
APPENDIX C
Surveys: Licensed Staff, Non-licensed Staff, Administrative Staff, Students, and General
Public
24
Licensed Staff Survey
1.




Basic Computer Use
Level 1 – I do not use a computer.
Level 2 – I select, open, use and close a program on my own.
Level 3 – I open and use more than one program at the same time.
Level 4 – I learn new programs on my own.
2.




File Management
Level 1 – I do not save my files I create using the computer.
Level 2 – I select, open, save and delete files on different drives.
Level 3 – I create my own directories to keep files organized.
Level 4 – I move files between directories and drives.
3.




Word Processing Program
Level 1 – I do not use a word processing program.
Level 2 – I use a word processing program to compose pieces of writing.
Level 3 – I use a word processing program to include graphics and text boxes.
Level 4 – I use the word processing program for publication of newsletters, brochures
and/or forms.
4.




Printing
Level 1 – I do not use a printer.
Level 2 – I print files directly from the computer screen.
Level 3 – I use printer setup to select a remote networked printer and print my files.
Level 4 – I am able to troubleshoot printer problems and correct what is wrong.
5.




Spreadsheet Program
Level 1 – I do not use a spreadsheet program.
Level 2 – I can input data into a spreadsheet.
Level 3 – I create and format spreadsheets as well as create charts.
Level 4 – I use formulas to help analyze data in a spreadsheet.
6. Database Programs
 Level 1 – I do not use a database program.
 Level 2 – I locate information from a pre-made database and add or delete
information.
 Level 3 – I create and format databases.
 Level 4 – I generate reports from a database in order to answer questions.
7. Graphics
 Level 1 – I do not use graphics with my documents or projects.
25
 Level 2 – I insert pictures from clipart into my documents or projects.
 Level 3 – I import graphics from clipart, the web or other sources and use clipboard
to take objects from one program to another.
 Level 4 – I create graphics using drawing, paint or photo-editing programs.
8.




E-mail
Level 1 – I do not use e-mail.
Level 2 – I compose, send and receive e-mail messages within the school district.
Level 3 – I organize my mail directories and save messages.
Level 4 – I use e-mail to request and send information globally concerning research I
am doing.
9.



Information-Searching
Level 1 – I do not use technology to find information.
Level 2 – I find information from electronic sources.
Level 3 – I select, gather, and save information from multiple electronic sources to
solve a question.
 Level 4 – I analyze and evaluate the information I’ve gathered from multiple
electronic sources.
10. Multimedia
 Level 1 – I do not know much about multimedia.
 Level 2 – I use multimedia products created by someone else (i.e. CDROM).
 Level 3 – I combine text with graphics to create my own multimedia presentations.
 Level 4 – I design multimedia projects, which use motion, sound, and still graphics to
share ideas.
11. Video Production
 Level 1 – I have never operated a video camera.
 Level 2 – I occasionally use a video camera for home or school projects.
 Level 3 – I have created an original videotape using editing equipment.
 Level 4 – I use computer programs to edit videotape presentations.
12. Technology Presentation
 Level 1 – I do not use technology for presentations.
 Level 2 – I use a variety of sources (Internet, scanned images, digital photos,
CD-ROMs, etc.) to import pictures into a publishing program for a
presentation.
 Level 3 – I combine two or more technologies (digital camera, scanner, laser disk) in
a presentation.
 Level 4 – I create and use technological presentations, which use combinations of
motion, sound or still graphics to share ideas.
26
13. Internet (Netscape)
 Level 1 – I do not use the Internet.
 Level 2 – I explore Internet sites and successfully use commands to move between
pages.
 Level 3 – I use tools such as search, options, and bookmarks to locate and save
information which is relevant to my search.
 Level 4 – I create web pages for classroom projects or virtual museums.
27
14. Student Management
 Level 1: I do not use technology to manage student grades, attendance or other
student related records.
 Level 2: I only use student management technology to export student grades and take
attendance as is required as part of my duties.
 Level 3: I use technology to create and manage some of my student records, as well
as to take and modify student attendance records or other student related
records.
 Level 4: I regularly explore new ways to manage my student grades, attendance and
other student related records using technology (paperless record keeping).
15. Curriculum Related Software (i.e. Ideal Learning, Carmen USA, CAD,
Geometer Pad)
 Level 1: I don’t use curriculum related software as part of my instruction.
 Level 2: I use some curriculum related software only when required.
 Level 3: I know how to use a variety of curriculum related software, and I encourage
my students to use them as enrichment during their free times.
 Level 4: I review and select curriculum related software, and I require all my students
to use the programs as part of their regular classroom learning.
16. Responsible use
 Level 1 – I understand the District’s acceptable use policy concerning harassment,
language, passwords, copyright, privacy, appropriate use of resources, etc.
 Level 4 – I teach responsible use of technology to my students.
17. How would you rate yourself as a technology user?
 Level 1: I tend to not use technology unless required as part of my duties.
 Level 2: I use some technology programs when needed to prepare lessons and to
create instructional materials.
 Level 3 : I use a variety of technology to prepare lessons and instructional materials.
 Level 4: I consistently use a variety of technology and regularly explore new ways to
utilize technology in preparation of lessons and instructional materials.
28
Administrative Staff Survey
1.




Basic Computer Use
2.




File Management
3.




and/or forms.
4.




Printing
5.




Spreadsheet Program
information.
7. Graphics
29
 Level 4 – I create graphics using drawing, paint or photoediting programs.
8.




E-mail
am doing.
9.



solve a question.
electronic sources.
10. Multimedia
share ideas.
presentation.
a presentation.
30
pages.
31
14. Student and Financial Record Management
 Level 1: I do not use technology to manage student related records or school budgets.
 Level 2: I only use the student and financial technology that is required to complete
my duties.
 Level 3: I use student and financial management technology on a regular basis to
create, modify and manage my student and financial records.
 Level 4: I regularly explore new ways to use technology to better manage student and
financial records.
15. Responsible use
 Level 2: I use some technology programs when needed to prepare materials and
manage records.
 Level 3 : I use a variety of technology to prepare materials and manage records.
utilize technology in preparation of materials and management of records.
32
Non-Licensed Staff Survey
1.




Basic Computer Use
2.




File Management
3.




and/or forms.
4.




Printing
5.




Spreadsheet Program
information.
7. Graphics
33
8.




E-mail
am doing.
9.



solve a question.
electronic sources.
10. Multimedia
share ideas.
presentation.
a presentation.
34
pages.
35
14. Curriculum Related Software (i.e. Ideal Learning, Carmen USA)
 Level 1: I don’t use curriculum related software when assisting students.
 Level 3: I know how to use a variety of curriculum related software, and I encourage
students to use them as enrichment during their free times.
 Level 4: I regularly use curriculum related software when assisting students during
regular class instruction.
16. Responsible use
 Level 2: I use some technology programs when needed to prepare materials or to
assist students.
 Level 3 : I use a variety of technology to prepare materials and to assist students.
utilize technology to prepare materials and to assist students.
36
Elementary Student Technology Survey
Directions: Please read the following statements and circle yes or no!
1. Basic Computer Use
1. I can log on the computer on my own.
YES
NO
2. I can select, open, use and close a program on my own.
YES
NO
3. I can learn new programs on my own.
YES
NO
4. I can restart and shutdown the computer on my own.
2. File Management
1. I can save my work in my folder
YES
NO
YES
NO
2. I can save my work in the Hand In folder
YES
NO
3. I can save my work on a disk.
YES
NO
YES
NO
YES
NO
2. I can insert a letter or words in my writing.
YES
NO
3. I can cut, copy and paste within my writing.
YES
NO
4. I use spell check and thesaurus in my writing.
4. Graphics
1. I can stamp and open pictures on my own.
YES
NO
4. I can delete my work on my own.
3. Word Processing
1. I can change the style, size and color of my font.
YES NO
2. I can create simple pictures with a painting program.
YES
NO
3. I can edit stamps or clip art with a painting program.
YES
NO
4. I can import clip art from another program.
YES
NO
37
5. Curriculum Related Software
1. I use Reading Counts to evaluate my reading progress.
YES
NO
2. I use Wild West Math to practice my math facts.
YES
NO
3. I use National Inquiry when studying the United States.
YES NO
4. I use Type to Learn when practicing keyboarding.
6. Spreadsheet / Chart
1. I know what a spreadsheet is.
YES
NO
YES
NO
2. I can enter data in a spreadsheet with help.
YES
NO
3. I can create and label a chart using a spreadsheet.
YES
NO
YES
NO
YES
NO
4. I use labels and choose a chart that best reflects my data.
7. Information Searching
1. I can use the on-line card catalog on my own.
2. I can use a CD-ROM to find information on my own.
3. I can use a search engine on the Internet to find information.
YES
NO
YES
NO
YES
NO
YES
NO
2. I can create a slideshow using Kid Pix Studio
YES
NO
3. I have used a scanner in a presentation.
YES
NO
4. I have used a digital camera in a presentation.
YES
NO
5. I have used a video camera.
YES
Thanks you for completing this survey!
Grade: ____________________
Date: _____________________
NO
4. I can use an on-line encyclopedia to find information.
1. I can create a slide show using Power Point.
38
Student Survey (Grades 8 and 12)
1.




Basic Computer Use
2.




File Management
3.




and/or forms.
4.




Printing
5.




Spreadsheet Program
information.
7. Graphics
39
8.




E-mail
am doing.
9.



solve a question.
electronic sources.
10. Multimedia
share ideas.
presentation.
a presentation.
40
pages.
41
14. Curriculum Related Software (i.e. Ideal Learning, Carmen USA, CAD,
Geometer Pad)
 Level 1: I don’t use curriculum related software.
 Level 3: I know how to use a variety of curriculum related software, and I use them
during my free times.
 Level 4: I use curriculum related software as a part of my regular classroom learning.
15. Responsible use
 Level 4 – I follow the policy and am a responsible user of technology.
 Level 1: I tend to not use technology unless required as part of my class assignments.
 Level 2: I use some technology programs when needed to complete class
assignments.
 Level 3 : I use a variety of technology to complete class assignments.
utilize technology to complete class assignments.
42
General Public Survey
Please check off the level that best describes you.
1. Awareness of District Technology Available
 Level 1: I do not know what technology the district has that I can use to get
information or communicate with staff.
 Level 2: I know that the district and each school has voicemail so I can call the
school and leave messages for staff.
 Level 3 : I know that all district staff has voicemail and email so I can contact them
by phone or by computer when I have questions or concerns.
 Level 4: I know that all district staff has voicemail and email that I can use to contact
them. I also know that the district and each school has a website where
they post daily or weekly homework, monthly newsletters, lunch menus,
after school activity schedules, school calendar, etc.
2. Technology Comfort
 Level 1: I tend to not use technology.
 Level 2: I use some technology programs at work or home, but I am not very
comfortable with using it.
 Level 3 : I am comfortable using technology at home or work.
utilize technology at home or work.
3.




Technology Access
Level 1: I do not have a computer at home or work.
Level 2: I have access to a computer at home or work.
Level 3 : I have a computer at home or work where I have access the Internet.
Level 4: I have a computer at home where I have access to email and the Internet.
4. Use of District Technology
 Level 1: I do not use voicemail or email to contact staff, nor do I visit the district
websites to get information.
 Level 2: I have used district voicemail to contact staff when I have questions or
concerns.
 Level 3 : I sometimes use voicemail and email to contact staff when I have questions
or concerns.
 Level 4: I regularly use voicemail and email to contact staff when I have questions or
concerns as well as visit the district or school websites to get information
about homework, monthly newsletters, lunch menus, after school activity
schedules, school calendar, etc.
4. What would you like to see changed regarding the district’s use of technology?
43
44
APPENDIX D
EGS Questionnaire
45
EGS Questionnaire
1. Does your school district, school, or public library have a web page?
Yes, the URL is: www.dc.k12.mn.us
2. If so, how often is it updated?
Hourly, daily, weekly, monthly, and/or annually as dictated
3. Who is responsible for maintaining the web site?
District staff, students, and volunteers
4. Is the web page a stand-alone site or is it integrated with a community web site?
It is integrated with local community web sites (cities and public libraries of
Dassel and Cokato)
5. Who does your organization provide e-mail account to?
District staff, middle and high school students
6. Is the web site a preferred method for disseminating information to your community?
What other methods are used? Is information sent out to school board members
electronically?
The district web site is not the primary method of disseminating information
as approximately 50% of district residences do not have Internet access.
Hard copies of all vital district communications are sent to residences in
addition to being posted on the district web site. Building level and district
level newsletters are posted online weekly or monthly. School board
members receive agenda and minute information electronically.
7. Do you purchase services/supplies electronically?
Yes, on-line purchases are made through select vendors for services/supplies
such as e-books, on-line databases, interlibrary loaning services, books and
various supplies, etc.
8. Do you post staffing openings on your web site?
Yes
9. Do you hold classes using interactive television?
No
10. Do you hold classes on-line using the Internet?
No
11. Can students submit assignments electronically?
Yes, both through email and local networks
46
12. Can students obtain assignment information electronically?
Homework assignments are posted daily at the middle school.
13. Can students or library customers pay fees over the Internet for school or library
programs?
No, the cost of security software/hardware is prohibitive
14. How can the state assist your school or library to facilitate this method of delivery?
Purchase the security software/hardware
15. Does your school district or school report federal and state data electronically?
Yes
16. Is your school district capable of receiving communication from the state and other
governmental entities in an electronic format?
Yes
47
APPENDIX E
District Technology Inventories
48
Media Center and Lab
Administrative Offices








4 Pentium Computers
1 HP570Scanner/Fax/Printer
1 Laser 4000 Printer
1 HP 1120c Inkjet Printer
1 Compaq 410X Laptops
1 Mita 3060 Copier
1 Mita 5050 Copier
1 PC server
Dassel
Elementary
Inventory
02/2001
Building Video Technology









17 TVs
17 VCRs
1 Videonics MX Switcher
1 Mackie MS 1202 VL2 Audio Mixer
1 Panasonic Edit Controller
2 Panasonic Editing VCRs
1 Videonic Titlemaker 3000
3 Video Monitors
Coaxial Cabling throughout the building
Classroom Computer Technology






24 G3 PowerMacs
28 5500 PowerMacs
33 LC 550 Macs
16 Stylewriter 2500 Printers
1 Stylewriter 4100 Printer
1 Epson Stylus Printer



































31 iMacs
7 G3 PowerMacs
2 5500 PowerMacs
1 8600 PowerMac
2 7250 Servers
1 7350 Server
9 550 Macs
3 LC III
1 G3 Laptop
1 LCD Panel
1 Infocus Projector
1 Casio Digital Camera
1 Cannon Zap Shot Camera
5 External CD Rom Drives
1 Mac External Zip Drive
1 Apple Laser Writer II
1 Apple 12/640 Laser
1 Tektronix Color Laser
1 HP870 DeskJet Printer
1 Color One Scanner
1 Epson Scanner
1 Cannon Digital Video Camcorder
1 Elmo Visual Presenter
3 Superstack Switches
4 External Superdisc Drives
Other
1 Opaque Projector
2 Polaroid Cameras
1 35 mm Camera
1 Laser Disc Player
3 TVs
3 VCRs
4 Camcorders
1 Casio Piano Keyboard
1 Laminator
1 Mita 3060 Copier
Cokato Elementary Technology Inventory
2/2001
Classroom Computer Technology







(30) G3 Power Macs
(30) 5500 PowerMacs
(30) LC 550 Macs
(5) LC III
(5) Apple II GS
(1) StyleWriter 2500 Printers
(2) Epson DeskJet Printer









(3) Pentiums
(1) 486
(1) HP570Scanner/Fax/Printer
(1) Laser 4000
(1) IIIP Laser
(1) Compaq 410X Laptops
(1) PC server
(1) Mita 3060 Copier
(1) Mita 5050 Copier
Building Video Technology








(23) TVs
(22) VCR
(1) Videonics MX Switcher
(1) Mackie MS 1202 VL2 Audio Mixer
(1) Panasonic Edit Controller
(2) Editing VCRs
(2) Video Monitors
Coaxial Cabling throughout the building






















(7 ) G3 Power Mac’s
(1) 8600 AV PowerMac
(1 ) 7250 Servers
(1) G3 Power Server
(1) Macintosh II Server
(4) LC III
(1) AV iMac
(1) G3 Laptop
(1) LCD Panel
(1) Epson Projector
(1) Sony Mavica Digital Camera
(1) Cannon ZapShot Camera
(1) External CD Rom Drives
(1) Apple Laser Writer II Printer
(1) Apple 12/640 Laser Printer
(1) Tektronix Color Laser
(1) HP870 DeskJet Printer
(1) Colorstyle Writer 6500 DeskJet Printer
(1) Color One Scanner
(1) HP 4050N Laser Printer
(1) Cannon ZR10 Digital Video Camera
(1) Sony MVC-FD95 Mavica Digital Camera
Other




















(2)
(1)
(1)
(1)
(3)
(3)
(3)
(1)
(1)
(1)
(2)
(1)
(1)
(1)
(3)
(3)
(3)
(1)
(1)
(1)
Opaque Projector
Polaroid Cameras
35 mm Camera
Laser Disc Player
TVs
VCRs
Camcorders
Casio Piano Keyboard
GBC Laminator
Mita 3060 CopierOther
Opaque Projector
Polaroid Cameras
35 mm Camera
Laser Disc Player
TVs
VCRs
Camcorders
Casio Piano Keyboard
GBC Laminator
Mita 3060 Copier
50
Lab I (Kybdg)
Workstations

34 Pentium III
Printers

HP LaserJet 5M
Multimedia

Scanner HP ScanJet4C

Digital Quick Video camera
Middle School
Lab II (prod. lab)
Workstations

33 Pentium II
Printer

HP LaserJet 5M
Multimedia

Scanner HP ScanJet4C

Kodak Digital Camera
Inventory
2/2001
Lab III (hall lab)
Workstations

7 Pentium

15 Pentium MMX

12 Pentium II
Printer

HP LaserJet 5M
Classrooms
Workstations

21 Macintosh LCIIs

5-486s (SpecEd)

4 Pentium

2 Pentium MMX

33 Pentium II

2 Pentium III
Printers

5-LaserJets

12-Deskjets
Rol-a-labs –3 (90 units)
TV/VCRs—33
Pod Rooms
Workstations

1 Pentium II

4-Pentium III
Printers

4-LaserJet 5Ms

1-DeskJets
Scanners - 4




“DCLAB 1”
Novell NetWare 4.11 Server
(Pentium350)
Compass Server (Pentium)
Broderbund Server (Pentium)
12 & 24 port 100 BaseT
concentrators (except on
network printers)
Workstations
 33 Pentium III
 4-Laptops
Multimedia Equipment
 5-LCD Projectors
 Scanner HP ScanJet4C
 3 Digital cameras
 Zip drive
 2-Wireless mouse & keyboard
 2-PC/TV converters
Printers
 HP LaserJet 5M
 Tecktronic Color Laser
Other
 4 slide projectors
 2 opaque projector
 1 35mm camera
 2 polaroid cameras
 1-LaserDisk Player
 3-TV/VCRs
 6-Camcorders
 Production Studio
 4 Monitors
 2 Editing VCRs
 1 Edit Controller
 1 Video Mixer
 1 Audio Mixer
 1 TitleMaker



“DC1”
Novell NetWare 3.12
Server (see district map)


Workstations
 1-PentIII
 5-Pentium
 2-Pentium II
 2-laptops
Printers
 1-Lasers
 3-Deskjet
 1-Epson
3-TV/VCRs
Security System Equip
51
High School and District Office Inventory
English Lab






34
4
30
1
1
5
FOCUS
Classrooms
233 CPU’s
17‖ monitors
15‖ monitors
HP Laserjet 4
Epson scanner
24 port hubs









ALC
41 200 CPU’s
4 550 CPU’s
41 15‖ monitors
2 17‖ monitors
2 19‖ monitors
10 Epson Inkjet 660
7 HP Inkjet 710
20 HP Inkjet 690
30 TV/VCR’s







5
3
5
3
1
1
1
450 CPU’s
667 CPU’s
15‖ monitors
17‖ monitors
HP Laserjet 4000
HP Inkjet 690
HP 3150 fax/scanner
General Use Lab




30 150 CPU’s
2 233 CPU’s
32 15‖ monitors
1 HP Laserjet 4
“BUSED2”
Novell Netware 3.12 server
Pentium 450 CPU
Journalism Lab





14 166 CPU’s
1 667 CPU
15 15 ‖ monitors
1 HP 5000 Laserjet
1 Epson scanner
―DC1‖
Novell Netware 3.12 server
Pentium 200 CPU
Industrial Tech Lab








30 233 CPU’s
2 550 CPU’s
32 17‖ monitors
1 HP Laserjet 4
1 HP scanner
1 Techjet 720 plotter
1 InFocus LCD projector
4 24 port hubs
Business Lab





30
1
32
1
4
166 CPU’s
550 CPU
15‖ monitors
HP Laserjet 4
24 port hubs






2
2
1
1
1
1
667 CPU’s
233 CPU’s
HP Inkjet 710
HP Inkjet 690
Epson Inkjet 660
12 port hub
Media Center




















20 233 CPU’s
4 667 CPU’s
20 15‖ monitors
3 17‖ monitors
1 19‖ monitor
1 HP Laserjet 4
1 HP Laserjet 4500
1 HP Inkjet 690
2 Zip drives
4 24 port hubs
4 LCD projectors
4 Wireless mice
4 Wireless keyboards
4 Digital cameras
4 Video cameras
1 digital video editing
suite
1 Visual presenter
2 Laserdisc players
1 DVD player
2 Slide projectors
Tech Services
High School Office
District Office
Comm Ed / ECFE




























3 667 CPU’s
3 500 CPU’s
6 233 CPU’s
12 17‖ monitors
1 HP Laserjet 4050
1 HP Laserjet 4
2 HP Inkjet 970
3 HP Inkjet 690
1 HP 3150
fax/scanner
5 550 CPU’s
2 450 CPU’s
6 17‖ monitors
1 19‖ monitor
1 HP Laserjet 8000
1 HP Laserjet 4000
1 HP IIIP Laser
3 HP Inkjet 890
1 HP 3100 Fax/scanner
1 24 port hub
1 667 CPU
3 333 CPU’s
3 200 CPU’s
6 15‖ monitors
1 19‖monitor
1 Imac
1 HP Laserjet 5000
1 HP Inkjet 1000
1 24 port hub











1 550 CPU
1 333 CPU
1 HP IIIP Laser printer
3 Osicom CSU’s
2 Cisco 2514 routers
1 3Com 3300 switch
3 24 port hubs
2 Netware 3.12 servers
1 NT Web server
1 NT SMART server
1 Compass server
APPENDIX F
Technology Replacement Schedules
Dassel Elementary
Tentative Replacement Schedule/Technology Implementation Timeline
Year
Replace
Move to:
Discard
LC II and LC III Apples
2001
15 Computer Lab iMacs
Classrooms
15 Mac 550’s
15 Computer Lab iMacs
Classrooms
15 Mac 550’s
Circulation Servers
B & W Laser Printer
M.C. Student Stations
Classroom
M.C. Student Stations
Classroom
Classrooms
15 5500 Power Macs
2006
Ideal Servers (2)
Building Server
Color Laser Printer
15 Computer Lab
iMacs with wireless computers
15 Computer Lab iMacs with
wireless computers
Classrooms
15 5500 Power Macs
2007
2002
2003
2004
2005
9 Mac 550’s
2008
**This timeline is based on an approx. $12,000 yearly technology capital outlay budget**
***Building capital funds will be used to replace AV equipment such as VCR’s and TVs***
55
Cokato Elementary
Tentative Replacement Schedule
Date
New Purchase
Move to
Discard
2001
2002
2003
28 - Wireless iMacs & 2 Hubs
1 cart to float portable lab
Printer for portable lab
1 - 24 port switch
fiber cabling between switches
2004
New network server
2005
31 computers for lab
2006
Circulation Server
5 Circulation stations in MC
2007
2 Printers for lab
10 - Mac 550 in
classrooms
10 - Mac 550 in
classrooms
5 - LCIII from MC
iMacs from lab to
classrooms
10 -5500 from
classroom
10 -5500 from
classroom
56
Middle School
Tentative Replacement Schedule/Technology Implementation Timeline
Replace
2001




4 classroom Pent
2 classroom PentMMX
1 office Pent
8 classroom PentII


11 classroom PentII
4 office Pent

15 classroom PentII
2002
2003
 15 MCLAB Pent II
*Replace Server
2004

15 MCLAB PentII
2006

15 Prod Lab PentII
2007

15 Prod Lab PentII
2005
2008
Move to:
Discard:
 2 PentMMX to Tech Lab
 5 Pent. to Tech Lab
 8 PentII to Hall Lab
-------------------------------- 8 Hall Lab PentMMX to Tech Lab
 7 PentII to Hall Lab
 4 PentII to Tech Lab
 4 Pent to Tech Lab
-------------------------------- 7 Hall Lab PentMMX to Tech Lab
 5 PentII to Music
 5 PentII to Spec Ed classroom
 5 PentII to MC OPACs
 3 PentII to MC OPAC & Circ Pent
 1 PentII to MC Catalog Pent MMX
 11 PentII to Tech Lab

15 Tech Lab 486s

15 Tech Lab 486s







5 Music 486s
5 SpecEd 486s
5 MC OPACs Pent
3 MC Pent
1 MC PentMMX
9 Tech Lab Pent
2 Tech Lab
PentMMX


15 Tech Lab
PentMMX
15 PentII to Tech Lab
 Start replacing PentIIIs and discarding PentIIs
*Replace Server
***This timeline is based on a $25000 yearly technology capital budget***
***Building capital funds will be used to replace AV equipment such as VCRs with DVDs***
Note: Should the Citrix thin client networking system prove to be affordable and viable
for the school’s needs, most of the available funds for the 3 years would be allocated for
purchase of Citrix servers and software. This development would allow for the continued
use of existing workstations as thin clients drawing their operating performance directly
from the servers.
57
High School
Tentative Replacement/Purchase Schedule
2001-02
2002-03
2003-04







Explore Citrix networking system
Replace 10 teacher workstations, if Citrix not possible (move to general use lab)
Add 32 Meg RAM to Ind Tech lab workstations
Replace English Lab laser printer (use old one as floater)
Continue replacing HP 690’s
Add color laser printer to Business lab
Add 2 video cameras




Replace 15 business lab workstations
Replace 10 teacher workstations (move to general use lab)
Replace general use lab laser printer (move old one to LRC)
Add LCD data projector




Replace 15 business lab workstations
Replace 10 teacher workstations (move to general use lab)
Replace Ind tech lab laser printer
Add LCD data projector
The above projections are based on an annual capital outlay budget of approximately $25, 000. Should
the Citrix thin client networking system prove to be affordable and viable for the school’s needs, most of
the available funds for the 3 years would be allocated for purchase of Citrix servers and software. This
development would allow for the continued use of existing workstations as thin clients drawing their
operating performance directly from the servers.
58
APPENDIX G
Disaster Recovery Plan
59
Disaster Recovery Plan
All district staff will be required to store on a network server any data pertinent to the
operational or record-keeping function of the school district. This requirement will help
ensure that pertinent data can be recovered in the event of a loss as well as provide data
security by restricting access to only those individuals with appropriate user rights.
Responsibility for Backups:
The district’s Business Manager will be responsible for the automatic backups of the
district network servers.
Restoration Procedure:
In the event of application, data, and/or operating system loss, the Technology
Technician will arrange for the retrieval and restoration of files to the network. Any
additional assistance will be provided through contract services and with individual
software vendors.
Retention Schedule:
 Daily tape backups will be retained until the end of each week.
 Tapes containing Friday backups will be retained until the end of each month.
 The last Friday tape from each month will be retained until the end of each fiscal year
(June 30th).
 The June 30th tape will be retained permanently.
 When technology becomes available for a more stable storage medium, all backup
data will be converted to the new medium.
 All backups, regardless of type, will be recorded in a backup log.
Backup Storage:
 Daily, weekly and monthly backups are to be stored in the schools’ or district’s
fireproof safe.
 Copies of the monthly backups are to be also stored in a fireproof safe at another
approved location.
 The annual backup copies will be stored in the District Office fireproof safe with a
copy stored at an approved off-site location.
60
Types of Records:
 Dassel Elementary, Cokato Elementary, Middle School, High School








Library records
Student records
Staff records
Special Education records
Student files
Staff files
Software programs
Network Operating systems
(Ideal, Novell servers Bused2 and DCLAB1, Apple, Winnebego, etc.)
 District Office








Lunch records
Financial records
Payroll records
Personnel records
Transportation records
Staff files
Software programs
Network Operating systems (Novell server DC1)
 Webserver



Web files
Software programs
Network Operating system (Windows NT)
 Activities Office





Activities records
Schedule records
Student records
Staff files
Software programs
 Title I



Student records
Staff files
Software program(s)
61
 Area Learning Center






Student records
Staff records
Student files
Staff files
Software programs
Network Operating system (Novell)
 Community Education






Staff records
Student and Family records
Program records (schedules)
Staff files
Software programs
Network Operating System (Novell)
 ECFE/Preschool





Staff records
Student and Family records
Program records (schedules)
Staff files
Software programs
62
APPENDIX H
Information Media Curriculum/Scope & Sequence
63
Dassel-Cokato K-12 DISTRICT LEVEL SCOPE AND SEQUENCE
MEDIA DEPARTMENT
REVIEWED: JUNE 1999-January 2000
APPROVED: January 2000
Mission Statement
1.
2.
3.
4.
To promote literacy and the enjoyment of reading, viewing and listening for all students.
To provide intellectual and physical access to information and ideas for a diverse population whose needs are rapidly changing.
To partner with teachers to design curriculum that will integrate information skills.
To teach students the skills necessary to access, evaluate, and use information from multiple resources in order to learn, think, create, apply and communicate knowledge.
I
Introduce Concept/Skill - Material will be initially presented to students.
This introduction may be incidental (not a formal lesson) as opportunity permits.
U
Understanding - Students will have a basic understanding of the use of the concept.
Students should be able to use formal terminology, and teachers will stress this.
A
Application - Students will apply the concept. This may occur independently or in groups.
Teachers will assume formal terminology and use it in instruction.
IA
Independently Apply - Student will independently use the concept.
R
Reinforced - Students will practice applying the concept as needed.
Teachers will provide remedial lessons as needed.
*
Skills that are required for the Minnesota Profile of Learning
K
1
2
3
4
5
6
7
8
9
10
1112
A. Media Personnel and Procedures
I-IA
R
R
R
R
I-IA
R
R
R
I-IA
R
R
B. Care and Responsibility for Materials,
Equipment and Facility
I-IA
R
R
R
R
I-IA
R
R
R
I-IA
R
R
C. Location of Materials and Equipment
I-IA
IA
R
R
R
I-IA
R
R
R
I-IA
R
R
CURRICULUM:
MEDIA CENTER ORIENTATION
K
1
2
3
4
5
6
7
8
9
10
1112
A. Alphabetical Order
I
I
I
U
A
IA
R
R
R
R
R
R
B. Numerical Order
I
I
I
I
U
A
IA
R
R
R
R
R
1. Dictionaries
I
U
A
IA
IA
R
R
R
R
R
R
2. Encyclopedias
I
U
A
IA
IA
R
R
R
R
R
R
I
U
A
IA
R
R
R
R
R
R
I
U
A
IA
R
R
R
R
R
A
A
A
IA
R
R
R
IA
R
2. Online Reference Tools
(i.e. encyclopedias, dictionaries,
atlases, almanacs)
I
U
A
IA
IA
IA
R
R
R
3. Online Databases and Indexes
(i.e. periodical indexes)
I
I
U
A
A
A
IA
IA
R
U
A
A
A
A
A
IA
IA
R
CURRICULUM:
ORGANIZATION AND UTILIZATION OF
RESOURCES
C. Print Reference Materials
3. Atlases
4. Almanacs
D. Electronic Information Systems
1. Online Public Access Catalogs
4. World Wide Web
(i.e. search engines)
I
I
I
I
U
I
65
K
1
2
3
4
5
6
7
8
9
10
1112
A. Illustrators and Authors
I
I
U
U
A
IA
IA
IA
R
R
R
R
B. Literary Forms
I
I
U
U
A
A
IA
R
R
R
R
R
I-A
A
A
A
A
IA
IA
IA
IA
IA
R
R
I
I
I
U
A
A
A
A
IA
R
R
R
A. Identification of Task
I
I
I-U
A
A
A
A
A
IA
IA
R
B. Research Strategies
I
I
I-U
A
A
A
A
A
IA
IA
R
C. Location and Access of Information
I
I
I-U
A
A
A
A
A
IA
IA
R
D. Usage of Information
I
I
I-U
A
A
A
IA
IA
R
R
R
E. Organization & Synthesis of Information
I
I
I-U
A
A
A
IA
IA
IA
R
R
I
I-U
U
A
A
A
A
IA
IA
R
CURRICULUM:
SELECTION OF RESOURCES FOR
INDEPENDENT LEARNING
C. Promotion of Reading
D. Selection and Evaluation of Materials
FORMAL RESEARCH PROCESS/INQUIRY
PROCESS*
F. Evaluation of Process
66
2
3
4
5
6
7
8
9
10
1112
A. Audience Analysis*
I
U
U
A
A
A
A
A
IA
R
B. Designing and Planning (including
ethical considerations)*
I
I
U
A
A
A
A
IA
IA
R
R
R
CURRICULUM:
K
1
COMMUNICATING INFORMATION
C. Using Production Tools
1. Word processing/Desktop
Publishing*
2. Graphics/Visual Aids*
3. Multimedia Presentations*
I
I
U
A
A
A
A
IA
IA
I
I
U
A
A
A
A
IA
IA
IA
R
R
I
U
A
A
A
A
IA
IA
IA
IA
R
I
I
U
A
A
A
R
R
R
4. Spreadsheets/graphs*
5. Databases*
I
6. Video Production
D. Evaluation of Product
R
I
I
I
U
A
IA
IA
IA
IA
R
I
U
A
A
A
IA
IA
R
67
Media Skills Checklist: Grades K - 4
Media Center Orientation
A.
Media Center Personnel and Procedures
K
I-A
1
R
2
R
3
R
4
R
Kindergarten – Fourth Grades
Students will:
 Identify all media personnel in the media center and computer lab.
 Checkout media center materials.
 Exhibit proper media center conduct.
B.
Care and Responsibility for Materials, Equipment and Facilities
K
I-IA
1
R
2
R
3
R
4
R
Kindergarten – Fourth Grade
Students will:
 Demonstrate a sense of personal responsibility for the media center materials, computers and
equipment they use.
 Demonstrate concern for the appearance and maintenance of the media center and computer labs.
 Demonstrate responsibility and respect for information stored on the computers and network.
K
I-IA
1
IA
2
R
3
R
4
R
Kindergarten




Students will:
Identify sections of the Media Center.
Locate the circulation desk.
Locate the computer lab.
Demonstrate proper procedures for checking out materials including the use of book paddles.
First Grade




Students will:
Second Grade





Students will:
Identify the reference section, location of CD Roms.
Third Grade





Students will:
Locate the circulation desk and Online Public Access Catalog.
Demonstrate proper procedures for independently checking out materials including the use of book
paddles.
Locate basic reference tools.
Fourth Grade
Students will:
 Identify the following areas of the media center: fiction, nonfiction, reference, periodicals, Online
Public Access Catalog, terminals, circulation desk, computer labs, and media office.
ORGANIZATION AND UTILIZATION OF RESOURCES
K
I
1
I
2
I
3
U
4
A
Kindergarten
Students will:
 Recognize the location of letters on the shelf in the Everybody Section.
First Grade
Students will:
 Recognize author letter alphabetization of picture books in the section.
69
Second Grade



Students will:
Alphabetize simple words at their reading level to the first and second letters.
Be able to keep picture books in alphabetical order while browsing.
Be able to apply knowledge of retrieval skills by locating a book in the Media Center given
the call number.
Third Grade





Students will:
Alphabetize words at their reading level.
Use guide letters, words, and numbers when seeking specific materials.
Recognize the alphabetical sequence on sets of reference books.
Demonstrate knowledge of author letter alphabetization of fiction material.
Demonstrate cursory knowledge of numerical sequence of non-fiction materials.
Fourth Grade


Students will:
Continue to alphabetize at their reading level.
Use guide letters words and numbers when seeking specific materials.
B. Numerical Order (Dewey Decimal System)
K
I
1
I
2
I
3
I
4
U
Kindergarten
This skill is taught at another level.
First Grade
Students will:
 Be aware that books in the non-fiction section are kept in numerical order.
Second Grade
Students will:
 Be aware that books in the non-fiction section are kept in numerical order.
Third Grade

Students will:
Demonstrate cursory knowledge of numerical sequence of non-fiction materials and reference
materials.
Fourth Grade
Students will:
 Exhibit a greater knowledge of numerical sequencing of non-fiction materials.
70
C.
Print Reference Materials
1. Dictionaries and Encyclopedias
K
1
I
2
U
3
A
4
A
Kindergarten
First Grade
 Be exposed to an encyclopedia and its uses.
 Be exposed to a dictionary and its uses.
Second Grade
Students will:
 Identify a dictionary as an alphabetically arranged book of words and definitions.
 Identify an encyclopedia as a set of books, which contains information on many topics, in
alphabetical order.
Third – Fourth Grade
Students will:
 Be able to recognize the dictionary as reference book to use for locating a
definition, spelling or pronunciation of a word.
 Be able to recognize and use a set of encyclopedias as a reference source to gather information on
a specific topic.
2. Atlases
K
1
2
I
3
U
4
A
Kindergarten – First Grade
Second Grade
Students will:
 Identify an atlas as a book of maps.
Third Grade

Students will:
Be able to use a primary atlas to find a map of a specific location.
Fourth Grade
Students will:
 Be able to use an index in an atlas to locate a specific location.
71
3. Almanacs
K
1
2
3
I
4
U
Kindergarten – Second Grade
Third Grade
Students will:
 Be exposed to the almanac as a reference book to locate information.
Fourth Grade
Students will:
 Use the almanac as a reference tool to gather information.
1.
Online Public Access Catalogs
K
I
1
I
2
U
3
A
4
A
Students will:
 Identify the OPAC as source to locate materials in the Media Center.
Second Grade – Fourth Grade
Students will:
 Use author, subject, title and keyword to locate materials in the media center collection.
 Identify basic components of an OPAC entry such as call number, item
format, author, illustrator, title, subject terms, summary, number of pages, copyright date,
publisher, and item availability.
2.
On-line Reference Tools
K
1
2
A
3
I
4
U
Kindergarten –Second Grade
Students will:
 Access and utilize online reference sources to seek and acquire information.
 Develop awareness and basic understanding of how to use subject terms in their search.
72
3.
K
Online Databases and Indexes (i.e. periodical indexes)
1
2
3
4
I
Kindergarten –Third Grade
Fourth Grade
Students will:
 Develop awareness and utilize some of the various databases and indexes that are available online and
on World Wide Web.
4.
World Wide Web
K
I
1
I
2
I
3
U
4
A
Students will:
 Develop their knowledge and skills related to navigating the World Wide Web so they can access
specific web sites as well as use various search engines to retrieve information.
 Develop awareness and basic understanding of how to use subject terms in their searches.
 Develop and understanding of the criteria used to evaluate the credibility of web sites.
SELECTION OF RESOURCES FOR INDEPENDENT
LEARNING
K
I
1
I
2
U
3
U
4
A
Kindergarten
Students will:
 Know books are created by people known as illustrators and authors.
 Begin to compare illustrations.
First Grade
Students will:
 Differentiate between roles of illustrator and author.
 Recognize the distinct style of specific illustrators.
 Recognize the Caldecott Award and other distinguished authors.
 Recognize a book jacket, its function as well as design and content.
73
Second Grade
Students will:
 State the role of the author and illustrator of a book.
 Recognize a few favorite illustrators by style of illustration.
 Identify (when asked) the Caldecott Medal as a yearly prize for excellent illustrations in an American
picture book.
Third Grade – Fourth Grade
Students will:
 Continue to recognize various authors, illustrators and their works.
 Be exposed to various awards in the literary field.
B. Literary Forms
K
I
1
I
2
U
3
U
4
A
Kindergarten
Students will:
 Be familiar with Mother Goose, fairy tales and picture books including
wordless picture books.
First– Second Grade
Students will:
 Recognize the develop discrimination between fiction and nonfiction books.
Students will:
 Become familiar with the various genres such as science fiction, fantasy, humor adventure, mysteries,
poetry, realistic fiction, historical fiction, plays, short stories, informational (nonfiction), and
biographies.
C.
Promotion of Reading
K
A
1
A
2
A
3
A
4
IA
Students will:
 Be able to develop an appreciation for reading by participating in various
motivational activities such as book talks, book fairs, book exchanges,
Children’s Book Week. Students in the third and fourth grade will participate in the Maud Hart
Lovelace Reading Award.
74
D.
Selection and Evaluation of Materials
K
I
1
I
2
I
3
U
4
A
Students will:
 Identify, select and use materials appropriate to their interest, abilities, and maturity levels.
Students will:
 Identify, select and use materials appropriate to their interest abilities, and maturity levels.
 Evaluate materials for the appeal to their interest as well as the usefulness of the information
in meeting their informational needs.
RESEARCH/INQUIRY PROCESS
A.
Identify Task
K
1
I
2
I
3
I-U
4
A
Kindergarten
First – Fourth Grade
Students will:


B.
K
Identify and define a specific task (question, topic, and problem).
Determine what their informational needs are for the topic.
Research Strategies
1
I
2
I
3
I-U
4
A
Kindergarten
Students will:


Develop an understanding of which resources will meet their research needs.

Brainstorm and generate lists of possible subject terms related to their topic.
Demonstrate their understanding of what resources are available and appropriate for their
research needs by developing a list of potential resources.
75
C.
K
Location and Access of Information
1
I
2
I
3
I-U
4
A
Kindergarten
Students will:

Use Online Card Catalogs and Electronic Information Systems to gather information related
to their topic.

Develop their ability to locate bibliographic information on various forms of media.
Emphasis will be placed on gathering author, title, copyright date and page numbers.

Begin the process of learning how to develop criteria for judging the quality and value of
various media.
D.
Usage of Information
K
1
I
2
I
3
I-U
4
A
Kindergarten
Students will:


Develop an understanding of how to read, hear and view information.
Extract relevant information from a source.
E.
Organization and Synthesis of Information
K
1
I
2
I
3
I-U
4
A
Kindergarten
Students will:


Classify and organize the information.

Communicate their findings by presenting a product such as a speech, written report,
multimedia presentation, video, desktop published document, table, graph, or threedimensional display.
Demonstrate respect for copyright laws that protect the intellectual and artistic property of
others.
76
F.
Evaluation of Research Process
K
1
I
2
I
3
I-U
4
A
Kindergarten
Students will:

Evaluate their research process and product identifying the effective and ineffective strategies
used.
A.
K
Audience Analysis
1
2
I
3
U
4
U
Second – Fourth Grade
Students will:

Begin to develop an awareness of the need to identify the characteristics and attitudes of the
audience(s) so they can design products and plan presentations that appeal to and meet the
informational needs of this audience.
B.
Designing and Planning
K
1
2
I
3
I
4
U
Second – Fourth Grade

Work individually or cooperatively with other students to create an original product or
presentation.


Effectively organize, convey the intended message, and be creative in design and delivery.
Consider ethical implications such as respecting copyright laws.
77
C.
Using Production Tools
1.
Word Processing/Desktop Publishing
K
I
1
I
2
U
3
A
4
A


Demonstrate an increased familiarity with the use of technology as a communication tool.

Utilize text and graphs to create such products as reports, brochures, newsletters, and web
sites.
2.
K
I
Use word-processing, desktop publishing and or web creation programs to build technical
skills.
Graphics/Visual Aids
1
I
2
U
3
A
4
A
Students will:

Use multimedia equipment such as scanners, digital cameras, and digital video
equipment to acquire images.

Use Internet browsers to locate and downloaded images and graphics from the World
Wide Web.



Use image software to reformat acquired images, graphics and clipart.
Use software programs design and create original graphics.
Use materials and drawing tools to create non-digital visuals such as transparencies,
bulletin boards, posters, and displays.
3.
Multimedia Presentations
K
1
I
2
U
3
A
4
A
Kindergarten
Students will:

Use multimedia equipment to create and present digital multimedia presentations or
web sites that include background designs, formatted text, graphics, sound
animation, and video.
78
4.
Spreadsheets/graphs
K
1
2
3
I
4
I
Students will:
 Use a spreadsheet program to design a table, input and calculate data, and create graphs.
5.
Video Production
K
1
2
3
4
I
Kindergarten –Third Grade
Fourth Grade
 Use video production and editing equipment to design and create a video or live broadcast.
C.
Evaluation of Product
K
1
2
I
3
I
4
I

Students will:
Preview and evaluate their product prior to presentation, display, or distribution by identifying ways to
improve the design of their product in ways that will enhance the communication of information to
their audience.
79
Media Skills Overview: Grades 5 – 8
Students will:
 Checkout media center materials, honor due dates and renewal policies as well as follow the
procedures for the media center and labs.
 Demonstrate a sense of personal responsibility for the media center materials, equipment,
computers, network, and facilities.
 Identify the various areas of the media center.
Organization and Utilization of Information
Students will:
 Locate fiction books and information in nonfiction and reference books by using
alphabetically organized call numbers, guide words and indexes.
 Locate books in the nonfiction and reference collections by using the Dewey Decimal System.
 Utilize print reference materials
 Demonstrate increased familiarity and competency with the use of computers as information
tools by using Online Public Access Catalogs, online reference resources and periodical
indexes, and the World Wide Web.
Selection of Resources for Independent Learning
Students will:
 Become aware of and familiar with the multitude of well-known and award-winning authors.
 Develop an appreciation for reading by participating in various motivational activities and
promotions.
 Select materials in a variety of formats and genres that meet their interests, personal criteria
and informational needs.
Formal Research Process/Inquiry Process
Students will:
 Use the formal research process to identify their task, develop research strategies, locate and
access information, use, organize and synthesize the information, and evaluate their research
process.
Communicating Information
Students will:
 Identify their audience, determine the appropriate media format for presenting their
information, and create an original product or presentation.
 Demonstrate an increased familiarity with the use of technology as a communication tool by
using the following: word-processing/desktop publishing programs, multimedia equipment
and software, web creation programs, graphic designing programs, spreadsheets, databases,
video production and editing equipment.
 Preview and evaluate their product prior to presentation, display, or distribution so that they
can make improvements that will enhance their presentation or product.
80
Media Skills Checklist: Grades 5 – 8
A.
Media Center Personnel and Procedures
5
I-IA
6
R
7
R
8
R
Students will:
 Identify all media center personnel and demonstrate an understanding of each person’s role in
supervising and assisting them in the media center and computer labs.
 Checkout media center materials and honor due dates and renewal policies.
 Exhibit proper conduct and follow pass procedures for the media center and labs.
 Understand and respect district and school policies related to the use of hardware, software,
Internet and email.
B.
Care and Responsibility for Materials, Equipment and Facilities
5
I-IA
6
R
7
R
8
R
Students will:
 Demonstrate a sense of personal responsibility for the media center materials, computers and
equipment.
 Demonstrate concern for the appearance and maintenance of the media center and computer
labs.
 Demonstrate responsibility and respect for information stored on the computers and network
C.
Location of Materials and Equipment
5
I-IA
6
R
7
R
8
R
Students will:
 Identify the following areas of the media center: fiction, nonfiction, reference, periodicals,
Online Public Access Catalog terminals, circulation desk, computer labs, broadcasting studio,
media office, and equipment room.
 Learn the location and procedures for using media equipment such as data projectors, digital
cameras, scanners and video equipment.
A.
Alphabetical Order
5
IA
6
IA
7
R
8
R
Students will:
 Locate books in the fiction collection by using alphabetically organized call numbers.
 Locate information in nonfiction and reference books by using alphabetically organized guide
words and indexes.
 Alphabetically organize sources for the bibliographies or works cited.
81
B.
Numerical Order
5
A
6
IA
7
R
8
R
Students will:
 Locate books in the nonfiction and reference collections by using the Dewey Decimal System.
C.
5
I-IA
6
IA-R
7
R
8
R
Students will:
 Utilize print reference materials such as dictionaries, encyclopedias, atlases and almanacs to
seek and acquire information as part of the research process.
 Use common reference tools such as guide words, indexes, thumb guides, cross references,
main headings and subheadings to facilitate the prompt retrieval of information.
D.
Electronic Information Systems
Students will:
tools.
1.
5
A
6
IA
7
R
8
R
Students will:
 Use author, subject, title, keyword and Boolean techniques to locate materials in the
media center collection listed on the OPACs.
 Identify basic components of an OPAC entry such as call number, item format,
author, illustrator, title, subject terms, summary, number of pages, copyright date,
publisher, publisher’s city, and item availability.
2.
Online Reference Tools (i.e. encyclopedias, dictionaries, atlases, almanacs)
5
A
6
IA
7
IA
8
IA
Students will:
 Develop awareness and basic understanding of how to use subject and Boolean terms
to narrow and expand searches.
3.
5
U
6
A
7
A
8
A
Student will:
 Develop awareness and utilize some of the various databases and indexes to which

the school subscribes online.
Develop awareness and basic understanding of how to use subject and Boolean terms
to narrow and expand searches.
82
4.
World Wide Web (i.e. search engines)
5
A
6
A
7
A
8
A
Students will:
 Continue developing knowledge and skills related to navigating the World Wide
Web in order to retrieve information.
 Develop an awareness and basic understanding of how to use subject terms and
Boolean symbols to narrow and expand searches
 Develop and understanding of the criteria used to evaluate the credibility of web sites
such as title, author, address, date, references, URL extensions, tone, bias, etc.
SELECTION OF RESOURCES FOR INDEPENDENT LEARNING
A.
Illustrators and Authors
5
IA
6
IA
7
IA
8
R
Students will:
 Become aware of and familiar with the multitude of well-known and award-winning authors
who write books for and about young adolescents.
 Locate and use biographical information about an author(s).
B.
Literary Forms
5
A
6
IA
7
R
8
R
Students will:
 Continue to become familiar with the various genres such as science fiction, fantasy, humor,
adventure, mysteries, poetry, realistic fiction, historical fiction, plays, short stories,
informational (nonfiction), and biographies.
C.
Promotion of Reading
5
IA
6
IA
7
IA
8
IA
Student will:
 Develop an appreciation for reading by participating in various motivational activities and
promotions such as book talks, the Maud Hart Lovelace Reading Program, Book Fairs, Book
Exchanges, Children’s Book Week, Teen’s Book Week, and the Newberry Awards.
83
D.
Selection and Evaluation of Materials
5
A
6
A
7
A
8
IA
Students will:
 Select materials in a variety of formats and genres that meet personal interests and needs.
 Evaluate materials for the appeal to their interests as well as the usefulness of the information
 Develop criteria for judging the quality and value of various media. Criteria used will include
copyright date, author’s credentials, availability and accessibility, bias, moral and ethical
standards and format.
FORMAL RESEARCH PROCESS/INQUIRY PROCESS
A.
Identify Task
5
A
6
A
7
A
8
A
Students will:
 Recognize the importance of strategic planning in the research process.
 Identify and define a specific task (question, topic, problem).
 Determine what the informational needs are for the topic.
B.
Research Strategies
5
A
6
A
7
A
8
A
Students will:
 Develop an understanding of how the research task will determine which resources will be
better able to meet the research needs.
 Demonstrate an understanding of what resources are available and appropriate for the
research needs by developing a list of potential resources.
 Brainstorm and generate lists of possible subject and keyword terms related to the topic.
 Develop simple Boolean search strings they can use to locate information on the electronic
information systems.
5
A
6
A
7
A
8
A
Students will:
 Use Online Card Catalogs and Electronic Information Systems to gather information related
to the topic from a variety of media such as print, non-print, and electronic sources.
 Develop an ability to locate bibliographic information on various forms of media so than can
later develop works cited. Emphasis will be placed on gathering author, title, publisher,
publishing location, copyright date and page number.
 Begin the process of learning how to develop criteria for judging the quality and value of
various media. Criteria used will include copyright date, author’s credentials, availability and
accessibility, bias, moral and ethical standards and format.
84
5
A
6
A
7
IA
8
IA
Students will
 Engage in reading, listening and viewing the material they locate.
 Extract relevant information from the materials that met the criteria for use by copying,
printing and taking notes.
E.
Organization and Synthesis of Information
5
A
6
A
7
IA
8
IA
Students will:
 Develop criteria for determining the quality of information and then use that criterion to
determine which information to retain.
 Classify, organize, and synthesize the information.
 Draw conclusions from the information collected.
 Demonstrate respect for copyright laws that protect the intellectual and artistic property of
others by citing sources.
 Communicate findings by presenting a product such as a speech, written report, multimedia
presentation, video, desktop published document, table, graph, or three-dimensional display.
F.
Evaluation of Research Process
5
A
6
A
7
A
8
A
Students will:
 Evaluate the research process by identifying the effective and ineffective strategies they used
and the ability to identify and then acquire information on the topic so that they can improve
the efficiency of future research efforts.
A.
Audience Analysis
5
A
6
A
7
A
8
A
Students will:
 Begin to develop an awareness of the need to identify the characteristics and attitudes of the
audience(s) so they can design products and plan presentations that appeal to and meet the
informational needs of this audience.
B.
Designing and Planning
5
A
6
A
7
A
8
A
Students will:
 Determine the appropriate media format for presenting the information to a designated
audience with consideration to environmental conditions, allotted time and audience
characteristics.
 Enhance communication of information by selecting and using print, video, graphics, sound,
or other materials in creating the product or planning the presentation.
 Apply effective design and delivery principles.
85
 Work individually or cooperatively with other students to create an original product or

C.
presentation that is effectively organized, conveys the intended message, is appropriate for the
intended audience and is aesthetic and creative in its design or delivery.
Consider such ethical implications as respecting copyright laws that protect the intellectual
and artistic rights of the authors.
Students will:
 Demonstrate an increased familiarity with the use of technology as a communication tool.
1.
5
A
6
A
7
IA
8
IA
Students will:
 Use word-processing, desktop publishing and web site creation programs to build
technical skills in utilizing text and graphics to create such products as reports,
brochures, newsletters, and web sites.
2.
5
A
6
A
7
IA
8
IA
Students will:
 Use multimedia equipment such as scanners, digital cameras, and digital video
 Use Internet browsers to locate and downloaded images and graphics from the World
Wide Web.
 Use imaging software to reformat acquired images, graphics and clipart.
 Use software programs to design and create original graphics.
 Use materials and drawing tools to create non-digital visuals such as transparencies,
bulletin boards, posters and displays.
3.
5
A
6
A
7
IA
8
IA
Students will:
 Use presentation and web site creation programs and multimedia equipment to create
and present digital multimedia presentations or web sites that include background
designs, formatted text, graphics, sound, animation, and video.
4.
Spreadsheets/graphs
5
U
6
A
7
A
8
A
Students will:
 Use a spreadsheet program to design a table, input and calculate data, and create
graphs.
5.
Databases
5
6
7
8
I-A
Students will:
 Use a database program to design and create a basic database they will use to collect,
manipulate, analyze and report information.
86
6.
Video Production
5
U
6
A
7
IA
8
IA
Students will:
 Use video production and editing equipment to design and create a video or live
broadcast.
C.
Evaluation of Product
5
U
6
A
7
A
8
A
Student will:
 Preview and evaluate the product prior to and following the presentation, display, or
distribution in order to identify ways to improve the design of the product in ways that will
enhance the communication of information to the audience.
87
5th Grade Technology/Media Checklist
COMMUNICATION



Authors and Illustrators (expose students to the multitude of well-known and award
winning authors)—intro authors used in Communication’s curriculum materials
Literary Forms (expose students to the various genres)--intro authors used in
Communication’s curriculum materials
Promotion of reading






MS Read-a-thon
Animal research: require 1 nonfiction book, 1 reference and 1 online database
source
Audience Analysis (identify characteristics of audience)
Designing/Planning (identify purpose and plan for effective communication of ideas)
Dictionary





Literature Circles
Research Process (Identify task, develop strategies, locate information, organize
information, create a product, evaluate research process and product)


Superbowl Football
Selection of Materials (develop criteria for selecting books to read)




Read aloud one Maud Hart Lovelace book
OPAC
Online Encyclopedias
SirsDiscoverer
WWW (biographical sketches)
Production Tools:

MSWord




word process an essay (formatting toolbar and standard toolbar)
word process a poem (formatting toolbar and standard toolbar)
create biographical sketch for biography unit (images, drawing toolbar)
FrontPage—as groups, create a simple web site summarizing literature circle
books
88



Reading Blaster Vocabulary
Grammar for Real World
Students video tape demonstration speeches
SCIENCE/HEALTH
SWCD poster
Health presentation/poster
Energy projects
Online Encyclopedia
SirsDiscoverer
OPAC
WWW
Production Software:


Reading Blaster





Worksheet Magic: spelling
Research Process




Ideal Learning: every other week
Camcorder


PowerPoint—visual aid for demonstration speech
Curriculum Enrichment Software






Scanner—scan image of book cover
MSWord--word process D.A.R.E. report (formatting and standard toolbars)


Our Environment
Science Sleuth programs
SOCIAL STUDIES





Research Process
State/Regions project
Explorers project
Newspaper (current events)
89










Atlas (map and globe unit)
Almanac (state/region report)
Online Encyclopedia
SirsDiscoverer,
OPAC
Production Software
PowerPoint (explorers?)
Carmen USA
MATH











Production Software
Excel (table and chart)
Fraction Attraction
Hot Dog Stand
How the West was One . . .
Number Munchers
Paws and Pyramids
Factory Deluxe
Math Blaster
90
COMMUNICATION










Dictionary: spelling


??
Audience Analysis (identify characteristics of audience)—impromptu and storytelling
speeches


OPAC
Production Tools:

MSWord





word process an essay (formatting toolbar and standard toolbar)
word process autobiography (formatting, standard, drawing and image
toolbars)
create a newspaper (formatting, standard, drawing and image toolbars,
columns)
Scanner—scan image of self for autobiography





Reading Blaster
91

Camcorder

Students video tape storytelling speeches
MATH


Production Software
Excel












Mean, Mode, Median (table, formulas and graphs)
Perimeter, Area (table, formulas and graphs)
Tesselmania (geometry)
Paws and Pyramids (area/perimeter)
Fraction Attraction
Hot Dog Stand
How the West was One . . .
Number Munchers
Factory Deluxe
Math Blaster
SCIENCE/HEALTH

Research Process (see description in communications section)




Health: tobacco, drug, alcohol display
Body Systems
Print Sources



Animal Research
Encyclopedias
Nonfiction books




OPAC
SirsDiscoverer
ELibrary
92






WWW
MSWord --Animal Report (formatting and standard toolbars, graphics)
Scanner-- Animal Report Cover
Camcorder-- Ooblek presentations





Our Environment
Earth Trip
Message in a Fossil
All About Weather
SOCIAL STUDIES


















Research Process (see description in Communications section)
MN Booklet
Native American Indian Reservation
MN Industries
Latin American Countries
Print Materials
Almanac (state/region report)
Nonfiction books
OPAC
SirsDiscoverer
Elibrary
WWW
Production Software
Word--MN Booklet

PowerPoint
93





Native American Reservations
MN Industries
FrontPage—as groups, create a simple web site
Carmen USA and Carmen World
94
COMMUNICATION











Persuasive Essay
Print Materials
Nonfiction Books
Dictionary: spelling





Author Reports



OPAC
Discovering Authors
Elibrary, InfoTrac, ProQuest
WWW
Production Tools:

MSWord





word process minimum of 4 essays (formatting toolbar and standard toolbar)
create a brochure (formatting, standard, drawing and image toolbars, columns)
PowerPoint—author presentation
FrontPage—create web page showcasing writing samples


Ideal Learning/ALS: every other week
95






Paragraph Power
Responsive Writing
Reading Blaster
Camcorder

Students videotape commercials
96
MATH


Production Software
Excel





? Formulas
? Formulas
Ideal Learning/ALS: every other week
Tesselmania , Paws and Pyramids, Fraction Attraction, Hot Dog Stand, How the West
was One . . .Number Munchers, Factory Deluxe, Math Blaster
SCIENCE




Nonfiction books






?
Print Sources


?
OPAC
Facts on File: Science
WWW

Access


?





Our Environment
Earth Trip
Message in a Fossil
All About Weather
97
SOCIAL STUDIES








American Revolution
Civil War
Print Materials
Nonfiction books





OPAC
WWW
Production Software

PowerPoint—Civil War
98
COMMUNICATION










Careers




Holocaust
OPAC
Online Encyclopedias, Elibrary, InfoTrac, ProQuest
WWW
Production Tools:

MSWord





word process minimum of 4 essays/reports (formatting toolbar and standard
toolbar)
create a newsletter (formatting, standard, drawing and image toolbars,
columns)
Scanner—poetry book
Photoeditor—poetry book





Ideal Learning/ALS
Paragraph Power
Responsive Writing
Reading Blaster
99


MATH


Production Software
Excel





Summation Formulas--Holocaust
? Formulas
Ideal Learning/ALS
Tesselmania , Paws and Pyramids, Fraction Attraction, Hot Dog Stand, How the West
was One . . .Number Munchers, Factory Deluxe, Math Blaster
SCIENCE




Planets






Volcanoes
OPAC
Facts on File: Science
WWW



Access--planets
PowerPoint—volcanoes
Word




Ringer reports (standard, formatting, drawing toolbars and tables)
Planet brochures (standard, formatting, drawing toolbars and columns)
Excel—ringer graphs
Video Equipment


weather announcements
rock video
100


Digital Camera/Scanner—research reports





Our Environment
Earth Trip
Message in a Fossil
All About Weather
SOCIAL STUDIES






Middle East
Holocaust
Former USSR
European Travel






OPAC
Facts on File: Geography
WWW
Production Software


PowerPoint—former USSR
FrontPage—Holocaust
101
5-8 Allied Arts Technology/Media Checklist
ART







Mask Unit (6th)
Artist (7th)




Harlem Renaissance (5th)
OPAC
Online Encyclopedias, SirsDiscoverer, Elibrary, InfoTrac, ProQuest
WWW
Production Tools:


Hyperstudio Drawing (5th-Harlem)
PowerPoint




5th Mythical Creatures
7th Artist Research
6th Mask Unit
7th Artist Research
8th Portfolio
Photoeditor



8th Portfolios
Scanner




6th Masks
MSWord



5th Harlem
6th Mask Unit
7th Portfolio

Tesselmania, MSPaint, Photoeditor, Building Perspective
102
MUSIC




Music Instruments





Composers
OPAC
WWW
Production Tools
Music Time



Grade 6
Grade 7

Music Ace

Grade 5 and 6
APPLIED TECHNOLOGY



Production Tools



FrontPage Unit—7th Grade
Video Production Unit—6th Grade
CAD Unit—7th Grade
FAMILY AND CONSUMER SCIENCE




7th Grade ?
8th Grade ?


OPAC
103


WWW
Production Tools

PowerPoint




6th Grade?
7th Grade?
MSWord—8th Grade?


Tesselmania—Quilts
Choices and Decisions—7th Grade Budget
HEALTH




8th Grade Diseases




7th Grade First Aid
OPAC
WWW
Production Tools


MSWord?
PowerPoint?
KEYBOARDING

Production Tools

MSWord




Windows Environment (opening, closing, moving and resizing windows; file
management)
Formatting Toolbar (text: style, size, color, format, alignment; bullets
Standard toolbars (new, open, save, print, preview, cut, copy, past, undo,
%view)
Excel

Tables
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Graphs
Curriculum Enrichment Programs
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Accuracy, Speed, Numeric, Type for Fun, Type to Learn
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Media Skills Overview: Grades 9-12
Students will:
 Follow established procedures for locating, scheduling, checking out and using media center
materials and equipment.
 Demonstrate a sense of personal responsibility for the media center materials, equipment,
computers, network, and facilities.
Organization and Utilization of Information
Students will:
 Locate and checkout books in the local media center collection and in the PALS library
collections by using online public access catalogs (OPAC’s).
 Utilize print and electronic reference materials as appropriate for a given research task.
 Use computers as information tools by using OPAC’s, online reference resources and
periodical indexes, and the World Wide Web with emphasis given to differentiating between
free and subscription access information.
Selection of Resources for Independent Learning
Students will:
 Pursue individual reading interests using the materials of the media center.
 Maintain an appreciation for reading through class assignments and leisure reading interests.
 Select materials in a variety of formats and genres that meet their personal interests,
informational needs, and criteria for quality.
 Develop criteria for judging the quality and value of various media.
Formal Research Process/Inquiry Process
Students will:
 Use the formal research process to identify a research task, develop research strategies, locate
and access information, use, organize and synthesize the information, and evaluate the
research process.
Communicating Information
Students will:
 Identify a target audience, determine the appropriate media format for presenting information
to that audience, and create an original product or presentation.
 Demonstrate an increased familiarity with the use of technology as a communication tool by
using the following: word-processing/desktop publishing programs, multimedia equipment
and software, web creation programs, graphic designing programs, spreadsheets, databases,
video production and editing equipment.
 Evaluate a presentation product both prior to and following presentation, display, or
distribution to allow for improvement of the product.
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Media Skills Checklist: Grades 9-12
A. Media Center Personnel and Procedures
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R
9
I-IA
11
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12
R
Students will:
 Identify media center personnel and demonstrate an understanding of each person’s role in
supervising and assisting them.
 Understand and adhere to district and school policies related to use of hardware, software,
internet, and email.
B. Care and Responsibility for Materials, Equipment and Facilities
10
R
9
I-IA
11
R
12
R
Students will:
 Demonstrate a sense of personal responsibility for media center materials, computers and
equipment.
 Demonstrate concern for the appearance and maintenance of the media center.
 Demonstrate responsibility and respect for information stored on the computers and network.
9
I-IA
10
R
11
R
12
R
Students will:
 Identify the following areas of the media center: fiction, nonfiction, reference, periodicals,
Online Public Access Catalog, circulation desk, computer labs, and video production
facilities.
 Learn the location of and procedures for using the data projectors, digital cameras, scanners,
and video equipment.
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9
R
10
R
11
R
12
R
Students will:
 Locate books in the media center collection by using alphanumerically organized call
numbers.
B. Numerical Order
9
R
10
R
11
R
12
R
Students will:
 Locate books in the media center collection by using alphanumerically organized call
numbers.
C. Print Reference Materials
9
R
10
R
11
R
12
R
Students will:
 Utilize print reference materials such as dictionaries, encyclopedias, atlases and almanacs to
seek and acquire information as part of their research.
 Use common reference tools such as guide words, indexes, thumb guides, cross-references,
main headings and subheadings to facilitate the prompt retrieval of information.
Students will:
tools.
1.
9
R
10
IA
11
R
12
R
Students will:
 Use author, subject, title, keyword and Boolean search techniques to locate materials
listed in the media center OPAC.
 Identify basic components of an OPAC entry such as call number, item format,
author, illustrator, title, subject terms, summary, number of pages, copyright date,
publisher, publisher’s city, and item availability.
 Locate and use the PALS web site to access books through the Central Minnesota
Library Exchange (CMLE).
 Become aware of the use of Library of Congress call numbers in academic libraries.
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2.
Online Reference Tools (i.e. encyclopedias, dictionaries, atlases, almanacs)
10
R
9
R
11
R
12
R
Students will:
 Develop increasing proficiency in the use of effective search queries.
3.
9
IA
10
IA
11
R
12
R
Students will:
 Incorporate in their research strategies the online databases and indexes to which the
school subscribes.
3.
World Wide Web (i.e. search engines)
9
IA
10
IA
11
R
12
R
Students will:
 Continue developing knowledge and skills related to navigating the World Wide
Web in order to retrieve useful information.
 Evaluate the credibility of web sites by identifying title, author, address, date,
references, URL extensions, tone, bias, etc.
 Develop an awareness of the role of the Internet in our culture.
SELECTION OF RESOURCES FOR INDEPENDENT LEARNING
9
R
10
R
11
R
12
R
Students will:
 Pursue individual reading interests as influenced by favorite authors, illustrators.
B. Literary Forms
9
R
10
R
11
R
12
R
Students will:
 Continue to become familiar with the various genres such as science fiction, fantasy, humor,
adventure, mysteries, poetry, realistic fiction, historical fiction, plays, short stories,
informational (nonfiction), and biographies.
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C. Promotion of Reading
9
IA
10
R
11
R
12
R
Students will:
 Pursue individual reading interests as influenced by teachers, relatives, peers, media center
promotions, and society at large.
D. Selection and Evaluation of Materials
9
R
10
R
11
R
12
R
Students will:
 Select materials in a variety of formats and genres that meet their personal interests and needs.
 Evaluate materials for the appeal to their interests as well as the usefulness of the information
 Develop criteria for judging the quality and value of various media. Criteria used will include
FORMAL RESEARCH PROCESS/INQUIRY PROCESS
A. Identify Task
9
IA
10
IA
11
R
12
R
Students will:
 Identify and define a specific task (question, topic, and problem).
 Determine their informational needs for that task.
B. Research Strategies
9
IA
10
IA
11
R
12
R
Students will:
 Develop a diverse list of both obvious and subtle potential resources.
 Generate lists of possible keywords and subject descriptors related to their research question.
 Select an appropriate starting point for their research.
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9
IA
10
IA
11
R
12
R
Students will:
 Explore a variety of print, electronic, visual and personal resources in order to gather a
collection of potentially useful information.
 Identify and record bibliographic information for all resources consulted.
 Develop criteria for judging the quality and value of information. Criteria used will include
9
R
10
R
11
R
12
R
Students will
 Engage in reading, listening to and viewing the resources located.
 Extract relevant information by copying, printing or taking notes from those resources that
directly address their research question.
E. Organization and Synthesis of Information
9
IA
10
R
11
R
12
R
Students will:
 Classify, organize, and synthesize information they have collected.
 Draw conclusions from data.
 Demonstrate respect for copyright laws that protect the intellectual and artistic property of
others by citing their sources.
 Communicate the results of their research in presentations, which might include, but are not
limited to, a speech, written report, multimedia presentation, video, desktop published
document, table, graph, or three-dimensional display.
F. Evaluation of Research Process
9
IA
10
IA
11
R
12
R
Students will:
 Evaluate their research efforts by identifying the effective strategies and resources used in the
entire research process.
 Evaluate the quality of the information they communicated by assessing the response of their
intended audience.
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A. Audience Analysis
9
R
10
R
11
R
12
R
Students will:
 Analyze a target audience for characteristics and attitudes related to age, cultural values, bias,
knowledge levels, and informational needs.
B. Designing and Planning
9
IA
10
IA
11
R
12
R
Students will:
 Determine the appropriate media formats for presenting information to a target audience with
consideration given to environmental conditions, allotted time, and audience characteristics.
 Enhance communication of information by selecting and using print, video, graphics, sound,
or other materials in creating products or planning presentations.
 Work individually or cooperatively with other students to create an original product or
presentation that is effectively organized, conveys the intended message, is appropriate for the
intended audience, is aesthetic pleasing, and creative in its design or delivery.
 Apply effective design and delivery principles when giving oral presentations.
 Consider such ethical implications as respecting copyright laws that protect the intellectual
and artistic rights of authors.
C.
Students will:
 Demonstrate an increased familiarity with the use of technology as a communication tool.
1.
9
R
10
R
11
R
12
R
Students will:
 Use word-processing, desktop publishing and web site creation programs to build
technical skills in utilizing text and graphics to create such products as reports,
brochures, newsletters, and web sites.
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2.
10
R
9
IA
11
R
12
R
Students will:
 Use multimedia equipment such as scanners, digital cameras, and digital video
 Use Internet browsers to locate and download images and graphics from the World
Wide Web.
 Use imaging software to reformat acquired images, graphics and clipart.
 Use software programs to design and create original graphics.
 Use materials and drawing tools to create non-digital visuals such as transparencies,
bulletin boards, posters, and displays.
3.
9
IA
10
IA
11
R
12
R
Students will:
 Use presentation and web site creation software and multimedia equipment to create
and present digital multimedia presentations or web sites that include background
designs, formatted text, graphics, sound, animation, and video.
4.
Spreadsheets/graphs
9
R
10
R
11
R
12
R
Students will:
 Use a spreadsheet program to design a table, input and calculate data, and create
graphs.
5.
Databases
Students will:
 Use database programs as needed to design and create a basic database used to
collect, manipulate, analyze and report information. In the high school this is taught
as a component of the keyboarding class.
6.
Video Production
9
IA
10
IA
11
R
12
R
Students will:
 Use video production and editing equipment to design and create a video or live
broadcast.
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C. Evaluation of Product
9
IA
10
IA
11
R
12
R
Students will:
 Preview and evaluate products both prior to and following presentation, display, or
distribution in order to identify ways to improve the product design in ways that will enhance
the communication of information to an audience.
114

2001-04 Tech Plan - Dassel

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