and Technology Plan - School District of Rhinelander

Transcription

Approved: Rhinelander Board of Education: September 19, 2011
Department of Public Instruction: June 30, 2011
School District of Rhinelander
Information (Library Media) and Technology Plan
2011-2014
Submitted by:
Dr. Roger Erdahl, Superintendent
Technology Director
Nan Andrews
District Library Leader & Library Media Specialist
Heidi Catlin
District Educational Technology Specialist
Kelli Jacobi
Director of Curriculum
Executive Summary ............................................................................................................................................................................... 3
Introduction ........................................................................................................................................................................................... 4
Analysis of Research and Best Practices .............................................................................................................................................. 4
School District of Rhinelander Mission Statement ................................................................................................................................... 6
Information and Technology Literacy Vision and Mission ...................................................................................................................... 6
Background Information ...................................................................................................................................................................... 7
School District and Community Demographics ........................................................................................................................................ 7
Collaborative Initiatives............................................................................................................................................................................... 7
Stakeholders .................................................................................................................................................................................................. 8
Information and Technology Literacy Committee.................................................................................................................................... 8
Analysis of Educator Proficiency .............................................................................................................................................................. 23
Analysis of Effective Teaching and Learning Practice ..................................................................................................................... 28
Analysis of Access to Information Resources and Learning Tools................................................................................................... 33
Analysis of Systems Support and Leadership ..................................................................................................................................... 40
Dissemination ...................................................................................................................................................................................... 53
Monitoring and Evaluation ................................................................................................................................................................. 54
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Executive Summary
The School District of Rhinelander (SDR) strives to be a leader in the field of informational literacy and educational technology.
Our educational technology specialist is a Senior Trainer for Intel Teach and several educators in our district have all received
national recognition for being STAR members of the Discovery Education Network. Over 30 teachers have completed Master’s
degrees in educational technology. Educators have also presented innovative projects and initiatives at state and regional
conferences. The District website provides exceptional educational resources for SDR students, parents, staff and other
educators throughout the state.
SDR staff members continue to use information and technology resources to improve communication and increase efficiency.
Staff development options are continually adjusted, modified and expanded to focus on emerging information and technology
resources. Teachers are increasing the use of information resources and technology in their classrooms to enrich the learning
environment and continue to move to more blended learning environments. Grades and attendance are managed online using a
web-based Student Information System (Powerschool). Many teachers also maintain a classroom website for students and
parents.
Administrators are using technology to organize information, communicate with staff, and present information at staff meetings.
The school lunch program, transportation program, and financial management program are also online. Work orders and some
business forms are currently being done online.
Students are learning how to manage networks, design web pages, complete extensive research, develop complex multimedia
projects, and create videos, podcasts, blogs, and wikis. They are communicating with students around the country and
participating in web quests and other virtual learning opportunities. Some of our students are completing their courses online
through virtual programs.
This information and technology literacy plan provides an analysis of relevant research and best practices that underlie the goals
and objectives developed by the Information and Technology Literacy Committee. This plan includes the vision and mission
statement, provides background information, and identifies the current status and needs of information and technology literacy.
Contacts:
Roger Erdahl, Superintendent
Technology Director
715-365-9700
[email protected]
Nan Andrews
District Library Leader
715-365-9500x8403
[email protected]
Heidi Catlin
Educational Technology Specialist
715-365-9747
[email protected]
Kelli Jacobi
Curriculum Director
715-365-9714
[email protected]
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Introduction
Analysis of Research and Best Practices
The Information and Technology Literacy (ITL) Committee’s goal was to use current research to:
– Make informed decisions on purchases and use of information resources and technology
– Analyze the impact of those information resources and technologies on student achievement
– Develop improvement plans and professional development programs
The ITL Planning Committee conducted a review of relevant research from the National Educational Technology Plan,
American Association of School Libraries Guidelines and Standards (AASL), and numerous other information and technology
related documents. Data from local and national surveys was analyzed using research based decision strategies to identify needs
and develop district plans for school improvement. The data analysis and review of research process included:
Examining and comparing the previous online and onsite data sources such as Speak Up, Student Technology Surveys,
Database usage stats, etc.
Examining information literacy data sources such as T.R.A.I.L.S., Big6, research database statistics, etc.
Identifying strengths and areas in need of improvement
Reviewing effective research based school change strategies in the targeted areas
Discussing recommendations from research based projects and targeted potential strategies for professional development
Developing strategies based on review of research to increase higher order thinking, inquiry based teaching and learning,
and library media resources to support project based learning.
In addition, our writing committee found that research supports the understanding that our school library media centers are not
just about books. Our LMCs contain numerous technology resources that enable children to engage meaningfully with a wide
variety of information.
Certified library media specialists and aides emerged as the most critical component of the library media program at all school
levels. Our LMCs must have trained staff that support the use of electronic information resources and help to integrate these
resources in classrooms and throughout the curriculum. Well-staffed programs, especially those with full-time professional and
support staff, exerted a greater impact on student academic performance (Scholastic, 2008).
The impact of library media program variables on student performance increased across school levels. In Wisconsin, library
media program variables explained between 3.2% and 3.4% of the variance in reading and language arts performance on the
state assessment exam at the elementary level; 9.2% percent at the middle school level; and between 7.9% and 19.0% at the high
school level. Teachers who aligned the Wisconsin Model Academic Standards for Information and Technology Literacy to their
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lessons considered school library media programs more helpful to student performance. Students valued most the library media
specialist’s help in teaching unique skills not covered in the classroom—especially information, communication, and technology
skills essential for students in the 21st century.
Wisconsin schools implement the librarian as a teacher model. In schools with best practice library media programs, the library
is the hub of the school. The library media specialist is highly visible, is an integral part of the faculty, and makes significant
contributions to the curriculum and instructional practices, possessing broad, cross-grade curricular knowledge. The library
media specialist acts as an innovator, transformation agent, and a technology integration leader. Teachers view the library media
specialist as an indispensable source of ideas, help, and support and continuously seek the expertise of their library media
specialist.
Resources used during the review of research:
- American Association of School Librarians. Standards for the 21st-Century Learner in Action. Chicago: AASL, 2009.
Print
- American Association of School Librarians. Empowering Learners: Guidelines for School Library Programs. Chicago:
AASL, 2009. Print.
- Collins, Allan, and Richard Halverson. Rethinking Education in the Age of Technology: the Digital Revolution and
Schooling in America. New York: Teachers College, 2009. Print.
- Johnson, L., A. Levine, R. Smith, and S. Stone. The 2010 Horizon Report. Austin, Texas: The New Medium
Consortium, 2010.
- November, Alan C. Web Literacy for Educators. Thousand Oaks, CA: Corwin, 2008. Print
- Otellini, Paul. "Intel Education - K12 Thinking Tools." Laptop, Notebook, Desktop, Server and Embedded Processor
Technology - Intel. Web. 01 Nov. 2010.
<http://www.intel.com/about/corporateresponsibility/education/k12/tools.htm>
- Pitler, Howard. Using Technology with Classroom Instruction That Works. Alexandria, VA: Association for
Supervision and Curriculum Development, 2007. Print.
- Scholastic Library Publishing. School Libraries Work! 3rd edition. Scholastic, 2008. Web.
<http://www2.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.pdf>
- U.S Department of Education. Transforming American Education: Learning Powered by Technology. 5 Mar. 2010.
Web. <http://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf>
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School District of Rhinelander Mission Statement
TO CREATE AN ENVIRONMENT WHICH PROVIDES
CHALLENGING OPPORTUNITIES FOR EACH STUDENT TO SUCCEED IN A CHANGING WORLD
We know that effective education must have the learner as its focus
We believe that families, students, schools, and community are responsible for empowering all
students to achieve their greatness
We know that students have unique abilities and needs that require variation of instruction
We know that a positive learning environment is caring, safe, and assures the dignity of everyone
We believe in excellence and equity in educating all students for life long learning
Information and Technology Literacy Vision and Mission
This Information and Technology Literacy plan supports the District’s mission by utilizing information (library media) and
technology resources to provide challenging opportunities for each student to succeed in a changing world. We believe that the
successful use of these resources helps to provide a learner-focused, effective education that meets the unique abilities and needs
of diverse learners.
Vision
Students and staff of the School District of Rhinelander will master 21st Century Skills that embrace digital age literacy,
inventive thinking, effective communication, and high productivity. These will improve student achievement and prepare them
for success in our global society.
Mission
To prepare students to use instructional media and technology as a tool to actively engage in the learning process to expand
knowledge and individualize learning to meet the School District of Rhinelander’s academic goals.
st
To promote and develop 21 Century skills that address real world problems, explore ideas, and gather information to
construct original thought and communicate effectively.
To work collaboratively, in support of continuous improvement, to determine how and when the Information and
Technology Literacy (ITL) Standards will be integrated into the curriculum.
To provide professional development opportunities that facilitates the implementation of the ITL Standards and evaluates the
effectiveness of their integration.
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To provide equitable access to library media and technology resources that enable effective utilization in school, district,
community, and global environments.
To create an efficient, cost-effective, learning organization that supports a high-performing, collaborative system, which uses
technology to make data driven decisions based on sound, agreed upon principles.
Background Information
School District and Community Demographics
The School District of Rhinelander is a Common School District serving PreK-12 students in the Rhinelander Area and
Townships of: Cassian, Crescent, Newbold, Pelican, Pine Lake, Stella, Woodboro, and the township of Harrison, located in
Lincoln County, and the township of Parrish located in Langlade County. The District consolidated to a K-12 school system in
1968 and has an approximate enrollment of 2,700 students. The school district is located in the northern section of the state of
Wisconsin. The geographic area is primarily wooded and consists of numerous lakes.
Tourism is a major source of community income along with a local paper mill and numerous small to medium sized businesses.
The socioeconomic status is typical of a small mid-western community. The school district draws from a population of
approximately 30,000 people, which incorporates a city of 8,000 people and its surrounding townships. There are three
traditional and one project based elementary charter school. There is also one environmentally focused charter school, one
project-based 6th 12th grade secondary charter school, one middle school and one high school. Grant funds from the DPI have
provided all three of the charter schools with an abundance of technology resources to help individualize learning. Funding to
sustain a robust information and technology literacy program throughout the District is available as a result of a referendum that
was passed in the fall of 1996 that asked the community for enough money to develop and sustain the implementation of
technology resources.
Collaborative Initiatives
The District is committed to working in partnership with other governmental and community agencies to develop access to and
use of advanced information resources and technologies for our students and all members of the public. It is imperative that our
students and public are exposed to advanced technologies. Access to these technologies will better equip students and residents
to meet the challenges of competition and will equalize some of the inequities that result from the District’s geographic location
and economic condition.
The SDR works collaboratively with the Rhinelander Public Library to provide library media and informational technology
resources to students and other community members. There is an ongoing collaboration with CESA 9 to develop grants and
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coordinate staff development efforts. Nicolet College has provided internships for their informational technology students and
has provided college level courses to high school students. We continue to work with the UW School of the Arts to provide
summer courses in digital photography, desktop publishing, web design, and other technology related courses. A strategic plan
was created in 2004 that included:
developing and implementing a secure financial future through planning and partnerships. The plan focused on providing
innovative opportunities for individual academic success and securing a trusting community school relationship. The
Rhinelander Board of Education at a Board Retreat has recently decided to evaluate and update the Strategic Plan. One of the
areas of focus will be communication.
Stakeholders
A collaborative team has developed this plan with input from staff, parents, students, and community members. Information and
data was obtained from interviews, informational meetings, and online surveys. Certified special education teachers continue to
provide knowledge and expertise related to assistive technology. This collaboration has allowed us to develop a comprehensive
plan.
An external IT Audit was done in August of 2009. The auditors identified several areas of concern. These were each addressed
individually and are included in Appendix A - Summary of IT Audit)
Information and Technology Literacy Committee
The Information and Technology Literacy Planning Committee is comprised of membership representation from throughout the
district. The committee has and will continue to meet several times a year to update and prioritize the plan goals, revise and
update the information and technology plan: revisit and evaluate procedures, approve district-wide productivity software, craft
and recommend new policies, revise and update existing policies, and disseminate information shared at committee meetings to
representation groups. Committee members bring technology issues and goals from their constituency to the planning meetings
where they are discussed and prioritized. The committee, most importantly, creates vision and direction for the district to follow
with regards to the rapidly changing world of information and technology. The following were members of the 2007-2010
Information and Technology Literacy Planning Committee at the District and/or Building Level:
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Janet Bontz
Technology Director
Heidi Catlin
Technology Specialist Kelli
Jacobi
Curriculum Director
Martha Knudson
Teri Maney
Tim Howell
Elementary Admin
Nan Andrews
District Library/Media
Specialist
Linda Ruohoniemi
Kay Koltz
Library/Media Specialists
Neil Rumney
Amy Johnson
Aimee Jones
Special Education
Teachers
Andy Marko
Jon Koch
Lori Linsmeyer
JoEllen Lieck
Laurie Pohnl
Kelly Kaster
Jen Benes
Elementary
Teachers
Paul Johnson
JWMS Admin
Laura Tooke
Ellie Rumney
Rachel Hoffman
Chris Schotz
Middle Level Teachers
David Ditzler
RHS Admin
Aaron Panke
Adam Matyska
Mara Krueger
Linda Goldsworthy
Pat Kubeny
Patricia LaFevre
Gary Zarda
RHS Teachers
The Planning Process
After the District Information and Technology Plan was approved in 2008 building level plans were created at each school. In
the fall of 2009 members of the Technology Advisory Committee worked to restructure the team into the Information (Library
Media) and Technology Literacy Committee. This committee collaborated to implement and assess the goals and objectives of
the previously created library media and technology plans while building principals worked with their staff to analyze their
previous goals and objectives. The ITL Committee continuously reviewed the previous plan via a wiki and updated the
progress on a regular basis. A subcommittee worked collaboratively to analyze the goals and objectives from the plan and
reviewed a variety of assessment data that focused on ISTE’s National Educational Technology Standards as well as
participation in staff development options and utilization of online resources.
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Current Status and Needs Assessment:
ITL Previous Plan Goals
I.
1.
2.
Build a shared, community-based vision that prepares students to learn, work, and live successfully in the Digital Age (Vision)
Long-Term
Objective
The District's vision
will encompass 21st
Century skills that
focus on technologysupported problemsolving and critical
thinking in real-world
contexts
Long-Term
Performance Indicator
District initiatives will
focus on creating learners
who have the selfconfidence,
independence, and hightech proficiencies to
continuously learn;
meeting challenges
innovatively and
creatively.
School and
Relationships will be
community leaders established and
will form
maintained that facilitate
collaborative
ongoing interactive
partnerships and
communications with all
systematically
stakeholders.
identify and pursue
opportunities and
resources for
partnering to sustain a
shared vision.
Action Step / Current Status
Current Status
Rationale
All stakeholders will be provided Technology Director
with an abundance of information
Curriculum Director
about research related to 21st century Library Media
skills at meetings, and through
Specialist
electronic communications.
Ed. Technology
(Continue)
Specialist
Educators will incorporate the
Principals
advancement of 21st century skills
into student learning opportunities.
(Continue)
Included information
regarding 21st Century
skills in grade level
meetings and on the
website.
Shared the NETS
standards for students and
teachers, which focus on
21st Century skills.
NETS for Students were
added to the ITL
Benchmarks.
All teachers were provided
with electronic
information on the 21st
Century Skills.
A District wide ITL committee
that includes representation from all
buildings will be established and
maintained. (Achieved)
Opportunities for parents and
community members to collaborate
with the schools will be
communicated via Connect Ed,
Power School, and teacher web
pages. (Achieved)
Student successes focusing on 21st
Century skills and research that
District ITL Committee
was created and meets
monthly.
CMS4Schools – Parent,
Community and Teacher
Pages have been created.
Messages are sent to all
parents and staff via
AlertNow.
Ed Tech Grant Participants
were recognized in local
news and in Washington
Technology Director
Curriculum Director
Library Media
Specialist
Ed. Technology
Specialist
Principals
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supports the District’s vision will be
shared via media news, public
forums, flyers, links on web pages,
blogs, wikis, discussion boards, etc.
(Continue)
DC. Projects also shared
on a wiki.
Numerous Hodag Pride
articles focusing on
technology and 21st
Century Skills.
MOCK Mentoring
Program connects students
with community mentors.
II. Prepare educators to create and maintain learning environments that incorporate powerful, research-based strategies that develop and
increase students’ 21st Century Skills. (Student Proficiency)
Data/Analysis of information and technology attitudes/proficiency levels of all students, including results of Grade 8 Literacy Requirement. (3,
4)
Long-Term
Long-Term
Action Step
Accountability
Current Status
Objective
1.
Establish and
All students will
Provide mandatory training to assure
Ed. Technology
K-8 teachers attended
maintain learning
demonstrate a sound
that all teachers are prepared to effectively Specialist
mandatory training
environments in
understanding of the
teach basic operations and concepts.
sessions to review ITL
which all students
nature and operation of
(word processing, spreadsheets,
Benchmarks.
Library Media
effectively master
technology systems.
keyboarding, etc.) (Modify)
Schools have used Late
Specialist
basic operations and
Provide opportunities for teachers to
Starts and Early release
concepts related to All students will show
model and share technology lessons and
days to share SMART
Teachers
information and
proficiency in the use of learn from one another. (Continue)
Board lessons and
technology literacy. technology.
technology integration
Review lesson plans and observe
strategies.
teachers in order to document that all
Principals
All students will have
Administrators visit
students have an opportunity to learn and
weekly opportunities to master basic operations and concepts.
classrooms on at least a
practice and master basic (Continue)
monthly basis to assess the
operations and concepts
extent of technology
Collect and share examples of student
related to information
integration in the
work that indicates mastery of these
and technology literacy. concepts. (Continue)
classrooms.
Examples of student work
are collected and some are
posted on teacher
websites.
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2.
3.
Establish and
maintain learning
environments in
which all students
understand, develop,
and practice social,
ethical, and human
issues related to
information and
technology literacy.
All students will
demonstrate an
understanding of the
ethical, cultural, and
societal issues related to
technology.
Long-Term
Objective
Establish and
maintain learning
environments in
which all students
utilize technology
productivity tools to
Long-Term
Action Step
Accountability
All students will use
Provide all buildings with sets of
Technology
technology tools to
PDA’s, digital cameras, video cameras,
Director
enhance learning,
and document cameras available for
increase productivity, and checkout. (Achieved and Modified)
promote creativity.
Provide one projector and Smart Board Principals
per grade level or curricular area.
Integrate the iSafe curriculum into the
Ed. Technology
Specialist
Information and Technology Literacy
Curriculum
Scope and Sequence. (Modify)
Director
that all teachers are prepared to effectively Library Media
integrate and teach the iSafe curriculum. Specialist
(Achieved at 90%)
Teachers
All students will practice
Complete iSafe assessments, Net Day
responsible use of
surveys and student attitude surveys.
Students
technology systems,
(Achieved & Modify)
information, and
Require strict adherence to copyright
software.
laws and require all students to cite
Principals
research appropriately. (Achieved &
Continue)
iSafe has been integrated
and was reviewed with all
K-8 teachers in 2009.
The internet safety
curriculum was evaluated
and iSafe was replaced
with a variety of other
internet safety curricula
(NetSmarts and
CyberSmart)
Over 90% of teachers
attended an iSafe training
8th Grade Assessment was
given to all 8th grade
students yearly.
Speak Up Survey was
taken in the fall of 2009.
SimpleK12 Assessment
was given to 7th and 8th
grade students in the fall
of 2010
Survey was given to all
middle school students at
the end of 09-10 school
year.
Citation tools have been
shared with teachers via
the web.
Current Status
PDA’s have been checked
out by Crescent, Pelican,
JWMS and RHS.
Digital video cameras
were purchased for all
elementary and middle
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enhance 21st century All students will use
skills.
productivity tools to
collaborate in
constructing technologyenhanced reports, prepare
publications, and produce
other creative works.
4.
Establish and
maintain learning
environments in
which all students
utilize
communication tools
telecommunications to
collaborate, publish, and
interact with peers,
experts, and other
audiences.
(Achieved)
Ed. Technology
that all teachers are prepared to teach
Specialist
students how to utilize productivity tools.
(Modify)
Library Media
Specialist
model and share technology integrated
lessons and learn from one another.
Teachers
(Modify and Continue)
Principals
master the use of productivity tools.
(Continue)
concepts. (Continue)
students how to utilize communication
tools. (eMail, pod casting, blogs,
discussion boards, etc.) (Modify and
Continue)
Technology
Director
Principals
school
SMARTBoards and
projectors are available in
all K-5 classrooms and in
the majority of 6-8
classrooms. Projectors
and SMARTBoards are
being purchased for 9-12
classrooms.
RHS has purchased
classroom sets of pocket
video cameras and
additional cameras.
Digital Cameras will need
to be updated in most
buildings.
Mandatory grade level
trainings were offered
where teachers were
trained on the use of
productivity software and
tools as outlined in their
grade level benchmarks.
Asked teachers to share
examples of student work
in the spring of 09. Did
not get a lot of
response. Need to find a
better way to facilitate
this.
All 4-12 grade students
have email accounts.
Provided training to all 4-8
grade teachers on updated
Gaggle.
Offered additional training
on Gaggle to all 4- 12
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to enhance 21st
century skills.
Long-Term
Objective
5.
6.
Long-Term
Establish and
maintain learning
environments in
which all students
utilize
communication tools
to enhance 21st
century skills.
All students will use a
variety of media formats
to communicate ideas
effectively to multiple
audiences.
Establish and
maintain learning
environments in
which all students
utilize research tools
to enhance 21st
century skills.
technology to locate,
evaluate, and collect
information from a
variety of sources.
Action Step
lessons that allow students to operate
audio, video, and multimedia equipment.
(Continue)
All high school students teachers in order to document that all
will complete one virtual students have an opportunity to learn and
learning course before
master the use of communication tools.
they graduate.
(Continue)
technology tools to
process data and report
results.
All students use a wide
range of electronic
Accountability
Teachers
Principals
Provide teachers, parents, and students Technology
with access to a variety of online research Director
tools. (Achieved)
Library Media
Provide teachers and students with
Specialists
equipment that can be utilized to perform
21st century research. (PDA’s, probes,
calculators, digital microscopes, GPS
systems, etc.) (Continue)
Ed. Technology
Specialist
students how to utilize research tools.
Principals
(Achieved and Continue)
teachers.
Provided training on
podcasting, blogging, wikis,
etc.
Training is still not
considered mandatory for all
teachers except grade level
and subject area.
Current Status
Principals report that
sharing is done on a limited
basis.
High School students’
projects are displayed online
and via school
announcements.
More virtual learning
courses are available to our
students but it has not been
made a requirement. More
hybrid units are being
developed and taught.
Grade level ITL training
for K-8 is mandatory and
information on online
research tools is shared.
Information sheets were
created containing password
information for online
research tools and shared with
teachers, students and parents
for all grade levels.
Provided training on
online subscription
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sources (various search
engines and online
databases) to find
information.
Long-Term
Objective
7.
Establish and
maintain learning
environments in
which all students
utilize problem
solving and decisionmaking tools to
enhance 21st century
skills.
Long-Term
technology resources for
solving problems and
making informed
decisions.
lessons that focus on research tools.
(Continue)
master the utilization of research tools
(Continue)
Action Step
students how to utilize problems solving
and decision making tools. (Continue)
All students will employ lessons that utilize problem solving and
technology in the
decision making tools to solve authentic
development of strategies problems. (Continue)
for solving authentic
problems in the real
world.
master the utilization of problem solving
and decision making tools. (Continue)
concepts. (Continue)
Accountability
Ed. Technology
Specialist
Principals
encyclopedias & NetTrekker.
Sent out information to all
staff on NetTrekker and
provided information to
parents so that they can use it
at home.
Some documentation from
principal walk-through data.
Walk-through training for
all principals.
Current Status
A wide range of projects
that require strategies for
solving authentic problems in
the real world are components
of the three charter schools in
our district.
All 9th grade students
participate in an authentic
global project that utilizes a
micro funding component and
a variety of technology to
support the learning goals.
Need to utilize the
expertise with our district
staff to model and help further
develop more authentic
problem-based learning.
15
III. Prepare educators to create and maintain learning environments that incorporate powerful, research-based strategies that develop and increase
students’ 21st Century Skills. (Educator Proficiency)
Long-Term
Objective
1.
Increase all
educators’
proficiency in
assessing,
implementing, and
supporting
technology literacy
skills that develop
and enhance 21st
century learning.
Long-Term
Action Step
Accountability
All educators will assess
Teachers will use RubiStar Project
Ed. Technology
student technology
Rubrics and other criterion referenced
Specialist
literacy skills that
assessments to evaluate student projects.
enhance their curriculum. (Continue & Modify)
Student technology literacy will be
Library Media
All educators will
assessed through a variety of online
Specialist
implement and support
assessment tools (NETS Online
technology literacy skills Assessment Tool; Profiling Educational
Teachers
that enhance their
Technology Integration (PETI);
curriculum.
checklists, etc. (Modify)
Develop a collection of assessment
strategies and rubrics for student projects.
(Continue)
Current Status
Shared Intel’s Assessing
Projects with staff. Need to
continue.
Students and teachers
participated in the Speak Up
survey in Fall in 2008 and
2009. Currently analyzing the
data.
7th and 8th grade students
completed the Simple K12
assessment tool in the fall of
2010.
3rd, 6th and 9th grade students
completed the TRAILS
assessment in the Fall of
2010.
Some assessment tools have
been created for ITL projects.
(All 9th grade Global Studies
and English 9)
Need to create assessment
tools for ITL projects at the
elementary level.
16
2.
Increase all
educators’
proficiency in
assessing,
implementing, and
supporting visual
literacy skills that
develop and enhance
21st century learning.
Long-Term
Objective
3.
Increase all
educators’
proficiency in
assessing,
student visual literacy
skills that enhance their
curriculum.
Student visual literacy will be assessed Ed. Technology
through a variety of online assessment
Specialist
tools (NETS Online Assessment Tool;
Profiling Ed. Technology Integration
(PETI); checklists, etc.) (Continue)
Library Media
All educators will
Teachers will utilize presentation
Specialist
tools, visual organizers; concept maps
visual literacy skills that (Inspiration), digital images, videos
Teachers
enhance their curriculum. (United Streaming), charts, simulations,
graphs, and tables to enhance visual
literacy skills. (Achieved)
Teachers will provide opportunities for
students to learn through digital
storytelling, web quests, electronic books,
virtual fieldtrips, and online coursework.
(Continue)
Long-Term
Action Step
Student informational literacy will be
student informational
assessed (Achieved)
literacy skills that will
enhance their curriculum.
Accountability
Ed. Technology
Specialist
Purchased Learn 360 to
replace United Streaming.
Provided training.
Worked with K-5 teachers
and modeled Inspiration and
Kidspiration activities.
All teachers were trained
how to use Photostory for
digital storytelling.
Additional training on
Movie Maker and Animoto
has been offered.
SMARTBoard training
continues and teachers are
using the Notebook software
and incorporating visual
organizers and presentation
tools.
Some teachers are utilizing
virtual opportunities
Teachers are implementing
and supporting visual literacy
skills. Continue working on
assessing these skills.
Science teachers at
secondary level are
incorporating the Jason
Project and online
experiments and labs into
their units.
Current Status
Annual survey was given to
all 6-8 students. Would like
to create a survey for 4-5th
students.
17
7th and 8th grade students
All educators will
completed the Simple K12
assessment tool in the fall of
informational literacy
2010.
skills that enhance their
3rd, 6th and 9th grade students
curriculum.
completed the TRAILS
assessment in the Fall of
2010.
Collected usage data shows
an overall increase of the use
of online research databases,
including NetTrekker and
Badgerlink subscriptions)
IV. Provide students and school staff with robust access to information, media, and technology—anytime, anywhere—to support effective
designs for teaching and learning. (Access)
Long-Term
Long-Term Performance
Action Step
Accountability
Current Status
Objective
Indicator
Provide ubiquitous All educators and students
1.
Increase access to library facilities
Administrators
Upgraded to Destiny (webaccess to
will have access to
during the school day and after hours.
based library system).
information, media information, media, and
Introduced all K-8 teachers to
(Partially achieved)
Library Media
and technology that technology resources,
Destiny and helped them
Upgrade library system software to a Specialist
supports innovative bandwidth, network
create accounts.
web-based platform. (Achieved)
designs for teaching storage, and technical
Upgraded Citrix Server
Upgrade the Citrix server to increase
and learning.
assistance that support
performance and reliability. (Continue)
Increased Bandwidth from
teaching and learning.
5MB to 30 Mb.
Provide wireless laptops for checkout Technology
Director
Wideband wireless access in
that can be used in public places.
four buildings.
(Achieved)
Purchase technology, peripherals,
Laptops available for
bandwidth, storage space, and network
checkout at RHS.
resources that support digital age
Wireless laptops available
learning and 21st Century skills.
for checkout on a limited
(Continue)
basis.
Pilot ultra wideband wireless access
Desktop virtualization
in specific areas and prepare to expand
utilized at two elementary
throughout the District. (Achieved)
buildings to expand access.
implementing, and
supporting
informational literacy
skills that develop
and enhance 21st
century learning.
Teachers will provide opportunities for Library Media
students to access and evaluate
Specialist
information using online resources such
as WISCAT, MarcoPolo, NetTrekker,
Teachers
online encyclopedias, Wikipedia, etc.
(Achieved)
18
2.
Provide ubiquitous All educators and students
access to information, will have access to
media, and
technology resources,
technology that
bandwidth, network
supports innovative storage, and technical
designs for
assistance that support
communication.
communication.
Upgraded our website in
2009 to CMS4Schools.
Replaced ConnectEd with
AlertNow.
Currently 44% of
classroom teachers have
created a new website with
CMS4Schools in 2009.
3.
Provide ubiquitous
access to online
digital resources.
Shared district
subscription login information
with students and parents.
Purchased additional web
based software/resources for
K12.
Review keyboarding
options.
Reviewed and purchased
Brain Pop as an option for
videos.
Currently surveying our
teachers regarding the use of
instructional software.
Current Status
4.
Long-Term
Objective
Provide access to
emerging
technologies.
Utilize ConnectEd, PowerSchool, and Technology
teacher web sites to provide information Director
and communicate with parents and staff
Curriculum
at home. (Achieved)
Director
Expect that teachers will create and
Library Media
maintain websites that provide
Specialist
information to parents. (Continue)
Ed. Technology
Specialist
Principals
Teachers
All educators and students
Provide access to subscription based
Library Media
will have access to an
digital resources from home and other
Specialist
abundance of digital
places. (Achieved)
Ed. Technology
resources including online
Continuously review, purchase, and
Specialist
videos, online
update web based software options for
Technology
encyclopedias, and
keyboarding and other instructional
Director
reference databases.
programs. (Continue)
Long-Term Performance
Action Step
Accountability
Indicator
All educators will have the
Research and set up a process for
Technology
opportunity to research
educators to pilot emerging technologies. Director
and propose projects that (Postponed)
Library Media
focus on emerging
Specialist
technologies.
Ed. Technology
Specialist
Emerging technologies have
been piloted but a process has
not been developed yet.
Networks were piloted and
purchased and used in
multiple grade levels.
Purchased iPods to be
evaluated with special
education students.
Remote clickers evaluated at
19
5.
Provide ubiquitous All educators will have
Assess the utilization of lab facilities
access to computers access to computers and
and technology-enhanced classrooms at
and library resources. library resources
the high school and increase the
throughout the school day utilization to capacity. (Achieved)
and beyond.
Research potential wireless
configurations for all buildings and
implement pilot projects. (Continue)
Develop a plan to increase
community access to library and
computer resources. (Postponed)
Apply for potential funding through
eRate for wiring, cabling, and network
upgrades to accommodate new
technologies. (Achieved)
Library Media
Specialist
Principals
Technology
Director
RHS
Jason Project virtual
curriculum training for middle
school teachers.
Implementation in 2010.
SMARTBoard Table in
Elementary Classrooms
Wireless configurations were
researched and implemented
in 5 out of 7 buildings.
Community Education
director is being hired at this
time and increase in
community access will be a
goal.
E-Rate available for
telecommunications and
Internet access, not internal
connections.
A process will need to be
developed as we move to a
new facilitator for the eRate
application.
20
V.
1.
2.
Provide support systems and leadership resources that facilitate cost effective solutions based on sound theory, emerging practice, and
research that promote digital age learning. (Systems and Leadership)
Long-Term
Long-Term
Objective
All administrators are Administrators are fully
proficient in the use cognizant of effective
of information,
uses of technology and
media, and
expect progress by every
technology resources staff member in the
and act as role
effective use of
models in the usage. technology to advance the
vision.
An efficient, cost
effective process is
established and
maintained that
provides exemplary
technology support
for digital age
learning.
Technology department
members acquire and
maintain the necessary
expertise to support
digital age learning.
Appropriate funding is
available to support
Action Step
Accountability
Administrators will be trained in all
Administrators
aspects of information and technology
literacy. (Continue)
Technology
Administrators will use information
Director
and technology tools to provide staff
development, share information, and
Library Media
model use. (Continue)
Specialist
Administrators will develop and
maintain building level ITL plans.
Ed. Technology
(Achieved)
Specialist
Administrators will provide teachers
with clear expectations regarding the
Principals
integration of information and technology
skills. (Continue)
Current Status
Training follow up forms
are shared with principals
after teachers take any
technology training so that
principals can follow up.
Training data is provided
to principals at least twice a
year.
Administrators meet with
staff to develop and update
building level ITL Plans.
Technology department members will
Technology
All members of Tech. Dept
receive training on the skills necessary to Director
have continuous training
support the infrastructure, hardware, and
opportunities.
applications. (Achieved and continue)
Technology
Leasing options have
The total cost of ownership (TCO) will Department
been reviewed by the
be assessed and leasing options
business department
considered. (Achieved)
Business Director
Ed Tech Grant with
Investment and spending patterns will
CESA 9.
be analyzed and consolidated where
Principals
Other grants have
possible. (Continue)
included money for
Continue to seek out grants that help to Teachers
technology purchases.
fund technology. (Continue)
Teachers have received
grants for RESF for
technology integration.
21
VI.
Provide information and technology resources that facilitate alignment to the standards, state of the art learning tools, constructivist
education, and telecommunications. (Systems and Leadership)
Long-Term
Objective
Long-Term
District resource
Student management
allocation and
systems and software that
infrastructure plans supports human
provide students,
resources, transportation,
parents, teachers and financial management,
administrators with and food service will be
seamless access to managed and maintained
technology in school, through District network
at home, and any
services.
other place where
learning activities
are envisioned.
Action Step
Access to District information and
resources will be made available through
the District website. (Achieved)
Upgrades and expansions will be
implemented as required. (Achieved and
continued)
Accountability
Technology
Director
Technology
Department
Current Status
Forms are available on the
technology website.
Links to the work order
system, Citrix, student
management, business and
financial sites, food service
payments, and other resources
are available on our main
page.
The new CMS4Schools
website offers a robust district
calendar, form options,
teacher website availability,
etc.
Continue to expand CMS
storage capacity as necessary.
22
Analysis of Educator Proficiency
Educators understand skills and processes students need in a knowledge-based digital age. Do educators understand the
span of skills and processes that students need to succeed in the Digital-Age? Do they have the strategies for implementing and
assessing those skills?
According to the Schools Technology Needs Assessment (STNA) more than 80% of our teachers stated that their teaching
practices emphasize student use of technology as an integral part of specific teaching strategies. In addition, more than 61 % of
our teachers state their lessons include technology-enhanced, learner-centered teaching strategies on a daily or weekly basis.
(Appendix A) In our district grade level teachers have been introduced to the Partnership for 21st Century Skills and the ISTE
Standards for both teachers and students. They have been given resources to help them implement these skills and the teachers
play an active role in revising benchmarks.
Educators implement various strategies to improve reading skills in print and multimedia formats:
Progress monitoring efforts in the area of literacy began formally at the K-8 levels in all buildings in 2007. Teachers assess
student reading ability and plan instruction based on assessment. Interventions are then put into place to provide additional
support to struggling readers. Additional time is also provided for these learners. Teachers use many instructional resources to in
this process. These resources include leveled readers and online resources, such as: Read Write Gold, Reading A – Z, Raz Kids,
and Tumblebooks. As a district we are investing resources to increase our online subscriptions, as these are available to students
24/7.
Based on the following WKCE reading proficiency results –
Grade 8 – 2007 -88%, 2008 – 89.6%, 2009 – 82.2%
Grade 10 - 2007- 82%, 2008 – 76.1%, 2009 – 83.8%
School improvement plans continue to target the area of reading. Many teachers are involved in Early Reading Empowerment
(ERE) and Adolescent Literacy classes through UW Milwaukee to help understand and improve instruction in reading and
writing.
Educators model social, ethical, and legal issues that encompass an information and technological arena: Are educators
prepared to guide students as they deal with the social, ethical, and legal issues related to life in a technological world?
23
In the STNA 58% of our teaching staff stated that they apply policies and practices to enhance online security and safety on a
daily basis. Online safety lessons including copyright, plagiarism, acceptable use, cyber bullying and social networking are
included in our ITL Benchmarks in grades K-12. As of the spring of 2010, 94 % of our certified staff has completed the iSafe
training and 55 % of our teachers have stated they would benefit from additional professional development on online security
and safety. (Appendix A)
Rhinelander has established guidelines governing technology use, including copyright, plagiarism, proper citation, and
acceptable use, and is beginning to use these guidelines to guide students to self-regulation or awareness of social and ethical
issues raised by technology. Additional guidelines and procedures on social networking and filtering are being evaluated and
authored.
Educators are trained to effectively use district owned Information Resources and Learning Tools. Do the school and the
district provide comprehensive professional growth opportunities for teachers, administrators and other staff that build their
capacity to advance the vision? Is the effectiveness of professional development linked to student performance?
Rhinelander provides significant opportunities for professional development in the area of technology. Professional
development opportunities are offered to all teachers and focus on the integration of information and technology in addition to
skill development. All grade level teachers have participated in mandatory training sessions that have focused on the
Information and Technology Literacy Benchmarks. During these sessions we concentrated on the NETS standards for both
students and teachers and have given teachers the opportunity to work with learning tools and information resources available to
them.
Professional Development is offered in a variety of ways. Teachers have the opportunity to attend training during the school day
as well as after school. If teachers attend during the day a sub is provided for them and if they attend an after school training
they are paid curriculum inservice pay. Building opportunities include individually designed professional development. In
addition the Intel Teach courses (Thinking with Technology) have been offered and teachers have had the opportunity to earn
graduate credit. We are in the process of planning of additional Intel Teach courses including the Essentials course as well as
the Element Courses: Assessment in the 21st Century, Project-Based Approaches and Collaboration in the Digital Classroom.
All of these courses focus on 21st Century Learning, High Order Thinking Skills and Curriculum Framing Questions.
Educators are trained to effectively use administrative and data management software: Are educators prepared to use
technology to increase professional productivity and gain enriched access to professional resources?
24
All Rhinelander School District employees use technology on a daily basis for grading, attendance and communication between
other district staff, parents and students. GroupWise, Gaggle, PowerSchool, PowerGrade, EasyIEP, Alert Now and IT Direct
along with our district website are all being used to help with communication and data management. During the summer of
2009 Rhinelander moved the district website to CMS4Schools and during the 1st year, 44% of our teachers created a classroom
website. In the 2009 Speak Up survey 64% of teachers stated they upload class information online. (Appendix A)
As new programs are introduced in our district staff development is provided both onsite and offsite. The district is also utilizing
webinar training opportunities as often as possible to introduce new programs to staff.
As part of the district’s progress monitoring efforts, the software program Student Intervention Monitoring System (SIMS),
which was developed by the Madison Metropolitan School District, has been implemented K – 5. Teachers use this program to
plan instructional goals and reading interventions for students. A core group of teachers were trained during the program pilot
during 2008-2009. The program was implemented in all K – 5 buildings during 2009 -2010 during collaboration meetings.
Training took place over a period of several months. Most teachers are comfortable using SIMS independently now.
Educators model collaboration skills with colleagues:
The Educational Technology Specialist works with teachers to help plan and integrate information and technology skills. The
specialist works with teachers in grade level trainings to model new programs and skills at least once a year and when teachers
request help with a particular unit or activity. Teachers who have participated in the Ed Tech Grants through CESA 9 have also
modeled collaboration and new skills learned with other teachers in their buildings.
The district Library Media Specialists work at the building level with teachers to help plan and integrate information and
technology skills. The three LMS collaborate daily with teachers on instructional projects and regularly promote information
literacy resources and project ideas to them. Individual teacher training is provided on a just-in-time basis whenever needed. In
addition, the recent Ed Tech Grants through CESA 9 have required collaboration between teachers and the Library Media
Specialist.
The opportunities for collaboration in the School District of Rhinelander have increased immensely in the last several years. The
REACh (Responsive Education for All Children) grant that we initially received in 2007-2008 and have received each year since
then has allowed our K – 8 teachers to meet monthly in collaborative groups to discuss student’s needs, interventions to meet
those needs, as well as professional development discussions to help teachers with classroom instruction. We have also
scheduled common planning time as often as possible to increase teacher collaboration. With the ARRA funds of 2009-2010 and
25
2010 – 2011 we have been able to bring teachers together in graduate level classes on reading instruction. We have found that
the level that teachers collaborate with each other increases as the opportunities for collaboration increase.
Educators use a variety of information resources to support their teaching strategies: Do students have opportunities to use
a range of technologies (e.g., learning, productivity, visualization, research and communication tools) to support their learning?
According to the STNA data, 31% of our teachers state that students use a variety of technologies to support their learning at
least daily while 36% state that their students use the same technologies at least weekly. In addition 42% of our teachers agree
that students use technology to access online resources and information as a part of classroom activities on a weekly basis. 28%
say that this happens on a daily basis.
According to the Speak Up data Rhinelander compares to the National percentage and was often higher when asked “What types
of technology are you using in the classroom to enhance student achievement?” The following types of technology are being
used on a regular basis and our percentage was higher than the national average:
Computer projection devices
Digital media tools
Interactive whiteboards
Communications tools
Digital resources (such as: databases, electronic books, animations, videos etc)
Games
Collaboration tools
Handheld digital video camcorder
Mobile devices
We still have teachers using drill and practice and tutorial programs, but more teachers are using productivity tools along with
visualization tools such as Inspiration and Kidspiration.
NetTrekker continues to be used consistently by our intermediate, middle and high school students.
26
In 2008 the district purchased a license to Learn360 to replace Discovery Streaming. After a transitional time the teachers have
learned how to use Learn360 and are logging in often to stream videos. In addition student generic student accounts were
created that allowed students to access the videos on their own at home or at school.
BrainPop and BrainPop Jr. was purchased for the 2010 – 2011 school year and teachers are currently being trained on how to
use these resources with their students.
All students in grades 4-12 have been assigned email accounts through Gaggle.net. Teachers are using student email to
communicate with their students and many are having students submit homework via email.
Many students are also utilizing a variety of digital media tools, including digital storytelling software, online video tools,
handheld video cameras and digital cameras to create products.
Numerous reference and information subscription resources have been added to the online collection to meet diverse learning
needs. These include JSTOR for scholarly articles, GALE & ABC-CLIO databases for history research, subscriptions to
VoiceThread for collaboration projects and Turn-it-in.com for responsible use (Appendix A).
Educators design and teach problem-based learning units that incorporate effective use of information and technology
resources. Are educators skilled in designing teaching strategies and learning environments that maximize the impact
technology has on learning?
In the area of planning and design, our STNA data indicates that 61% of our teachers’ lessons include technology-enhanced,
learner-centered teaching strategies, e.g., project-based learning daily or weekly. In addition 43% of the teachers said that
students work on technology-enhanced projects that approach real-world applications of technology on a daily or weekly basis.
64% of our teachers said that their teaching practices emphasize student uses of technology as an integral part of specific
teaching strategies, e.g., project-based or cooperative learning. (Appendix A)
We continue to incorporate the Intel training and forty one of our teachers have participated in the Teaching with Technology or
Essentials course. Our district is also planning to use the Intel Elements Courses which include Project-Based approaches and
Assessment in 21st Century Classrooms. The Intel Teach Elements are shorter courses that include animated tutorials and audio
to explain concepts and activities that teachers can complete to apply concepts.
27
River City and Jason Project are examples of multi-user virtual environment. Some teachers have received professional
development and are currently using these tools at the middle school.
Educators design various assessments: Are educators prepared to apply technology in support of the assessment process? Are
they prepared to apply new forms of assessment to the products of technology-supported learning?
According to the STNA data only 38% of our teachers stated that they apply performance-based student assessment to
technology enhanced lessons on a daily or weekly basis but 43% do say that they use technology regularly to collect and analyze
student assessment data. (Appendix A) NWEA – Maps Test is used at the secondary charter and the middle school to assess
student learning. Teachers have begun to use and analyze the plethora of data to plan instruction for students.
All teachers in grades 4 – 12 are using Power Grade as their grade book. This information is available to students and parents to
improve communication between home and school. Teachers at all grade levels are using rubrics, checklists, self assessments,
journals, and online reflections for assessment. Many of these assessments are common to departments and/or grade levels.
These assessments are shared with students as the projects and activities are assigned. The high school is working on common
assessment this year as their professional development topic. Each core subject is developing common assessments for each unit
of study. Two teachers involved in the Ed. Tech. grant are participating in an online class called Assessment in the 21st Century
Classrooms. These teachers will be sharing what they’ve learned with colleagues. The Intel Assessing Projects tool which
includes assessments for products, processes and thinking skills has been introduced to teachers and more training will be made
available.
Analysis of Effective Teaching and Learning Practice
Educators’ vision, content, instruction, and assessment are aligned to high standards: Are content, instruction, vision, and
assessment aligned to take full advantage of technology for learning?
The District has been continually revising the Information and Technology Literacy benchmarks. These benchmarks were
aligned with the K-8 content benchmarks and recently the ISTE National Education Technology Standards (NETS) for Students
were mapped and added to our benchmarks. Grade level teachers were involved in updating resources and teaching strategies
and additional training was provided to hem them incorporate the ITL benchmarks. (Appendix B – K-8; 9-12)
28
The high school staff has also worked on aligning the 9-12 Information and Technology Literacy standards with their content
standards. Each department identified where the standard is currently being addressed in a course and at what level:
Introduction, Developing and Mastery. (Appendix B – K-8; 9-12)
According to the Schools Technology Needs Assessment (STNA) survey 60% of our teachers stated that their lesson plans refer
to both content standards and student technology standards daily or weekly. (Appendix A)
Educators’ range of use includes information resources and learning tools for productivity, visualization, research, and
communication. Do the students have opportunities to use a range of technologies to support their learning?
Technology is used for many purposes across our school district. According the Speak Up survey in 2009 our teachers are using
technology for a variety of reasons from helping set student objectives, creating organizers or images to represent knowledge,
providing feedback to students and facilitating the creation of movies. (Appendix A) The staff development in our district
continues to focus the integration of a variety of tools and resources into the content area. Training sessions are focused on our
ITL benchmarks and basic skills training are individualized. Grade level training has helped encourage the consistent use of
technology across all teachers and grade levels. We will begin additional training in subject area and grade level with our high
school teachers this year to facilitate the 1-1 laptop initiative.
Evidence that improvement is occurring in the teachers’ capacity to integrate Wisconsin Model Academic Standards for
Information and Technology Literacy effectively into curricula and instruction.
Teachers in the School District of Rhinelander have many opportunities to participate in various staff development programs.
The focus during the last two years has been on collaboration with grade levels so that teachers can focus on their specific ITL
Benchmarks and the resources that can help them meet these benchmarks. In addition to the training opportunities the teachers
have been an active part of the revision and updates of these benchmarks yearly.
K-5 teachers collaborate with the building library media staff (LMS and LMP) when arranging fixed visitation schedules for
their classes. This collaboration needs better clarification and documentation to provide evidence of ITL curriculum and
instruction during library lessons and visit sessions.
Evidence of effective teaching and learning: Are educators proficient in implementing, assessing, and supporting a variety
of effective practices for teaching and learning?
29
The STNA data shows that 61% of our teachers’ lessons include technology-enhanced, learner-centered teaching strategies on a
daily or weekly basis. Only 34% of the educators surveyed said that they apply performance-based student assessment to
technology enhanced lessons. As far as using multiple sources of data for reflecting on professional practice 45% of our
educators are doing this regularly while 48 % of the teachers are using multiple sources of data to make decisions about the use
of technology. (Appendix A)
The SDR AASL school library program assessment rubric analysis reveals that collaboration between the school librarian and
the teacher ranges from unassigned (elementary), informal (middle school) and defined (high school). Elementary and middle
school goals need to be established to ensure time for teachers and the school librarian to collaborate and build a coordinated
instructional program. In the middle school some teachers choose to work collaboratively with the school librarian, planning
and teaching units. In all schools, the school librarian receives informal suggestions from stakeholders, including students,
regarding the learning experiences available in the library.
All library media specialists spend an increasing amount of time making collaborative, instructional “house calls” into the
classroom. Not all ITL instruction happens within the walls of our libraries. With the number of laptop carts and netbooks in use
in our buildings, the library media specialist voice through the library webpage is notably needed to provide guidance and
resources.
Analysis of Student Proficiency
Evidence that student academic achievement is increasing due to their effective use of technology:
There are too many variables involved in our district to attribute the increase in student achievement on state level assessments
solely to the use of technology. National research studies reveal that school library media centers have an impact on student
achievement. Our grade 6 to 12 student Net Day results show that over half of the students surveyed believe that access to
technology is very important to their education, and lack of access would have a negative impact on their schoolwork. We must
analyze those areas and students who are not performing at a proficient level and examine ways that technology could be used to
improve student learning incorporating resources and assistive technology where appropriate.
30
Evidence that students are becoming proficient in the Information and Technology Literacy Standards
The Information and Technology Literacy Standards are aligned with our content standards and in addition have been mapped to
include the ISTE Standards for Students. Teachers have received training during the last two years that has focused on these
standards and the resources that can be used to help meet these standards. We need to develop general assessments that can be
used in each grade level to assess specific skills. When we asked our middle school students how they would rate their overall
ability to use technology 55% of our students said that they “are very comfortable when using technology and can teach others.”
This is compared to 25% in 2007. In addition when we compared the data from 2007 to 2010 there was an overall increase in
their ability to complete multiple tasks or activities (Appendix A – Student skills compared 2007-2010).
How would you rate your overall ability to use technology?
2007
2010
I am very comfortable when using technology and I can teach others.
I am comfortable using technology and need minimal assistance.
I need a lot of assistance when using technology.
I cannot use technology without assistance.
25%
69%
5%
1%
55%
43%
2%
0%
Students learn through problem-based units that include the integration of Wisconsin Model Academic Standards for
Information and Technology Literacy with content standards in a flexibly scheduled learning environment that meets
their “on-time” learning needs:
Our Wisconsin Model Academic Standards for Information and Technology Literacy have been aligned to our content standards
and are reviewed by teachers on a regular basis. Resources to help teachers use these standards in a flexibly scheduled learning
environment are included on the updated benchmarks document and teachers and students have access to many of these online
resources 24/7. We have added additional resources in the last three years that allows students more access at home and after
school such as Destiny, Learn360, BrainPop, Jason Project, JSTOR and multiple online databases. (Appendix A)
Students produce authentic projects that incorporate higher order thinking skills and address meaningful issues that
extend into real-world practice. Are students working on substantive projects addressing issues that have meaning, reaching
out beyond the classroom to real-world practice?
31
The majority of our teachers are using projects in their teaching, but many don’t link out to their community or the real world.
The products are typically shared only between the student, teacher and class. Some teachers are beginning to expose their
students to online projects through email (Gaggle.net), Web 2.0 and web conferencing. Emphasis needs to be placed on
collaborating with experts, the community, and students from other schools. There should also be increased emphasis on
participation in online projects, publishing on the Web, and producing work intended for extended audiences.
All of our students who are enrolled in the Northwoods Community Secondary School and the Northwoods Community
Elementary School, Rhinelander Environmental Stewardship Academy are involved in technology-enriched environments that
are distinctive for their rigorous project-based curriculum, multiple assessment techniques, shared school governance, and
dynamic community-enhanced learning. The authentic projects focus on exploring the community that they live in and
becoming active citizens.
Students select independently and/or with guidance from a diverse variety of reading materials based on their interests
and educational needs:
Our LMC’s provide collections for research, skill building, and pleasure that support reading motivation. Analysis of circulation
statistics (2008-2010) reveals some interesting reading trends (Appendix A – LMC Checkouts) including a 7% increase in
student borrowing since 2008. Library Media circulation statistics show significant use of reading materials at all grade levels.
Students use the school library media centers in a variety of ways including before and after school where available and
scheduled class visits. Students receive guidance from the library media specialists, library media paraprofessionals and teachers
while selecting reading material.
Book checkout is not directly connected to how much students read, but nevertheless, three years of increasing circulation in our
elementary schools suggests that something is being done well. However, the circulation dip between our middle school and
high school suggests that we might consider HS strategies for encouraging, or not losing, enthusiastic young readers.
With a growing online collection, we can no longer accurately measure high school use or student reading by circulation
statistics alone. Our database usage statistics are indicative of our students increasing use of our online collection and free Web
resources (Appendix A -Badgerlink; ABC CLIO).
Students are able to put together “just right” reading bins with the help of teachers, reading specialist, library media specialists
that meet their individual reading level needs. All K-8 buildings have reading resource rooms which house leveled readers that
teachers and students have access to for checkout.
32
Analysis of Access to Information Resources and Learning Tools
Summary of Inventories of the Software, Equipment and Infrastructure:
Software and Information Resources:
SDR continues to decrease the number of individual software licenses and strives to expand the use of Open Source applications.
In addition web based applications and cloud computing opportunities are continuously expanding. Software is purchased
through individual, library media, curriculum & instruction, and technology department budgets. The SDR Technology
Department maintains a list of networked software titles and online subscription resources (see Appendix C – Subscription login
data; Network Software). The Library Media Department selects, organizes and maintains numerous information resources
necessary to teach ITL standards at all grade levels (see Appendix A – Badgerlink; Interlibrary loan; Circulation; ABC CLIO).
Analysis of our past three years budget shows that school expenditures on library resources were approximately $89,283 in 2010
compared to $89,531 in 2008. Our analysis also found our school libraries have seen significant increases in collection size
since 2008 due to closing of three elementary libraries and realignment of middle school collection with a grades 6-8 curriculum.
There is a continued positive trend in electronic access to school library resources at all grade levels. While the average number
of computers in our school libraries is consistent with 2008 results, access to school library resources outside the walls of the
library is expanding. Classroom computers outside of the library have 100% networked access to library resources. Remote
access to school library databases increased. The District is in need of software programs that relate directly to the curriculum.
A process for previewing, evaluating, and purchasing these programs is currently being evaluated.
Hardware:
The District maintains a hardware inventory using a bar-coding system. Elementary students and staff have access to at least two
multimedia computers in each classroom. Additional labs are available in 3 out of 4 of our elementary schools with plans to
reestablish a lab in the fourth school. The middle school and high school have several computer labs and at least one multimedia
computer in each classroom. They also have wireless laptop / netbook that are available for use in assigned classrooms. Student
to computer ratios for networked computers averages at about 2:1 (See Appendix C ), but these numbers include all of the
computers in the building. Several of these computers are used primarily by staff. The K-3 elementary schools have ratios of
about 4:1. The high school has a significantly lower ratio due to the number of courses that require a full lab of computers, but
there is still a need for more computers in individual classrooms. In addition to computer needs, each building is also in need of
additional peripherals such as scanners, digital cameras, digital video cameras, SMARTBoards, projectors, webcams and other
multimedia devices.
33
In the summer of 2009 the District discontinued the use of standalone printers and migrated from owning our own printers to
leasing our printer, scanner and copier devices. Hardware support is now being provided by the leasing company.
Building
Admin
Color
3
Black & White
6
Copiers
5
Printer Only
4
Plotter
Total
9
Central
3
6
4
5
9
Crescent
3
4
6
1
7
Davis Building
High School
0
7
2
24
1
11
1
18
2
2
31
JWMS
7
8
5
9
1
15
NCES
1
2
2
1
NCSS
2
3
2
2
Pelican
1
5
3
3
3
1
5
6
Infrastructure:
It is the District’s goal to provide individuals access to computers, the network, applications, and their files no matter where they
are (school or home). Rhinelander School District’s network backbone spans 8 buildings over a 20-mile distance (See Appendix
B – Network Map). We have locally leased fiber optic lines connecting all buildings. All buildings have been upgraded to
gigabit Ethernet.
SDR has worked with the Internet Service Provider (ISP) to triple bandwidth to 30MB with a plan to expand to 100 MB in the
future. This is a significant upgrade since the last report. We no longer have a bottleneck with our content filtering server,
since this has also been upgraded.
We use two Citrix servers primarily for remote access to the district network from home, both from teachers and students. We
have licenses for 60 concurrent users. We currently have approx 15 computers using Citrix at the alternative education site.
Two buildings are utilizing desktop virtualization through N-computing to substantially increase the access to technology for
elementary students.
34
The School District of Rhinelander has implemented building-wide wireless coverage in five of eight school buildings. Those
buildings include:
Rhinelander High School (RHS)
James Williams Middle School (JWMS)
Northwoods Community Secondary Charter School (NCSS)
Northwoods Community Elementary Charter School (NCES)
Central Elementary School (CE)
RHS, JWMS, NCSS, and CE are using a centrally managed wireless access infrastructure provided by Xirrus. The capabilities
include multiple SSID support, unencrypted guest access and encrypted Staff/Student wireless, and 802.11abgn
protocol/bandwidth support, among other features. NCES is utilizing individually managed wireless access points but does have
building-wide coverage. Crescent Elementary, Pelican Elementary, and Davis Building do not have wireless coverage at this
time.
The process for workstation imaging has been significantly improved by utilizing ENGL and integrating it with Novell
Zenworks. This will result in a decrease in the number of image files maintained and increase the number of applications
deployed by Zenworks. The goal is to standardize and stabilize the images. Part of this process will include a comprehensive
review of images by teaching staff prior to the start of each school year. The District currently has a comprehensive
backup/disaster recovery process. The business software (Skyward) and Student Information Program (PowerSchool) are
backed-up off site. The remaining data is backed up through a disk to disk process that utilizes a de-duplication process.
Facilities, Networking, and Telecommunications:
A VoIP project to update the phone system was completed four years ago. Classroom phones run through one of the network
drops.
After a successful referendum in the spring of 2010, remodeling and renovation began in the summer of 2010 at several
buildings. Additional classrooms are being added at Crescent and Pelican. Renovations include redesigned learning
environments to meet 21st Century needs.
Assistive Technology
The technology department has been working with the special education department in many areas. Training on the use of
various software programs for students with special needs has been offered to both regular and special education teachers. Read,
35
Write Gold was upgraded and purchased for the Middle School and High School. Teachers helped pilot the program and
training was provided during the pilot as well as after the purchase. Additional training is planned for additional staff.
Assistive Technology tubs continue to be updated and evaluated for each building. A variety of low tech and mid tech assistive
technology devices are placed in each of these tubs for checkout. Teachers can check out devices such as talking calculators,
slant boards, foam alphabets and pencil grips and determine if their students can benefit from using them.
Mobile Devices are currently being evaluated for use in the special education classrooms such as MP3 players, eReaders, iPods
and iPads. Training is occurring throughout the year to update teachers on the use of these devices and teachers who have been
using them will be sharing information with their colleagues on how they can be used with students.
Innovative Options for Underserved Students
Several online curriculum programs are used to provide an option for underserved students to succeed. These include, but are
not limited to NovaNet, Wisconsin Virtual School, Apex Learning, OdysseyWare, LEAPs and E-Tutor. Increasing access to
hardware, peripherals, and software has also helped to provide innovative options for this population.
Administrative Networking Tools
The District continues to research and evaluate administrative networking tools. Skyward is currently used in the business and
human resources departments. School Dude (Maintenance Direct) is used for maintenance work orders and IT Direct
component is utilized for technology related work orders.
Data Management Tools
Payroll and Human Resources use Skyward for data management and AESOP for sub management. PowerSchool is used as
our student information system. It includes grade books and attendance capabilities. Follett’s Destiny Quest is used for
automated library media circulation and cataloging and WordWare is used for food service.
Interoperability
Some data management tools have interoperability. These include PowerSchool, Follett, and the Smarter EPS program.
Skyward, the business and human resource software, and AESOP are not interoperable. Our activities software, Schedule Star
syncs with CMS4Schools, our website management tool.
Communication Tools
SDR has focused on increasing end-user communication related to information and technology literacy services. The IT work
log process has been extensively evaluated and solutions to increase turn-around time are currently being researched. One goal
36
will be to increase the communication back to the end user regarding the status of the work log items. A process will be
developed to check on the status of work log request. In addition the focus will be on proactive maintenance that includes
schedule system/server maintenance and shut down procedure. A system to prioritize work log requests is currently being
investigated.
Building Computer Contact People (BCCP) continue to be utilized to provide consistent communication of needs between the
staff and the technology department. The effectiveness of these positions is reviewed and revised on an ongoing basis.
The school district web page is used extensively as a communication tool. SDR has transitioned from an in house server based
web site to CMS4 Schools which is a web hosted format. This resulted in additional functionality that allows staff to change
individual content so one person is not responsible for the task of updating the website.
In addition to this all staff have email accounts and are required to login daily. Students in grades 4 - 12 also have access to
filtered email. Power School has the capability for parents to see homework and grades. AlertNow is an electronic
communication system that is used to send phone and email messages to parents and staff. The high school also uses Carousel
Tightrope Media to broadcast in-school and web-based announcements.
Video and/or Web-Based Distance Learning Opportunities
The District does not have an ITV classroom. We do use the web-based curriculums previously mentioned to meet individual
student needs.
Total Cost of Ownership is Determined
A total cost of ownership study was done using the Gartner Total Cost of Ownership for Information Technology Tool
(http://classroomtco.cosn.org/gartner_intro.html). Information collected from this tool and other instruments resulted in
numerous decisions that were made to lower the total cost of ownership for technology in our District. These included the
following:
Utilize Open Source applications whenever possible
Expand utilization of web based resources and cloud computing
Continue to standardize on specific hardware models
Discontinue the purchase of stand alone printers and utilize a content management printing system
Research and establish industry standard operating systems.
Continue to research and implement system monitoring tools and data archiving tools
Expand the use of Thin Client computing and virtual desktops
Establishing interoperability to eliminate data error and duplication of data input
37
Monitor the amount of network storage space for staff members
Monitor the size of email attachments and mailbox storage
Remove outdated/surplus equipment
Improve computer: technician ratio
Train students to provide technical support
Collection Mapping: Breadth and Depth of Resources In Relation To Curriculum Needs and Reading Interests
A collection analysis was completed by Follett Library Resource for each library media collection (Appendix C – Central School
LMC Collection; Crescent School LMC Collection; JWMS School LMC Collection; NCES School LMC Collection; NCSS
School LMC Collection; Pelican School LMC Collection; RHS School LMC Collection). Detailed maps are completed as
needed each year and reflect changes in curriculum revisions. Students and teachers are encouraged to make additional
recommendations regarding their reading interest. The district libraries now offer students and faculty 102,183 items, an
increase of 3,526 items (3.45%) since June 2008. (Appendix C – Collections) Our collections continue to expand in multiple
directions. We utilize the technology department streaming media services, audio-books, databases, pathfinders, and assorted
supplies and equipment. Cameras, video cameras, headsets, and flash drives continually move across the circulation desk, as
well as supplies – reused catalog cards (index cards), highlighters and tissues. Our libraries are the go-to place when a student
needs anything. Collection development is guided by teacher input, curricular needs, and selection policy to offer a wide variety
of reading materials.
Library Media Centers and building computer labs are scheduled according to implementation of classroom projects
All elementary students have fixed scheduled weekly visits to a computer lab and to the library for a variety of projects. During
weekly library visits the Library Media Paraprofessional provides an ITL lesson under the direction of the Library Media
Specialist and based on curricular needs expressed by the classroom teacher. The elementary Library Media Specialist also
authors a collection of reinforcement lessons that can also be used during weekly visits.
All elementary teachers are also able to schedule additional library and lab time for students to work on projects if facilities are
available. Each classroom has at least two computers wired to the network.
In both the Middle School and High School the LMCs and Computer labs are flexibly scheduled according to the needs of
teachers and students. The Library Media Specialists and teachers collaborate on lessons to provide resources that meet
students’ needs. Classroom labs of 30 wireless Laptops or Netbooks are available in all 6-8th grade classrooms and 9th grade
Global Studies and English classrooms. Descriptions of each school library media center are updated for each ITL Plan cycle
38
(Appendix A – Central Elementary LMC; Crescent Elementary LMC; Pelican Elementary LMC; NCES LMC; JWMS LMC;
NCSS LMC; RHS LMC)
Information resources and learning tools are equally available to students in all grade levels.
All students have access to a building LMC. The LMCs circulate information resources from their collections, provide online
access to web-based research databases and loan numerous types of learning tools such as cameras, headsets, digital voice
recorders, camcorders, flash drives, netbooks, etc.
Elementary LMCs are open before and after school for staff use. They are only open to students during their fixed weekly visit
unless their teacher makes additional arrangements. Elementary students do not have open, flexible access to their building
libraries.
Middle school and high school LMCs are open to staff and students for both flexible and scheduled visits. Before and after
school hours vary but are available in both LMCs. The CHAMPS program utilizes the Middle School LMC regularly
afterschool. Middle and High School Library Media Centers are open during parent teacher conferences and open houses. The
Wisconsin School of the Arts uses the middle school facilities extensively during the summer months.
Training opportunities at the high school are available to community members through arrangements with the Rhinelander
Senior Center.
Information resources are available for students and faculty outside the school facility.
Some online subscription databases are available beyond the school day for students, parents and community members. In 2009,
the district library catalogs were migrated to a web-based service provider, Destiny (Follett). All catalogs are now is easily
accessible after hours. The collection is supplemented using WISCAT for interlibrary loan. Since 2008, the high school loaned
152 items and received 647 items from other participating Wisconsin libraries - a 50% increase from the previous three years
(Appendix A – Interlibrary Loan). Students continue to make use of public and university library collections through interlibrary
loan.
All online subscription databases have remote access and are all available to students at school and at home. Remote login
information is provided through LMC handout racks, home-to-school mailings and by classroom teachers.
The district provides web-based access to faculty for email and use of network files via CITRIX. Parents and students are
encouraged to access teacher created web pages for classroom needs. All teacher email addresses are posted on the School
District web page for community access.
39
Information resources and learning tools reflect cultural diversity and meet reading needs of all levels.
Supplemental reading materials have been placed into each elementary school. Students are able to put together “just right”
reading bins with the help of teachers, reading specialist, and library media specialists that meet their individual reading level
needs. Teachers and students have access to reading resource rooms in all K-8 buildings which house leveled readers and are
available for checkout.
All purchases for district LMC collections continue to provide students with diverse cultural and global viewpoints and are
selected according to our district collection policy. A collection analysis was completed by Follett on each library media
collection. (Appendix D) Detailed maps are completed as needed each year and reflect changes in curriculum revisions.
Students and teachers are encouraged to make additional recommendations to the library media specialists regarding their
reading interest.
Multiple online resources provide differentiated approaches to reading digital content such as Kindle Text-to-Speech,
NetTrekker’s Read Aloud feature, eBooks in Destiny catalogs, lexile and interest level filters in subscription databases
purchased by the LMC and DPI’s Badgerlink.
Analysis of Systems Support and Leadership
Administrators Use of Technology
Administrators are prepared to use technology effectively to guide the effective use for teaching, learning, and student
management. Are administrators prepared to use technology effectively? Are they prepared to work with colleagues to guide
their school system toward more effective uses of technology in teaching, learning and managing?
Administrators use technology as a vital tool in their communication and management. Many principals are looking at the use
of technology when observing and evaluating teachers and in turn encourage them to attend training if needed. Walk through
training included what administrators should be looking for in the area of technology integration. In the Speak Up survey
principals stated that following list is how they use technology to assist with professional tasks: (Appendix A – Speak Up)
Communicate with others with email, IM or text messaging
Participate in webinars or video conferences
Listen to podcasts, watch videos or view presentations
Share information with administrators and staff via district portal
40
Read text-based resources (such as: electronic textbooks, newspapers, magazines, digital archives, digital
libraries)
Take an online class
Create multi-media presentations
Many of the administrators have received training and are actively updating their school’s website. Some of the principals use
student management programs (PowerSchool) to document student discipline referrals, student service team meetings and parent
communication.
Policies and Procedures
Students and staff must agree to follow the Acceptable Use Policy before they are given access to the network. The AUP
contains information on CIPA compliancy and copyright infringement. The Library Media Staff provide a review of copyright
compliance to the staff annually. Library media and Technology related policies and rules can be found at this website address:
http://www.rhinelander.k12.wi.us/Policies/Policies.htm.
The District Website Policy was updated in the spring of 2010. The administrative guidelines will need to be added to include
Web 2.0 procedures and practices. (Appendix D – Policies)
Completion of Grade Level Benchmarks and Alignment of ITL Standards
With the completion of the alignment of the curriculum benchmarks with the core academic standards we can now focus on the
integration of the ITL standards into the local curriculum. We have completed a K-6 Keyboarding curriculum and continue to
look at keyboarding as electives in high school as well as more application based classes. A 7th grade Computer Literacy course
was updated in 2009 to reflect the ISTE Standards for Students. Progress has been made in alignment of ITL and Language Arts
Standards and all 9-12 departments have indicated where the ITL Standards are being addressed in their courses (Appendix B –
ITL Benchmarks K-8; ITL Benchmarks 9-12). All K-8 Grade Level Benchmarks and Information and Technology Literacy
Benchmarks were updated with the National Educational Technology Standards for Students in 2010 and are posted on our
website (http://www.rhinelander.k12.wi.us/itlbenchmarks.cfm) and sample lesson plans can be found as well. Grade 9-12
teachers complete an ITL checklist when submitting reservation requests to the Library Media Specialist for use of LMC
computer labs. A collection of high school ITL projects and lessons can be found on the LMC Class Projects webpage located
at this address: http://www.rhinelander.k12.wi.us/faculty/rhslibrary/Classprojects.cfm.
Sustained Systemic Professional Development
The goal of the technology specialist is to ensure that the District’s investment in technology results in information and
technologically literate students, teachers and staff and to facilitate the use of technology resources to improve communication
41
with parents and community. The staff development program focuses on the integration of the State’s Information and
Technology Literacy Standards. Through ongoing technological needs assessment, sessions are designed and implemented on
specific curriculum software applications, hardware, and peripherals. Many opportunities are also given to special education
staff on software and other resources relating to special needs students. During the last couple of years technology training has
been moving more towards training that focuses on integration of the ITL benchmarks into the content area. The Technology
Specialist and Library Media Specialists continue to collaborate with teachers to design information and technology-enhanced
lessons. In addition they team teach information and technology enhanced lessons in the classroom and support/advise
classroom teachers on appropriate use of technology by modeling activities in the classroom.
Grade Level Training
After working with teachers in their classrooms we found that teachers needed to meet on a regular basis to review and
address the ITL Benchmarks and work with specific resources and applications that help them meet the standards.
During these training sessions teachers focused on 21st Century learning strategies and found ways to incorporate the
skills into their classrooms. (Appendix A – Teacher Training Data)
Training Evaluations
At the end of each training session a training follow up form is filled out by staff who participated in a professional
development opportunity. The training follow up forms ask teachers how they plan to apply the material that they
learning into their educational setting. In addition, teachers are asked how they will share this with others as well as any
additional comments. The comments and suggestions received in that follow up form are shared with administrators and
are then taken into consideration to develop training opportunities around the needs of teachers and best practices.
Qualified professional, clerical, technical staffing
Library media program analysis found total library media specialist staffing declined in the past three years while there was an
increased student teaching and learning need for programmed services. Declines were greatest at the middle school where
professional staffing was reduced in 2008-09 to .5 FTE (half-time). The elementary schools receive .25 (one-fourth time) library
media professional services. One week out of every four professional services are provided by a single full-time elementary
library media specialist. The high school is staffed with one full-time library media specialist who also provides collection
development services for our charter school, NCSS.
When certified school librarians are separated from the entire school library staff there is increase in demands on the
paraprofessionals in each library. However, our libraries are fortunate to be staffed by able library paraprofessionals at every
school except NCSS. Our elementary library paraprofessionals work 6 hours per day (30 hrs/week) and provide supplemental
instruction for students during teacher prep time. Our middle school is staffed with 1.4 FTE library paraprofessionals and the
42
high school is staffed with 1 FTE library paraprofessional. The paraprofessionals manage our behind-the-desk operations, the
collections and scheduling requests. They make every learner feel welcome and they are largely responsible for our library’s
warm atmosphere. Because of their efforts, library media specialists are able to spend far more time working directly with
teachers and learners and to visit classrooms. However, the middle school Library Media Specialist is not available to students
and staff for half of the school week and services such as reader’s advisor; assistance with individual research, technological tool
assistance, and the information search process are underserved or not served for 50% of the student’s school day weekly.
43
School District of Rhinelander Information (Library Media) and Technology Plan Goals
I.
Educator Proficiency
Needs Statement: Our teachers need additional professional development on using common assessment to improve teaching and
learning, assessing information and technology enhanced lessons, and using technology regularly to collect and analyze student
assessment data.
Long Term Goal: Our schools will leverage the power of technology to measure what matters and use assessment data for
continuous improvement.
Long-Term Objective
1.
2.
Design, develop, and adopt
various assessments that give
students, educators, and other
stake-holders timely and
actionable feedback about
student learning to improve
achievement and instructional
practices.
Technology Specialist
Classroom Teachers
Library Media Specialists
Long Term Indicator Timeline/Funding
of Success
Source
Publication of
2011 – 2012
assessments on the
website
Evaluate and select grade level assessment Educational Technology
tools for student Information and Technology Specialist
literacy.
Adoption of Assessment Summer of 2011
Tool
District Budget Tech
Student information and technology literacy Classroom Teachers
will be assessed at specific grade levels using Principals
predefined assessment tools.
Data from selected tools
Action Step
Develop a collection of assessments and
rubrics for student projects.
Accountability
Educational Technology
Conduct research on how gaming
Specialist
technology, simulations, collaboration
environments, and virtual worlds can be used Library Media Specialists
in assessments to engage and motivate
learners and to assess complex skills and
performances embedded in standards.
Build the capacity of educators Implement and provide instruction using the Educational Technology
to use technology to improve Intel Elements: Assessing Projects in the 21st Specialist
assessment materials and
Century.
processes for both formative
and summative uses.
2011-2012
Publish a white paper to
share results.
2011-2013
Training Results
2011-2012
Completed Action Plans District Budget –
Tech/C& I
44
II.
Educator Proficiency
Needs Statement: We need to increase support for individuals and teams to help them integrate 21st Century learning with their
use of information and technology resources.
Long Term Goal: Professional educators will be supported individually and in teams by technology that connects them to data,
content, resources, expertise, and learning experiences that enable and inspire more effective 21st Century teaching for all learners.
Long-Term Objective
3.
4.
5.
Design, develop, and adopt
technology-based content,
resources, and online learning
communities that create
opportunities for educators to
collaborate for more effective
teaching.
Action Step
Accountability
of Success
Source
Implement of an online 2011-2013
learning environment.
District Budget –
Tech/C&I
Investigate, evaluate and implement
collaborative online learning
environments for student and staff
learning communities. (Moodle,
Collaborize, Edu 2.0, Schoology, etc.)
Educational Technology
Specialist
Classroom Teachers
Curriculum Director
Principals
model and share information and
technology lessons and learn from one
another. (PLC)
Curriculum Director
Principals
Scheduled PLC
2011-2012
Ongoing
teachers in order to document that 21st
Century Skills are being addressed.
Provide professional learning
Investigate, evaluate and implement an
experiences that close the gap
Information and Technology assessment
between students’ and educators’ with educators. (SimpleK12, Next
Generation, Trails, Speak Up)
fluencies with information and
technology.
Analyze results and target training which
addresses teachers’ needs.
Principals
Administrators
Lesson Plans
Walk Through Data
Ongoing
Curriculum
Assessment Data
2011-2012
Assessment Data
Leveraging information and
technology to create personal
learning networks within and
across schools.
Information & Technology Updated Policies
Team
2011-2012
(Ongoing)
District Budget –
Tech/Title IID
2011-2012
Review and revise current policies and
procedures using online Personal
Learning Networks within and across
schools. (Messaging, Twitter, etc.)
45
6.
7.
8.
Use technology to provide access
to the most effective teaching and
learning resources, especially
where they are not otherwise
available, and to provide more
options for all learners at all
levels.
Provide mounted projectors in all learning Technology Director
spaces. Consider wireless projectors as Principals
needed.
2011-2013
Inventory hardware resources and develop Technology Department
Survey Data
a needs assessment survey.
Information & Technology Inventory
Team
2012
Provide teachers and students with
Technology Director
Inventory
equipment that can be utilized to perform Technology Department
Building Tech Plan
21st century research (mobile devices,
Information & Tech Team
probes, digital microscopes, GPS systems, Building Tech Teams
etc.)
2012
District Budget –
Tech/C&I
Customize work station browsers to allow Technology Director
easy access to teaching and learning
Technology Department
resources (Flash Drives, NetTrekker, etc.) Library Media Specialists
Provide learning opportunities to Technology Specialist and other staff, as Technology Specialist
educators to prepare them to
needed will receive training and
Teachers
instruct in an online / blended
certification in online learning.
environment.
Offer training on strategies for teaching in Technology Specialist
an online and blended learning
Other certified instructors
environment.
Educators will incorporate the
advancement of 21st century skills
that focus on technologysupported problem-solving and
critical thinking in real-world
contexts in student learning
Inventory
Provide teachers an abundance of
information related to 21st century skills
through training sessions, videos, flyers,
posters, etc.
Create Professional Learning
Communities (PLC) and/or book clubs to
advance the utilization of 21st Century
Skills
Customized Images and Fall 2011
Browsers
10% of our teachers will 2011-2014
receive training and
District Budget
certification.
Training Data
Technology Director
District Website
Curriculum Director
Principals
2011-2014
2011-2012
Technology Director
Introduce 2-3 new PLC 2011-2014
Curriculum Director
each year.
District Budget –
C&I
Principals / Teachers
46
III. Effective Teaching and Learning
Needs Statement: Teachers need to use information resources and technology as part of their instructional approach to engage
students, improve student achievement, and ensure proficiency in the Information and Technology Literacy Standards.
Long Term Goal: All learners will have engaging and empowering learning experiences both in and outside of school that prepare
them to be active, creative, knowledgeable, and ethical participants in our globally networked society.
Long-Term Objective
9.
10.
11.
Update district benchmarks to
reflect 21st century skills and the
power of information and
technology to improve learning.
Action Step
Update the district benchmarks on a
yearly basis to reflect the AASL
Standards, the 21st Century skills and the
Core Competency areas.
Develop and adopt information
Increase access to digital textbooks and
and technology learning resources resources.
to reach all learners anytime and
anywhere.
Develop and adopt tools to
support ethical and responsible
use of information. ie MLA
Accountability
of Success
Source
Grade Level /Subject Area Published District ITL
Teachers
Benchmarks
CESA 9
2011-2012 (AASL
& 21st Century)
2012-2013 (Core:
Math &
English/LA)
2013 – 2014
(Core: Science &
Social Studies)
Ongoing
District Budget –
C& I
Common School
Funds
Curriculum Director
Library Media Specialist
Textbook Collection
Collection Data
Increase awareness of virtual learning
opportunities offered in the school
district.
Curriculum Director
District Virtual
Coordinator
Website, Hodag Pride.
Alert Now, Public
Announcements
Implement Google Apps District Wide
Technology Director
Google Apps Usage
Data
2011-2013
LMS integrate citation documentation
tools into their collaborative instruction
with teachers.
T.R.A.I.L.S data
Published citation
guidelines
2011-2012
2011 – 2012
47
Citation Maker & Creative
Commons, Fair Use Guidelines
LMS will obtain training on Copyright
and Fair Use.
Technology Specialists
LMS will create a variety of learning
tools for students and staff use which will
include an archive of lesson plans.
Training Follow Up
2011
2011-2012
Collection of Lesson
Plans
T.R.A.I.L.S data
Ongoing
12.
13.
Students will use digital media
and environments to
communicate and work
collaboratively, locally and
globally, to support individual
and group learning and develop
cultural and global awareness.
Students will demonstrate improved
skills in how to use information
responsibly, ethically, and legally.
Teachers
T.R.A.I.L.S data
Library Survey
Implement and provide instruction
opportunities using the Intel Elements:
Collaboration in the Digital Classroom.
Training Results
2012-2013
Completed Action Plans District Budget –
Tech/C& I
Increase the number of teachers trained
on the utilization of communication and
collaboration tools.
Curriculum Director
Training Data
Increase the use of global internet
projects ie. Skype Classroom, Global
School Project, ePals, etc.
Implement and provide instruction
opportunities using the Intel Elements:
Project Based Approaches.
Teacher
Published list of global Ongoing
projects on our website.
Ongoing
Students use critical thinking
Training Results
skills to plan and conduct
Completed Action Plans
research, manage projects, solve
problems, and make informed
decisions using appropriate digital
tools and resources.
Provide training to teachers at grade level Library Media Specialists Training Data
training on Super3 and Big6
Training Follow Up
ITL Benchmark
Promote use of an information search
process such as the Super3 and Big6.
Resource Book
Teacher Lesson Plans
T.R.A.I.L.S data
2013-2014
2011-2012
2011-2012
48
IV. Access to Information Resources and Learning Tools
Needs Statement: Consistent, equitable and comprehensive access to tools, online resources, and wireless internet access needs to
be available to all students and staff to improve and increase communication, productivity, creativity, and online learning
opportunities. Access to immerging technologies will require the district to continuously evaluate and update policies and
procedures to facilitate learning.
Long Term Goal: Provide students and educators access to a comprehensive infrastructure for learning when and where they
need it.
Long-Term Objective
14.
15.
Ensure that students and
educators have adequate
broadband access to the Internet
and adequate wireless
connectivity both inside and
outside school.
Action Step
Create a procedure document for
accessing the wireless network.
Accountability
Network Specialist
of Success
Source
Completed Document 2011-2012
Publish wireless access procedures to our Network Specialist
Publish document on
learning community.
our website and print
Principals
materials.
2011-2012
Increase wireless access in all elementary Network Specialist
buildings
Technology Director
2012-2013
Increase access to internet devices Create a procedure for purchasing and
and resources for research,
cataloging ebooks.
communication, multimedia
content creation, and
collaboration for use in and out of
school.
Purchase, circulate and promote ereaders
or apps for other devices.
eBook Study Team
Curriculum Director
Business Department
Curriculum Director
Prepare usage documents and instruct
students/staff on reading strategies using
ereaders.
Wireless system in
place and a map of
access points
Approved procedure
Catalogue of Devices
and books.
Publish documents
Survey data
2012
2012-2013
District Budgets –
Tech/C& I/Pupil
Services/Common
School Funds
2012-2013
49
Develop a plan to increase community
access to targeted library and computer
resources.
Create a plan and policy for the home use
of Netbooks/Laptops.
16.
Leverage open educational
resources to promote innovative
and creative opportunities for all
learners.
Community Education
Curriculum Director
Principals
Technology Director
Curriculum Director
Building Principals
Increased hours in
targeted library and
computer resources.
Survey Data
Usage Result
Lesson Plans /
Curriculum Plans
2012
District Budget
2011-2012
Evaluate the current use of Netbooks and Technology Director
laptops in grades 6th, 7th , 8th and 9th
Curriculum Director
Building Principals
Plan written and shared 2011
with Info and Tech
Team
Create a plan for the continuous
implementation of the 1:1 initiative.
Technology Director
Teacher feedback
Student feedback
Building Tech Plans
Pilot the use of student response devices
in each building.
Curriculum Director
Building Principals
School Schedules
FTE Data
2011-2012
Increase access to K-5 library facilities
during the school day.
Building Principal
Curriculum Director
Citrix licenses
Usage statistics
2011-2012
Expand and publicize the Citrix help
guide to assist remote users.
Technology Director
Website statistics
2012
Increase the percentage of teacher
created (and maintained) websites that
provide information to students and
parents.
Create a webpage that includes links to
open educational resources for students,
parents and teachers.
Principals
Website statistics
Ongoing
Published website
2012
2011-2012
50
V.
Share information about open
educational resources via parent
newsletters, Alert Now, Hodag Pride,
LMC handouts, etc.
Superintendent
Administrators
Principals
Archive of publications Ongoing
Website
Provide opportunities in all schools to
share education resources with families
Principals
Building Tech Plans
School Calendars
Ongoing
Systems Support and Leadership
Needs Statement: SDR needs to develop and use standards to improve the infrastructure, hardware, and software to meet the
needs of the district as a whole and to communicate changes and processes to all stakeholders.
Long Term Goal: Redesign processes and structures to take advantage of the power of information resources and technology to
improve learning outcomes that are based on sound theory and are efficient uses of time, money, and staff.
Long-Term Objective
17.
Action Step
Develop and use interoperability Begin using the facilities usage
standards for content, student
reservation tool in CMS4Schools.
learning data, and financial data
to enable collecting, sharing, and
analyzing data to improve
decision-making.
Evaluate Curriculum Mapping software
and develop a plan to implement.
Accountability
Activities Director
Administrators
Buildings & Grounds
Curriculum Director
Principals
of Success
Source
Completed reservations 2012
data
Plan developed for
implementation
2012
District Budget –
C&I
Upgrades and expansions to existing
Technology Director
software will be implemented as required. Network Specialist
18.
Updated chart showing Ongoing
history of management District Budget
software upgrades or
expansions.
Research and pilot the use of
Research and set up a process for
Information & Tech Team Published document
2011-2014
information resources and
educators to pilot emerging technologies.
that defines process and
technology to expand the flexible
records current pilots
learning opportunities.
Research dual platforms for unique
Technology Director
Proposed plan
2011-2012
learning environments opportunities.
Network Specialist
including pros and
Information & Tech Team cons.
51
Evaluate current software and media
usage and replace with equivalent web
based applications.
19.
20.
Design, implement, and evaluate
technology-powered programs
and interventions to ensure that
students progress through our K12 system and emerge prepared
for the workplace and citizenship.
Revise practices, policies, and
procedures.
Evaluate the LEAPS and SWIS tools for
student behavior.
Curriculum Director
Principals
Pupil Services Director
Collection Data
2011-2014
Software Survey Data District Budget
Online Software usage
data
Updated list showing
history of instructional
software upgrades or
expansions.
Software and usage
data
Evaluate the High School Advisory
High School Administration Teacher and Student
program which uses custom lesson plans, Curriculum Director
Survey Data
NAV101 and WisCareers.
Teachers
Update Library Media Specialist and
Library Media Paraprofessional job
descriptions to reflect 21st century
learning.
Revise the BCCP job description to
include building level technology
integrators.
Develop procedures that include the use
of Web 2.0 and Social Networking.
Library District Leader
Technology Director
Information and Tech Team Approved Job
Description.
Technology Director
Curriculum Director
Approved guidelines
Technology Director
Examine internet filtering procedures and Network Specialist
develop a systematic review process.
Revise the collection development
policy.
Approved Job
Description.
Technology Director
Increase percentage of work orders closed Network Specialist
Published and
communication
procedure.
Ongoing
Ongoing
2011
2011-2012
2012
2011-2012
Board approved policy 2012-2103
Percentage of work
Ongoing
52
on a weekly basis
21.
22.
23.
Technology Technicians
order reports completed
All administrators are proficient All administrators will participate in
Technology Director
in the use of information, media, training offered to teachers that focus on Administrators
and technology resources and act 21st Century skills.
as role models in the usage.
All administrators will use information Administrators
and technology tools to provide staff
development, share information, and
model use.
Training Data
Training Follow up
2011-2014
School Websites
Survey Data
2011-2014
All administrators will provide teachers Administrators
with clear expectations regarding the
integration of information and
technology skills.
Technology department members Technology department members will
acquire and maintain the
receive training on the skills necessary to
necessary expertise to support
support the infrastructure, hardware, and
applications
Library Media department
Library media department members will Library Media Department
members acquire and maintain
receive training on the skills necessary to
the necessary expertise to support support and promote information
resource applications.
Building Tech Plans
2011-2014
List of learning
2011-2014
opportunities attended. District Budget Tech
List of learning
2011-2014
opportunities attended. District Budget –
Tech/C&I
Dissemination
The school board receives an annual report outlining technology efforts and progress on the information and technology literacy
plan and its goals. The approved plan will be posted on the district web site along with the appendix documents
(http://www.rhinelander.k12.wi.us/ITplan.cfm) and will be used to provide updated information to stakeholders. Copies of the
plan will be available in each District building.
53
Monitoring and Evaluation
The technology department, which consists of the Superintendent, the educational technology specialist, and the technicians,
meets on a weekly basis and the Library Media department meets monthly. The building computer contact people meet with the
technology department as needed. The information and technology literacy committee meets several times a year. All of these
groups discuss issues and concerns related to educational technology, brainstorm solutions to any problems that occur, and share
innovative ideas. They all contribute to a continuous evaluation of the goals and objectives that are stated in the information and
technology plan and determine necessary steps to update the plan. Following district level meetings, building representatives are
responsible for disseminating information to their building staff.
From the District Information and Technology Plan, individual school ITL plans will be written by a building team after
gathering input from their staff. After staff review, these individual plans will then be evaluated and updated on yearly basis.
Building level plans will be monitored and used to develop future district goals.
Members of the library media department and the technology department continuously evaluate research and literature that
pertains to emerging technologies and how they affect classroom teaching, learning, and curriculum. Key aspects of this
information are shared with building computer contact people, information and technology literacy committee members, and
other staff members at meetings and via email. The District web site contains several web pages that link to specific resources
that focus on research pertaining to information resources and educational technology. We are working closely with the
curriculum department to make sure that information and technology is used to meet the needs of a diverse group of learning
styles.
Progress on goals and objectives will be documented and reported on at information and technology literacy committee
meetings. The district technology specialist and the district library leader will maintain the documentation and evaluation data
identified in each objective. Progress will be included in the board annual reports.
54
Appendix A
Needs Assessment and Supporting Graphs
A. 1
Links to our needs assessments and supporting graphs can be found online by clicking on the links below:
Speak Up 2010 Data
Schools Technology Needs Assessment (STNA) Summary
Summary of IT Audit
7th & 8th Grade Simple K12 Assessment
Student Skills Compared 2007 - 2010
Teacher Training Data See Below
Teacher Website Data See Below
Subscription Login Data (Learn 360 BrainPop NetTrekker Tumblebooks) See Below
AASL Needs Assessment
Badgerlink 2008-2010 See Below
Interlibrary Loan See Below
Library Media Center Checkouts See Below
RHS ABC CLIO Usage See Below
A. 2
Appendix A – Teacher Training Data
A. 3
A. 4
A. 5
A. 6
Appendix A - Subscription Login Data
A. 7
A. 8
Badgerlink Database Searches
ABC CLIO Database Subscriptions
A. 9
Appendix A – SDR Library Media Center Checkouts
Appendix A – Interlibrary Loan
A. 10
Appendix B
Information and Technology Literacy Matrices
Curriculum Maps
Network Maps
B.1
Links to our Information and Technology Literacy Benchmarks can be found online by clicking on the links below:
Information and Technology Literacy Benchmarks (K-8)
Information and Technology Literacy Benchmarks (9-12)
B.2
Appendix B – SDR Basic Network
B.3
Appendix C
Inventories-Resources-Collection Maps
C.1
Links to our Library Media Collections Analysis can be found online by clicking on the links below:
Central School LMC Collection
Crescent School LMC Collection
JWMS School LMC Collection
NCES School LMC Collection
NCSS School LMC Collection
Pelican School LMC Collection
RHS School LMC Collection
C. 2
Appendix C – Networked Software and Online Subscriptions
Microsoft Office 2003 & 2007
Microsoft Word
Microsoft Excel
Microsoft PowerPoint
Microsoft Publisher
Microsoft Frontpage
Open Office
Google Apps
Microsoft PhotoStory
Audacity
Microsoft Movie Maker
GroupWise 8
PowerSchool
PowerTeacher
Easy IEP / FileMaker Pro
Bailey’s Book House
Millies’ Math House
Sammy’s Science House
Thinkin’ Things 1
Thinkin’ Things 2
Thinkin’ Things 3
Inspiration 8.0
Kidspiration 2.0
MapMakers Toolkit
GraphMaster
TimeLiner 5.0
Tesselation
SMART Notebook Software
Read Write Gold (RHS, JWMS, Central)
Picture It 5
CoWriter Solo
Nova NET v18
Mavis Beacon v.16
Typing Time
Kid Keys
Adobe Premiere Elements 3
Adobe Photoshop Elements 5
High School
Adobe Creative Suite 5
Adobe Acrobat 9 Professional
Adobe Illustrator CS5
Adobe InDesign CS5
Adobe Photoshop CS5
Geometer’s Sketchpad
Decisions, Decisions
Immigration
Colonization
Revolutionary War
Substance Abuse
Campaign Trail
The Cold War
The Constitution
The Environment
The Rainforest
Town Government
Business Education
Dreamweaver / Cold Fusion / Macro
Media Suite
Glencoe Keyboarding
Microsoft Visual Studio.NET
Technology Education
Auto CAD 2011
Chief Architect
MultiSim
Digital Electronics Master Cam
Library Media
Destiny Online
Spanish/French/German
BodyBuilder
DressMe
GrammarTutor
HouseKey
MysteryFamily
TimeTeller
Before You Know It Flashcards
Spanish
Expresate
Jackpot Verbs
German
Komm Mitt
C. 3
Online Subscriptions
Worldbook Online
Grolier Online
New Book of Knowledge Online
Grolier Multimedia Online
Encyclopedia Americana Online
ABC-CLIO
Daily Life Through History
World Geography
World History, the Modern Era
Ancestry Library Edition
Destiny (Follett Catalog)
JSTOR
GALE
History Resource Center
Literature Resource Center
Opposing Viewpoints
InfoTrac
Turn It In
Voicethread (education edition)
WisCareers
WISCAT/ Interlibrary Loan
Schedule Star
Odysseyware
Reading A-Z
Raz Kids
TumbleBooks
Gizmos
NetTrekker
Learn360
BrainPop
BrainPop Jr.
D. 1
Appendix C - Technology Inventory
District Copier/Printer
Building
Color
Black & White
Copiers
Printer Only
Plotter
Total
Admin
3
6
5
4
9
Central
3
6
4
5
9
Crescent
3
4
6
1
7
Davis Building
0
2
1
1
2
High School
7
24
11
18
2
31
JWMS
7
8
5
9
1
15
NCES
1
2
2
1
NCSS
2
3
2
2
Pelican
1
5
3
3
3
1
5
6
C. 2
Technology Equipment Ratios
School Name
Central
Crescent
Pelican
NCES
NCSS
JWMS
RHS
Computers
65
77
84
47
92
202
408
992
Laptops
86
23
10
72
51
156
183
581
NetBooks
129
0
0
25
0
176
202
532
Total
280
100
94
144
159
534
794
2105
Students
274
409
299
106
77
463
923
2551
Ratio
0.98
4.09
3.18
0.74
0.48
0.87
1.16
1.21
Computer to Student Ratio Spring of 2011
C. 3
Appendix C – Information Resources
Information Resources: selection, organization, maintenance and adequacy
2007
2010
Pelican
2007
Pelican
2010
Crescent
2007
Crescent
2010
NCES
2007
NCES
2010
Central
2007
Central
2010
JWMS
2007
JWMS
2010
NCSS
2007
NCSS
2010
RHS
2007
RHS
2010
# of Records
Average Age of
Collection
98657
102183
14114
12029
10744
11531
10090
11664
15128
11664
22861
20504
2545
3004
23175
31787
1992
1994
1994
1996
1994
1996
1993
1996
1994
1997
1992
1994
1991
1993
1988
1990
Enrollment
Books per
student
2766
2673
301
300
387
404
110
95
298
268
566
566
96
100
1008
940
44.4
53.9
46.89
43.86
32.57
32.48
91.73
147.78
50.76
49.19
40.39
42.43
25.45
34.82
23.1
26.86
x
x
x
x
x
x
x
x
x
X
x
X
x
x
x
x
x
x
x
x
x
X
x
X
x
x
x
x
x
x
x
x
x
X
x
X
x
X
x
X
x
X
x
X
x
X
World Book
Grolier
encyclopedias
Badgerlink
resources
WISCAT interlibrary
loan
JSTOR
Gale
databases
ABC CLIO
X
Askaway
x
C. 4
Appendix C - Central Intermediate (4-5) School Library Media Center
Assessment
Integrating the ITL standards into the school curriculum is a goal of our library program. Because the library media specialist
spends only one week each month in each school, it has been difficult to collaborate with the teachers on a regular basis. Each
month the teacher is asked to give the LMS a brief outline indicating the specific topics he/she hopes to cover during the month.
The library media specialist uses these suggestions and prepares lesson plans integrating the standards into the plans.
Facility Description
The Central School's LMC serves a population of 267 students in grades four and five and 38 teachers and support staff. There are
12 regular education classrooms and 2 special education classrooms. The facility is comprised of a library area that is
approximately 2000 square feet. The library is automated using Follett Circulation Plus. Students are encouraged to use either the
Basic OPAC or the Destiny Quest format for catalog searching. There are four wireless online catalog stations in the LMC for
patron use. The online catalog is also accessible from the computers in the classrooms. In addition, there are 10 net books
available for student use. The addition of these net books has allowed me to work with the students more closely on the search
strategies and appropriate use of online resources. The online catalog is also accessible from the computers in the classrooms.
Staffing
.25 FTE Library Media Specialist – Monthly Schedule
Week One
Week Two
Week Three
Week Four
8am – 3pm
No direct
LMS services
No direct
LMS services
No direct
LMS services
.75 FTE Library Paraprofessional – Daily Schedule
Mon
Tues
Wed
Thu
Fri
8:30am –
1:30pm
8:30am –
1:30pm
8:30am –
1:30pm
8:30am –
1:30pm
8:30am –
1:30pm
C. 5
The library paraprofessional at Central works six hours a day. This does not give her enough time to shelve the library materials,
help with teacher requests, and complete other chores that would improve the teaching and learning in the LMC.
Inventories
According to the Collection Circulation Report, generated on 10/14/2010, our circulation statistics for non-fiction books have gone
down since last year. Fiction books circulation continues to rise.
2010 Print & Nonprint – 13,185 Fiction and Non-fiction Books, 238 audio book sets, 800 videos, 50 DVDs, 22 monthly
magazine subscriptions, 11 professional books housed in the LMC. (Most professional books have been moved to the teacher’s
lounge/reading room.) Themed Book Bins (a collection of 25-40 books) are available for extended periods of time in classrooms.
All classroom sets of reference books are stored in the LMC, including sets of atlases, dictionaries, almanacs, WI state materials,
and maps of Wisconsin.
AV Equipment - 2 digital still cameras, 4 digital video camera, 7 video camcorders, 5 digital voice recorders,1 VCR unit with
monitor, 1 DVD player, 1 LCD projector w/CPU on cart, 8 cassette tape recorders for student checkout, 9 CD players for student
checkout, 1 combination U.S./World wall-mounted map, 1 ceiling mounted screen, 3 World Globes.
The average age of the collection is 13 years.
Scheduling Description
Each classroom is scheduled for two forty-five minute class periods each week. The library media specialist is responsible for one
of the forty-five minute periods, and the classroom teacher is responsible for the second forty-five minute period. The LMS
prepares the lesson plans for the grades each month, and the LMP follows those plans in the LMS’s absence.
Reading Programs
Students are encouraged to read through a variety of activities including the celebration of National Children's Book Week,
National Library Week, and other developmentally appropriate promotions. Students enjoy their involvement in the Golden Archer
Awards, a program sponsored by the Wisconsin Educational Media Technology Association.
Check Out Procedures
Students check out library materials on a weekly basis during their scheduled library time. In addition they can check out books on
a per need basis. Students may check out books, magazines, tape recorders, CD players, audio book sets, and Reading Rainbow
videos. Fines are not charged for overdue books at this level, however, students/families are responsible for the cost of
replacement of lost materials (if at all possible).
C. 6
Staff members may check out materials for extended periods. If the material is needed by another staff member, a request will be
made for return of the material after a reasonable period. There is no limit to the number of materials a staff member may check
out. Themed book bins may be borrowed from the LMC for enhancement of classroom libraries.
C. 7
Crescent Elementary School (K-3) Library Media Center – 2010/2011
Assessment
Integrating the ITL standards into the school curriculum is a goal of our library program. Each month, the teacher is asked to give
the LMS a brief outline indicating the specific topics he/she hopes to cover during the month. The library media specialist provides
lesson plans for all four grades (4K-3), integrating the standards into the plans.
Analysis of data from the TRAILS 3rd grade pre-assessment, Fall 2010, indicates that students need formal instruction and practice
in all aspects of using information. Two areas that most need additional instruction are “identifying potential sources” and
“evaluating sources and information”.
Library Facilities Description
The Crescent Library Media Center serves a population of approximately 400 students in 4K- Grade 3, 38 teachers and support
staff. The physical facility is 1474 square feet, which doesn’t include a 360 square foot computer lab. The library is automated
using Follett Circulation Plus. In addition to Destiny Quest, the students can use the Basic search screen or the Visual OPAC.
Students are able to use two computers for library catalog searching in the library, as well as catalog access in their classrooms.
LMC Staffing
Week One
No direct
LMS services
Week Two
8am – 3pm
Week Three
No direct
LMS services
Week Four
No direct
LMS services
Mon
9am - 3pm
Tues
8am – 3pm
Wed
8am – 2:15pm
Thu
8am –2:15 pm
Fri
8am – 3pm
The LMS is responsible for the library program in four area elementary schools, spending a week each month in each school. Each
school has a paraprofessional who maintains the collection and functions as the 45 minute prep-time each week in the LMS’
absence. The paraprofessional follows the lesson plans I have written.
C. 8
The library paraprofessional at Crescent works 5 ½ to 6 hours a day. This does not give her enough time to shelve the library
materials, help with teacher requests, and complete other chores that would improve the teaching and learning in the LMC.
Inventories
According to the Collection Circulation Report, generated on 10/14/2010, our circulation statistics for fiction and non-fiction books
have gone up since last year.
2010 Print & Nonprint – 13,185 Fiction and Non-fiction Books, 238 audio book sets, 800 videos, 50 DVDs, 22 monthly
magazine subscriptions, 11 professional books housed in the LMC. (Most professional books have been moved to the teacher’s
lounge/reading room.) Themed Book Bins (a collection of 25-40 books) are available for extended periods of time in classrooms.
All classroom sets of reference books are stored in the LMC, including sets of atlases, dictionaries, almanacs, WI state materials,
and maps of Wisconsin.
AV Equipment - 2 digital still cameras, 4 digital video camera, 7 video camcorders, 5 digital voice recorders,1 VCR unit with
monitor, 1 DVD player, 1 LCD projector w/CPU on cart, 8 cassette tape recorders for student checkout, 9 CD players for student
checkout, 1 combination U.S./World wall-mounted map, 1 ceiling mounted screen, 3 World Globes.
The average age of the collection is 14 years.
The classes are also scheduled for a 30 minute period for finding and checking out “reading box” books. The teachers generally
accompany them during this time. “Reading box” books are six or seven titles that the student considers “just right” books that
he/she can use for reading practice. The LMS prepares the lesson plans for the grades each month, and the LMP follows those
plans in the LMS’s absence.
Reading Programs
National Library Week, and other developmentally appropriate promotions. Students enjoy their involvement in the Golden Archer
Awards, a program sponsored by the Wisconsin Educational Media Technology Association.
Students check out library materials on a weekly basis during their scheduled library time. In addition they can check out books on
a per need basis. Students may check out books, magazines, tape recorders, CD players, audio book sets, and Reading Rainbow
C. 9
videos. Fines are not charged for overdue books at this level, however, students/families are responsible for the cost of
replacement of lost materials (if at all possible).
C. 10
Appendix C - Pelican Elementary (K-3) School Library Media Center – 2010/2011
Assessment
lesson plans for all four grades (K-3), integrating the standards into the plans.
Library Facilities Description
The Pelican Library Media Center serves a population of approximately 299 students in 4K- grade 3 with 45 teachers and support
staff. The physical facility is about 2300 square feet. Due to increased enrollment, the library has lost about 900 square feet of its
original size, which has left the space cramped. The library is automated using Follett Circulation Plus. In addition to Destiny
Quest, the students can use the Basic search screen or the Visual OPAC. Students are able to use four cloned computers for library
catalog searching in the library, as well as catalog access in their classrooms.
The LMC has no room for storage and no offices for library work. Consequently, the library tends to look cluttered. Hopefully,
with the completion of the construction in the school, the library will reclaim some of its lost space.
LMC Staffing
Week One
No direct
LMS services
Week Two
No direct
LMS services
Week Three
8am – 3pm
Week Four
No direct
LMS services
Mon
8am – 2:30pm
Tues
8am – 2:30pm
Wed
8am – 2:30pm
Thu
8am – 2:30pm
Fri
8am –
2:30pm
C. 11
The Library Media Specialist is responsible for the library program in four elementary schools, spending a week each month in
each school. I create the lesson plans for the weekly lesson plans for the LMPs. Pelican School has a six-hour per day library
paraprofessional (LMP) who maintains the collection and provides the 45 minute prep-time each week in the LMS’ absence. Six
hours a day does not give her enough time to shelve the library materials, help with teacher requests, and complete other chores
(book repair, adding magazines, preparing special collections, laminating materials) that would improve the teaching and learning
in the LMC.
Inventories
According to the Collection Circulation Report, generated on 10/14/2010, the statistics for non-fiction and fiction books show an
increase in circulation.
Print & Nonprint – 12,124 Fiction and Non-fiction Books, 1 professional title (currently housed in the LMC), 58 copies of The
American Heritage First Dictionary, 20 copies of The American Heritage Picture Dictionary, 9 copies The American Heritage
Children’s Thesaurus, 31 copies The Kingfisher First Picture Atlas, 707 videos, 10 DVDs, 22 periodical subscriptions, 268 Audio
book/tapes, 36 Themed Book Bins (25-40 books) used for extended periods of time in classrooms.
AV Equipment - 5 Digital Still Cameras, 3 VHS Video Camera, 1 VCR unit with monitor, 1 DVD player, 4 tape recorders, 10
Fisher-Price Tuff Stuff tape recorders, combination U.S./World wall-mounted map.
Scheduling
Each of the 18 classrooms is scheduled for a 45 minute class per week. The LMS prepares the lesson plans for the grades each
month, and the LMP follows those plans in the LMS’s absence. Every two weeks the 2nd and 3rd grade classes have an additional
30 minute period for students to check out “just right” books to keep in their classrooms. And each week there are two 30 minute
supervisory periods in the LMC.
Reading Programs
National Library Week, and other developmentally appropriate promotions. Materials are available at all reading and interest
levels. Students enjoy their involvement in the Golden Archer Awards, a program sponsored by the Wisconsin Educational Media
Technology Association.
C. 12
Students check out books on a weekly basis during their scheduled library time. In addition they can check out books on a per need
basis. Fines are not charged for overdue books at this level. Students/families are responsible for the cost of replacement for lost
materials. Students may check out books, magazines, Fisher Price Tuff Stuff tape recorders, audio book sets, and Reading Rainbow
videos.
C. 13
Appendix C - Northwoods Community Elementary (K-3) School Library Media Center – 2010/2011
Assessment
lesson plans for all six grades (K-5), integrating the standards into the plans.
Facility Description
The NCES Library Media Center serves a population of approximately 108 students in grades K-5. The physical facility is
approximately 1000 square feet which includes the library materials and a computer lab with 15 computers. The library is
automated and is using Follett Circulation Plus for Windows. There are two online catalog stations in the LMC, as well as
accessibility in the computer lab and the six classrooms.
LMC Staffing
Week One
Week Two
Week Three
Week Four
8am – 3pm
No direct
LMS services
No direct
LMS services
No direct
LMS services
Mon
Tues
Wed
Thu
Fri
8:30am –
1:30pm
8:30am –
1:30pm
8:30am –
1:30pm
8:30am –
1:30pm
8:30am –
1:30pm
C. 14
Inventories
Print & Nonprint – 8664 Fiction and Non-fiction Books,342 Audio Book Sets, 893 Videos, 2 DVDs, 20 CDs, 551 Magazines,
190 Professional Materials, 14 Reference Collections, 23 Themed Book Bins (a collection of 25-40 books used for extended
periods of time by classrooms).
AV Equipment (does not include equipment that is not a part of the LMC catalog)- 2 Digital Still Cameras, 1 VHS Video Camera,
1 VCR unit with monitor, 1 DVD player, 1 scanner, 1 LCD projector in lab area, 4 tape recorders, 7 Fisher-Price Tuff Stuff tape
recorders, 1 combination U.S./World wall-mounted map, 2 World Globes
Each of the classrooms is scheduled for a 45 minute class per week. The LMS prepares the lesson plans for the grades each month,
and the LMP follows those plans in the LMS’s absence. Teachers also have a scheduled 60 minute block of time for student silent
reading and direct computer instruction.
Reading Program
National Library Week, and other developmentally appropriate promotions. Materials are available for all interest and reading
levels. Students enjoy their involvement in the Golden Archer Awards, a program sponsored by the Wisconsin Educational Media
Technology Association.
Students check out books on a weekly basis during their scheduled library time. In addition they can check out books on a per need
basis. Fines are not charged for overdues at this level. Students/families are responsible for the cost of replacement for lost
materials. Students may check out books, magazines, Fisher Price Tuff Stuff tape recorders, tape recorders, audio book sets, and
Reading Rainbow videos.
C. 15
Appendix C - James Williams Middle (6-8) School Library Media Center – 2010/2011
Assessment
As teachers prepare research units, the media specialist discusses the assignment with the teacher in advance to find out the
parameters of the assignment and student expectations, get copies of the student rubrics, etc. The media specialist does not do
assessment of the student work, but does give suggestions or recommendations to students as to the content or topics researched
and to find the appropriate information to fill in the gaps. The media specialist also helps with editing student work and overseeing
works consulted citations before the final drafts are handed in.
Analysis of data from the TRIALS 6th grade pre-assessment, Fall 2010, it was found that students need formal instruction and
practice in all aspects of using information. Collaborative instruction is focusing on two areas that most the need improvement –
Use of information responsibly, ethically and legally and Evaluating Sources. There is a great need for instruction in using
information responsibly, ethically, and legally. Intellectual ownership is a concept that is hazy for most students to comprehend
and the road to understanding somewhat arduous. Following library media specialist instruction as to what and why credit needs to
be given, Grade 6 students begin using MLA Citation Maker to create “works consulted” for any projects that they do. Routinely
using this tool reinforces the concept of using another person’s creation.
Grade 6 students also demonstrated a need for more instruction when evaluating sources and focusing on what is quality
information. Information is easier than ever to find using tools available in today’s digital environment. Introducing and
repeatedly using quality written works and quality digital tools will point the way to finding credible sources. The library media
specialist is developing a checklist for students to use when evaluating sources. Learning to double-check information may seem
time consuming to students, but should become a routine.
Facility
The middle school LMC serves a population of approximately 475 students in grades 6-8. The LMC will undergo a total
renovation in the summer of 2011. The HVAC system for the school is located directly above the LMC. This system - along with
ceiling, zone lighting, full walls and carpeting - will be replaced to improve safety and the cleanliness of the facility. All shelving
for books will be resurfaced and reconfigured. The reconfigured LMC will include soft seating areas, an instructional presentation
area with smart board technology, and space to display student work. Some current office and storage space will be repurposed
gaining space for increased technology and instructional areas. On both sides of the circulation desk there will be computers for
student and class use. One walkup (login-free) LMC catalog station is available for public use. The LMC office and adjacent
storage rooms are used for workroom space, the video/CD collection, AV and digital equipment storage, as well as the professional
periodicals and professional library collection. This area also houses a colored printer, and a laminator, die cut machine, Image
book maker, and the plotter poster printer for the building.
C. 16
Staffing
.5 FTE – Library Media Specialist
Professional time was cut to half-time during the 2008-2009 school year and has remained at that level. The Library Media
Specialist is not available to students and staff for half of the school week. The Library Media Specialist’s role as reader’s advisor,
assistance with individual research, technological tool assistance, and the information search process are underserved or not served
for 50% of the student’s school day weekly. Teacher’s need to contact the Library Media Specialist well in advance for project
help and curriculum needs. Because the Library Media Specialist is always trying to stay caught up to these needs, as well as
perform the traditional tasks of managing the collection (ordering items, withdrawing items, etc.), it is difficult to find time for
library promotion, curriculum planning, and meeting spontaneous needs.
The current Library Media Specialist represents the school district on the Board of Trustees for the Rhinelander District Library.
She is active in the Headwaters Reading Council of the Wisconsin State Reading Association in providing preschool books to food
pantries in the community. Because of the high poverty rate of the students served by the school district, it is imperative that
community, public library, and schools work together in providing opportunities for literacy.
Daily Schedule: The LMS works on Tuesday, Wednesday, and from 11:45 am to 3:45 pm on Thursday. Lunch times flex as
needed when working with all 5 classes in grade level teams as well as during the days the LMS is working. On professional
development days the LMS is in the building half-time. One Tuesday a month the LMS leaves at 2:45 pm to attend the
Rhinelander District Library Board of Trustees meeting.
Mon
Tues
Wed
Thu
Fri
No LMS
7:45 am –
3:45 pm
7:45 am –
3:45 pm
11:45 am –
3:45 pm
No LMS
1.4 FTE - -Library Media Paraprofessionals – Paraprofessional time was increased by .4 during the 2008-2009 school year.
Mon
Tues
Wed
Thu
Fri
7am7am7am- 7amNo
7am7am- 7am7am- 7am3:30pm 3:30pm 11am 3:30pm 2nd
3:30pm 11am 3:30pm 11am 3:30pm
LMP
C. 17
Collection Analysis
A collection analysis was conducted in 2010 for the LMC using Titlewave (Follett Library Resources) and was compared to the
2007 collection analysis. The reports identified an average copyright date that is 2 years newer than our previous 2007 analysis.
The analysis shows that the middle school has 42.43 books per student. Overall the integrity of the collection is good with 99% of
the holdings recognized at the school. In the next three years the LMS will concentrate on completing a withdrawal process of
older outdated materials and materials not currently being used, and will concentrate on replacing old copies of materials with new
editions to increase the average age of the collection. Number deficiencies and lack of new titles in the fiction area are coming into
line since the last analysis and this will fill also be a continued focus.
C. 18
Inventories
Print & Nonprint
2008 - Print & Nonprint: 7443 Fiction , 10,382 Non-fiction, 2868 Reference, 45 Periodical subscriptions, 766 Professional
library, 152 Graphic books, 941Videos, 36 CD, 192 Audio Books, 30 DVDs , 120 Off-Air Educational TV recordings.
2010 (current) – Print & Nonprint: 8,459 Fiction, 9,592 Non-fiction, 2,131 Reference, 35 periodical subscriptions, 713
Professional library, 360 graphic books, 476 Easy books, 1178 AV materials (Audio books, videos, kits, DVDs, cds, etc.),
100 Off-Air Educational TV-recordings.
A-V and computer equipment
2008 : 7 Digital Cameras, 2 Digital camcorders, 1Card reader, 2 VHS Camcorders, 5 LCD Projectors, 2 Filmstrip
projectors, 2 Slide projectors, 30 Boom boxes, 6 Cassette recorders, 10 Laptop computers (stand alone word processing
only), 3 Portable computer labs (15 laptops each), 1 8-mm cameras, 2 DVD players , 60 Overhead projectors, 1 Portable
sound system, 2 Bed scanners, 4 TV Monitors, 1 Go video duplicator, 1 Document camera, 6 VCRs.
2010 (current) - 28 digital cameras, 2 digital camcorders, 3 card readers, 1 LCD projector, 2 slide projectors, 34 boom
boxes,4 cassette recorders, 2 portable computer labs (15 laptops each), 2 DVD players, 54 overhead projectors,1 portable
sound system, 1 bed scanner, 2 TVs with VCR/DVD players, 1 go video duplicator, 1 document camera, and 7 VCRs.
Scheduling
The LMC and LMC computer lab are both on a flexible schedule. Teachers may schedule LMC time to student research. The
computer lab is also scheduled for class work time. The portable computer labs are signed out by teachers to use in their
classrooms, or they are used in the LMC when the regular computer lab is full. Students come to the LMC throughout the day on
passes from classes and study hall. The LMC is also heavily used in the morning before school and has heavy use after school by
the Champs Program. ITL lessons are the responsibility of the classroom teacher and the library media specialist.
Reading Programs
6th grade booktalks: 4-Block, genre (mystery, adventure, biography, realistic, fantasy, science fiction, early Americana historical
fiction, nonfiction), poetry, reading circles, new books
7th grade booktalks: Civil War historical fiction, immigration historical fiction, new books
8th grade booktalks: short stories, poetry, memories, Holocaust historical fiction, World War II historical fiction, new books
C. 19
Special interest book displays throughout the school year (examples: Olympic related books, ethnic cookbooks, new books, etc.)
Examples of Collaborative Units
6th grade: Native Americans, supernatural/scary stories storytelling, New World explorers, colonial pen pals, early Americana
historical fiction, folktales, writing graphic stories (use graphic books)
7th grade: Civil War topics, trip across America, Roaring “20s,” Presidential trivia
8th grade: intelligence, unexplained and paranormal, Eastern hemisphere nations, Western hemisphere nations, ethnic cooking,
flag’s of the world, Greek gods/goddesses/heroes, poetry, technological advances
C. 20
Appendix C - Northwoods Community Secondary (6-12) School Library Media Center – 2010/2011
Assessment
Project based work is assessed by the Teacher-Advisor.
Facility
The NCSS library collection serves a population of approximately 100 students in grades 6-12. The collection consists of project
based print and non print resources. Titles are catalogued and distributed by classification into six classrooms. Dewey sign are in
the hallway directing students to the correct shelving location. All titles are centrally accessible using the building OPAC and
records provide location information. Research and information resources are readily available to students and staff because of a
one-to-one laptop ratio and web-based access to the building OPAC and district subscriptions. Media equipment is distributed into
individual classrooms and includes SMARTBoards, LCD projectors, video production equipment and sound studio equipment.
Staffing
Library media services are provided via shared FTE with the HS Library Media Specialist who is located in Rhinelander High
School facility. The LMS provides collection development and cataloguing services. Integrated ITL lessons are the responsibility
of each teacher-advisor.
Mon
Tues
Wed
Thu
Fri
No Direct LM services
Inventories
Print & Nonprint (see Collection analysis report for inventory details): 2892 Fiction, 7284 Non-fiction, 30 Reference, 0 Periodical
subscriptions, 11 Professional library, 0 Graphic books, 1258 CD, Audio Books & DVD items.
A-V and computer equipment: 12 Digital Cameras, 3 Digital camcorders, 3 Card reader, 7 LCD Projectors, 1 Slide projector, 2
Boom boxes, 1 Portable computer labs (15 laptops), 3 DVD/VCR players , 2 Bed scanners, 3 TV Monitors, 2 DVD/VCR TV
combo, 1 Go video duplicator, 1 Document camera, 7 SMARTBoards
Scheduling
Materials are available from any location at anytime during the school day.
Reading Programs
Teacher-Advisor directed; no programming from library media specialist
Teacher-Advisor directed; no collaboration with library media specialist
C. 21
Appendix C - Rhinelander High School LMC
Assessment
The library media specialist discusses the expectations of the teacher and students for each research project both formally and
informally. The media specialist makes recommendations and shares opinions on the content and quality of the student's
performance of the assigned task during both scheduled and non-scheduled work time in the LMC.
Description of facilities
The high school LMC serves a population of approximately 962 students in grades 9-12. The LMC was designed with a maximum
seating capacity of 90. The facility consists of 2 laptop labs, 1 partial laptop lab, 1 conference room, 1 office workroom, 1 staff
workroom and elevator access to the second floor.. There are 14 additional computers for study hall students, 4 desktop computers
for the use of LMC staff, and a 15 wireless netbooks for student and faculty use. The LMC is automated and is using Follett
Destiny software. The online catalog is accessible from any workstation in the school along with one walk-up workstation in the
LMC.
LMC Staffing
1 FTE - Library Media Specialist & District Library Leader
Daily Schedule: The LMS works Monday through Friday, 7:10am to 3:10pm. Scheduled visits and lunch times flex as
needed when working with classes.
Mon
Tues
Wed
Thu
Fri
7:10am –
3:10pm
7:10am –
3:10pm
7:10am –
3:10pm
7:10am –
3:10pm
7:10am –
3:10pm
1 FTE - District Library Media Paraprofessional (.5) & Library Media Paraprofessional (.5)
Daily Schedule: The LMP works Monday through Friday, 7:35 am to 4:05 pm and works only on student contact days.
Mon
Tues
Wed
Thu
Fri
7:35am –
4:05pm
7:35am –
4:05pm
7:35am –
4:05pm
7:35am –
4:05pm
7:35am –
4:05pm
C. 22
Collection Analysis
A collection analysis was conducted in 2010 for the LMC using Titlewave (Follett Library Resources) and was compared to the
2007 collection analysis. The reports identified an average copyright date that is 2 years newer than our previous 2007 analysis.
The analysis shows that high school library has 42.43 books per student. Overall the integrity of the collection is good with 99% of
the holdings recognized by the analysis tool. In the next three years the LMS will concentrate on replacing old copies of classics
with newer versions to increase the average age of the collection. The HS LMS will continue to focus on expanding and updating
the library collection.
RHS Collection
35000
30000
25000
20000
RHS 2007
RHS 2010
15000
10000
5000
0
# of Records
Average Age of Collection
Enrollment
RHS 2007
23175
1988
1008
Books per student
23.1
RHS 2010
31787
1990
940
26.86
C. 23
Inventories
Print & Non-print: 25,000 Fiction and non-fiction books; 50 periodicals; 322 audiobooks, 40 mp3 Audiobooks, 656 Professional
books, 85 Parent Resource books, 2340 Videos & DVDs; 295 CDs
AV and computer equipment:30 Digital Cameras; 5 Digital camcorders, 5 Flash drives, 1 Card Reader, 1 Digital Voice recorder,10
loanable laptops (stand alone); 1 Portable Computer Lab (15 laptops), 2 fixed LCD Projectors; 5 loanable LCD projectors with
CPUs and DVDs on carts; 4 scanners, 1 Teacher workstation, 4 video viewing stations, 1 color printer, 3 B&W printers, 8 Media
Production workstations, 1 DVD Recorder, 1 DVD duplicator, numerous classroom equipment (Overheads, Boomboxes, VCRs,
TVs, Cassette recorders), 1 Electronic security system.
Scheduling:
In addition to flexibly scheduled LMC time, study hall students arrive throughout during each block and on individual passes. The
LMC is heavily used before school and after school. All instructional spaces, including a public Large Group Instruction room, are
scheduled at our Circulation Desk. Staff members complete a Collaborative Planning Form to describe their assignment and
request instructional spaces and resources. The facility is frequently booked with four concurrent usage requests during each block
of the school day. ITL lessons are the responsibility of the classroom teacher and the library media specialist.
Reading Programs
Topical Reading Lists
Special Interest Display Promotions
Booktalks
Science: Biology topics (9); Biology readings (10)
Social Studies: Global Studies (9), AP US History (10-12), Psychology research (11,12)
Art: Art Gallery (9-12); Visual sourcebook (9-12)
F/CE: Health Drug Reports (9 & 10), Children's Literature Selection (11 & 12). English: Orientation and Author studies (9), Online
bibliography tools (11 & 12).
C. 24
Appendix D
Policies
Job Descriptions
D. 1
Board of Education
Program
2420.01 / Page 1
MUTUAL RESOURCE SHARING THROUGH INTERLIBRARY LOAN
The Board of the School District of Rhinelander recognizes three (3) facts in the area of resource sharing.
A. No single library media center can provide for the information needs of all its patrons.
B. School library media centers can provide materials, services, and human resources of value to other libraries.
C. Interlibrary borrowing does not relieve any library of the responsibility for developing its own collection.
Therefore, the District shall participate in mutual resource sharing with the Wisconsin Valley Library Service (WVLS). It shall
further be the policy of the Board that interlibrary loans shall be provided to all students and staff.
D. 2
Board of Education
Program
2521/ Page 1
SELECTION OF INSTRUCTIONAL MATERIALS AND EQUIPMENT
The Board shall provide instructional materials and equipment, within budgetary constraints, to implement the District's
educational goals and objectives and to meet students' needs. The primary objective of such instructional materials and
equipment shall be to enrich, support, and implement the educational program
of the school.
The District does not discriminate on the basis of any characteristic protected under State or Federal law including, but not
limited to, age, sex, race, color, religion, national origin, ancestry, creed, pregnancy, marital status, parental status, sexual
orientation, or physical, mental, emotional, or learning disability in its selection of instructional materials and equipment.
The Superintendent shall develop administrative guidelines for the selection and maintenance of all educational and instructional
materials and equipment. In addition, s/he shall periodically provide for a systematic review by the Board of the District's
educational resources in order to ensure that they are appropriate for the current educational program. Any revisions that occur
should be a result of the school improvement process.
Students shall be held responsible for the cost of replacing any materials or properties which are lost or damaged through their
negligence.
Cost of materials may be charged for materials used in those activities beyond the basic curriculum in which a student elects to
participate, particularly in shop activities where the product becomes the property of the student.
The District shall not discriminate in admissional procedures based solely on the sex, race, national origin, ancestry, creed,
pregnancy, or marital or parental status, sexual orientation or physical, mental, emotional, or learning disability of the student.
118.13, 120.13(5) Wis. Stats.
P.I. 9, 41, Wis. Adm. Code
Fourteenth Amendment, U.S. Constitution
20 U.S.C. Section 1681, Title IX of Education Amendments Act
20 U.S.C. Section 1701 et sq., Equal Educational Opportunities Act of 1974
20 U.S.C. Section 794, Rehabilitation Act of 1973
42 U.S.C. Section 2000 et. Seq., Civil Rights Act of 1964
42 U.S.C. Section 12101 et seq., The Americans with Disabilities Act of 1990
Vocational Education Program Guidelines for Eliminating Discrimination and Denial of Services, Department of Education,
Office of Civil Rights, 1979
Revised 02/15/2010
D. 3
Board of Education
Program
2522 / Page 1
LIBRARY MEDIA CENTER MATERIALS USE AND SELECTION
The School Board recognizes the need to provide a wide range of appropriate library media (previously audio-video) materials
and equipment which supplement approved textbooks to carry out the educational program of the District.
Library media (previously audio-video) collections have two (2) major purposes:
A. To support and enrich the curriculum.
B. To provide for personal interests and recreational reading.
Library media centers shall provide a current balanced collection of books, reference materials, periodicals, audio-visual
materials and other media which meets the requirements of the law.
Library media (previously audio-video) materials and equipment shall be organized so students have access to all types of
materials in the LMC's throughout the school day, as well as before and after school. Collections in each building will provide
enough materials to serve most school needs.
Definitions:
A. For the purposes of this policy, a library media center is defined as an area or areas in the school where a full range of
information sources, associated equipment, and services from media staff are accessible to all students and school
personnel.
B. Selection is defined as the decision which must be made to add or delete materials to the library media center collection.
C. Library media center materials are defined as both print and no-print materials purchased by or housed in the school
media center.
The School District of Rhinelander does not discriminate in the selection and evaluation of library media center materials on the
basis of sex, race, national origin, color ancestry, creed, pregnancy, marital status, sexual orientation, handicapping condition, or
physical, mental, emotional or learning disability. Discrimination complaints shall be processed in accordance with established
procedures.
Wis. Stats. Section 118.12
Wis. Stats. Section 121.02(1)(h)
Wis. Admin. Code P.I. 9.03(1)
Title VI, Civil Rights Act of 1964
Title IX, Educational Amendments of 1972
Section 504, Rehabilitation Act of 1973
Wis. Pupil Nondiscrimination Law s. 118.13
D. 4
Board of Education
Program
2531 / Page 1
COPYRIGHTED WORKS
The Board directs its staff to use copyrighted works only to the extent that the law permits. The Board recognizes that Federal
law applies to public school districts and the staff must, therefore, avoid acts of copyright infringement under penalty of law.
In order to help the staff abide by the laws set forth in Title 17 of the United States Code, the Board directs the Superintendent to
provide administrative guidelines regarding the copying and distribution of copyrighted materials for instructional purposes.
17 U.S.C. 101 et seq.
D. 5
Board of Education Students
Property
7540 / Page l
TECHNOLOGY USE
Unless otherwise specified, the following policy shall apply equally to all users. Some users may have additional obligations
based on the nature of their positions and/or access privileges.
The School District of Rhinelander has a combination of local and wide area networks, linking computers in all District facilities
together and providing access to other networks. The purpose of the School District of Rhinelander network is to facilitate
district-wide technological operations and global communication and to promote instructional innovation by facilitating resource
retrieval and information sharing that is consistent with the mission of the School District of Rhinelander and the vision and
goals of the technology plan. The network and the messages transmitted and documents created on it are the property of the
District. The District will supervise the use of such property.
A copy of the technology use policy and guidelines will be provided to each user.
Network
A prerequisite for the use of the network is that each person reads and signs an Acceptable Use Form (AUF). Any use without
this AUF is prohibited. Any use of the network that accesses outside resources must comply with District policy. Fee based
subscriptions to listservs, bulletin boards, and other online services must be pre-approved by the District. The District reserves
the right to monitor system capacity space and limit user access accordingly.
I.
Monitoring and responsibilities for network (including Internet) usage includes the following:
A. The District is responsible for teaching proper techniques and standards for participation, for guiding access to
appropriate sections of the network, and for assuring that users understand that if they misuse the network, they will
lose their usage privilege. Particular concerns include issues of privacy, copyright infringement, e-mail etiquette, and
approved and intended use of all networked resources.
B. Use of digital information should be credited appropriately as with the use of any copyrighted materials. In some cases,
it may be necessary to obtain author's permission before using materials.
C. Users access to and use of the network will be directed and monitored, as are regular educational activities.
D. The network is provided for users to facilitate instruction, perform expected job duties, conduct research and
communicate with others. Independent access to network service is provided to users who agree to act in a responsible
manner. Access entails responsibility.
E.
Network storage areas may be treated like school lockers. Files and communication will be treated confidentially to the
greatest possible extent. However, the Superintendent or his/her designee has the right to monitor the content of these
to ensure educational purpose and responsible use is maintained.
F.
The following are not permitted by any user:
1. Sending or displaying offensive messages or pictures
2. Using obscene language, harassing, insulting or attacking others
3. Damaging network or technology equipment
4. Violating copyright laws
5. Using others' passwords
6. Trespassing in others' folders, work, or files
7. Intentionally wasting limited resources
8. Employing the network for commercial purposes
9. Any use of technology or network for illegal activity
10. Posting anonymous messages
11. Posting personal communication without author's consent
12. Access to sites that are considered pornographic, violent or inappropriate in nature
D. 6
Property
7540 / Page 2
II. The School District of Rhinelander makes no guarantees, implied or otherwise, regarding the reliability of the data
connection. Neither the District nor the Internet provider shall be liable for any loss or corruption of data while using online
services. The School District of Rhinelander will provide filtering (firewall) software to limit access to undesirable sites in
compliance with the Children’s Internet Protection Act (CIPA).
E-Mail
I.
Electronic Mail, otherwise known as E-Mail, is stored information. It is classified as "discoverable information": (public)
and therefore is not confidential. Nothing included in the E-Mail is "off the record". The School District of Rhinelander
has the responsibility to guard records and will implement management systems that ensure, as much as possible, that
confidentiality and privacy are maintained.
II. Employees, students, and others should use the District's E-Mail primarily for school business and for instructional
purposes.
III. Language that may be interpreted as offensive and/or discriminatory should not be included in any online communication.
IV. E-Mail messages should be retained only as long as they serve their purpose and then should be deleted immediately
thereafter. Any E-Mail that must be kept over an extended period of time should be archived.
V. E-Mail attachments will be limited in size and should only be sent if there is an educational or job related purpose.
User's Responsibilities
I.
The content and maintenance of a user's network files and electronic communications are the user's responsibility. The
following general guidelines should be observed:
A.
B.
C.
D.
E.
F.
Use only appropriate language. Do not create or send anything that could not be printed for all to see.
Read and respond only to mail that is intended for you.
Keep messages short and to the point.
To protect your privacy, do not include your home address and phone number in a message.
Delete or archive messages as soon as you have read and responded to them in order to save hard disk space.
School District of Rhinelander staff should check E-Mail at least once each workday.
II. The content and maintenance of user's network storage area is the user's responsibility.
A. Keep files to a minimum. Files should be stored/saved off the network whenever possible.
B. Files are accessible by persons with system privileges so do not maintain anything private on the network.
III. All users will be required to sign an AUF and to abide by District policies. See forms on the following pages.
Sanctions
I.
Violations may result in disciplinary action and/or loss of access.
II. Additional disciplinary action may be determined in line with existing practice regarding inappropriate language or
behavior, harassment, violation of copyright laws, or illegal activity.
III. When applicable, law enforcement agencies may be involved.
D. 7
Property
7540 / Page 3
Security/Passwords
I.
The following security provisions are required:
A. Users will respect the rights, property, and confidentiality of others and will not improperly access, misappropriate or
misuse the files, data, or information of others.
B. Users will not share their account with anyone or leave the account open or unattended.
C. Users will keep all accounts and passwords confidential and not accessible to others.
D. Users will change passwords regularly. Using combinations of letters and numbers is recommended.
E. Users are responsible for making back-up copies of important documents.
F. Passwords will be assigned by the Technology Director designee when completed agreement AUF forms are received
and changed by the user to their personal password.
G. It is recommended that individuals use different passwords for each application accessed.
H. In accordance with the Children Internet Protection Act (CIPA), the District will install Internet filtering and firewall
software to limit access to inappropriate internet sites.
Software
The following precautions are required:
I.
The District will take precautions to prevent virus infected software from damaging the network.
II. The illegal installation of copyrighted software or files for use on District computers is prohibited.
A. Copyrighted Software: Users of software shall abide by the software licensing agreement provided by the software
publisher. Without notice, any equipment on the District's property may be audited for compliance. Software piracy is
the illegal use or possession of copyrighted software and is strictly prohibited.
B. Site Licensed Software: Site licensed software is that which can be used on any equipment at the site for which the
software was purchased. The District’s network administrator can copy this software legally to equipment at the site
belonging to the licensee. Unless permitted by the license, the software shall not be copied to equipment not owned by
the licensee. Before equipment is moved from one site to another, any site-licensed software shall be removed.
C. Network Use Software: Network use software is purchased for use by a limited number of concurrent users. This
software is launched from a server and concurrent use is regulated by server metering software. Unless permitted by
the license, this software shall not be copied off of the server to individual hard drives or storage devices.
D. Single License Software: Single license software shall not be copied to multiple machines or media in violation of the
license agreement.
E. Privately Owned Software: Software owned by individuals in the District may be brought into the District under the
following conditions:
1. The software has a documented instructional purpose
2. User adheres to the licensing agreement for that software.
3. User has registered the software with the software company.
4. The user has registered the software with the District's Technology Director and received permission to load the
software on one workstation only.
5. User will exercise professional judgment in the use of software as it correlates to approved curriculum.
Hardware
Hardware/Software Acquisition Form:
I.
The Director of Technology will review the hardware and software requirements as they relate to the ongoing Information
Technology Plan. Requests will be evaluated for:
A. Compatibility with System
B. Funding Available
C. Applicability to the District long range Information and Technology Literacy Plan
D. 8
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II. Procedural requirements:
A. Complete Hardware/Software Acquisition Form
B. Submit form to administrator for approval and designation of funding source.
C. Submit to Director of Technology.
D. Send approved request form and purchase order form to business department.
III. Hardware Inventory:
A. The technology department will maintain an inventory of computers and peripherals.
B. Technology equipment should not be moved from room to room without notifying the technology department so that an
accurate inventory can be maintained.
Training
It is the responsibility of the District to provide staff training necessary on how to use available technologies and the integration
of information and technology standards into instruction. The School District of Rhinelander will provide training at various
ability and interest levels to meet the individual needs of staff members and help them achieve defined competency levels.
Revised 10/13/03
Revised 02/19/07
D. 9
Board of Education
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Administrative Guidelines
TECHNOLOGY USE
Technology Advisory Committee will be representative of staff throughout the district.
Technology Advisory Committee:
(1)
(1)
(1)
(1)
(1)
(1)
(1)
(1)
Technology Director
District Technician
Grants Representative
EEN Representative
High School Admin. Rep.
Middle School Admin. Rep.
Elementary Admin. Rep.
(2)
(2)
(2)
(3)
(3)
(1)
(1)
(1)
PK-2 Representatives
3-5 Representatives
6-8 Representatives
9-12 Representatives
K-12 School-To-Work Coordinator
Assistant Supt.-Business
Assistant Supt.-Curriculum & Instruction
A. Users will have an opportunity to participate in up to four full days of training.
Training options will include, but not be limited to:
Basic Computer Operations, File Management
Word Processing
Spreadsheet Use
Database Use
Graphics, Draw Programs
Internet, Telecommunications
Ethical Use
Information Searching
Computer Peripherals
Presentation Skills
Web Page Development
Technology Integration of Wisconsin's Standards
Technology Projects
B. Teachers will have an opportunity to participate in training sessions that focus on specific grade levels and curricular
content areas.
C. Termination of Technology Use Due to Resignation, Retirement, or Termination
Upon the resignation, retirement, or termination of employment with the District, the employee will no longer have access
to his/her email account and/or the District’s network. If for any reason an employee is re-hired, returns to a District
position, or is employed in a long-term substitute capacity, an email account will be created and access to the network will
be approved by the Superintendent or his/her designee.
* Parent/student(s), employees, and others who use the District's technology must complete the forms on the following
pages:
D. 10
SCHOOL DISTRICT OF RHINELANDER
"COMMITTED TO EXCELLENCE"
665 COOLIDGE AVENUE - SUITE B
RHINELANDER, WISCONSIN 54501
Telephone (715) 365-9700
Fax (715) 365-9713
Student Acceptable Use of Technology
Dear Parent(s) and/or Guardian(s),
The School District of Rhinelander has made a commitment to provide access to technology for students to better prepare them
for their future. As part of this commitment it is imperative that students agree to use this technology responsibly. It is therefore
necessary to collect important information from you pertaining to technology use for your student(s).
As students are entering grades 6 and 9, the District is asking you and your student(s) to resubmit a newly signed Acceptable
Use Form as a means to renew your student's commitment to responsible use of computer technology that is being provided by
the School District of Rhinelander.
With a signed Acceptable Use Form on file, the access to technology that your student(s) has includes the use of computers and
the District network, software applications for classroom/curricular use, and filtered Internet access. E-mail is available for
student use in some classrooms.
To use District computer technology, a student is required to have a signed acceptable use form on file with the District. Both
you and your student must sign this form. Attached is a copy of the technology use policy for the School District of Rhinelander
and the Parent/Student(s) Acceptable Use Form.
Please read and discuss the attached School District of Rhinelander Policy 6200, Technology Use.
Complete and return the Parent/Student(s) Acceptable Use Form as soon as possible to the school office of your oldest child to
ensure that your student(s) will have access to computer technology at the beginning of the school year. If you have any
questions regarding this form and/or policy please contact Jan Bontz, Technology Director, at 365-9720. Thank you for your
assistance with this matter.
Sincerely,
Technology Director
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
SCHOOL DISTRICT OF RHINELANDER MISSION STATEMENT
To create an environment which provides challenging opportunities for each student to succeed in a changing world.
SCHOOL DISTRICT OF RHINELANDER TECHNOLOGY VISION STATEMENT
It shall be the School District of Rhinelander's vision for the use of technology by students, staff, and community to:
*provide access to information to better prepare for lifelong learning
*enhance productivity in all curricular and administrative areas, and
*maximize learning by presenting curriculum in diverse and integrated ways
D. 11
PARENT/STUDENT(S) ACCEPTABLE USE FORM
I. Student Section (Please fill in the name of each child that attends the School District of Rhinelander)
Student Name:
(Last)(First)
Grade
School
Student Name:
(Last)(First)
Grade
School
Student Name:
(Last)(First)
Grade
School
Student Name:
(Last)(First)
Grade
School
I have read the District Technology Use Policy. I agree to follow the rules contained in this Policy. I understand that if I
violate the rules my account can be restricted, suspended, or terminated and I may face other disciplinary and legal actions.
Student Signature
Date
Student Signature
Date
Student Signature
Date
Student Signature
Date
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
II. Parent or Guardian Section
I have read and agree to the District Technology Use Policy. I understand that this access is designed for educational purposes.
I will supervise my child's use of the system when my child is accessing the system from home. I recognize that some
controversial materials exist on the networks. I hereby release the District, its personnel, and any institution with which it is
affiliated, from any and all claims and damages of any nature arising from my child's use of, or inability to use, the District
system, to the extent provided by law. Claims are not solely limited to those that may arise form the unauthorized use of the
system to purchase products or services.
I will instruct my child regarding any additional restrictions beyond those set forth in the District Technology Use Policy that I
may impose. I will emphasize to my child the importance of following the rules for personal safety.
I certify that the network and certify that the information contained in this form is correct.
Parent/Guardian Name(s)
Parent/Guardian Signature(s)
Date
Home Address
Home Phone
Work Phone
(Please return the agreement to the school that your oldest child attends)
D. 12
COMPUTER USAGE RULES
1.
All students must complete and turn in an Acceptable Use Form
2.
District computers must be used conscientiously; they are intended for educational purposes. Playing games or Internet
chats are inappropriate uses of District computer resources and are not allowed. Misuse or inappropriate use of
technology may result in partial or complete loss of access rights to the computers and the network.
3.
Passwords should never be given to anyone. Do not use another person's password. Do not access or attempt to access
anyone else's password or network files.
4.
Do not change any of the software settings used on the computers. This includes such things as colors, patterns,
backgrounds and options. Changing these settings can interfere with the normal operations of the computer and is
considered vandalism.
5.
Do not load any programs on the computers or attempt to do so. Do not download programs from the Internet unless
authorized to do so by your instructor.
6.
Keep work area clean and tidy. Put things backs when you are finished with them, including keyboards, mice and
chairs. Do not move any equipment around. Report any problems with your computer immediately to your teacher or
support staff.
7.
Print only the work that is related to your assignments. If you wish to print other materials, be sure to check with your
instructor first.
8.
Treat the computers and the network with respect. Vandalism is prohibited. Vandalism is defined as any purposeful
attempt to harm, bypass, or destroy hardware, software and/or data of another user, Internet, or any agencies or other
networks that are connected to the District computer network. Any vandalism will result in the loss of user privileges,
disciplinary actions, and/or legal referral.
9.
Unacceptable use is prohibited. Examples of violations include, but are not limited to:
Attempting to access another user's computer files without permission.
Deliberate, unauthorized attempts to access or use District computers, networks, systems, programs or data.
Manipulation or attempts to manipulate District computer systems, programs or data.
Unauthorized and time-consuming game playing or Internet chats on District equipment.
Copying or attempts to copy software and information that has been copyrighted.
Attempts to interfere with the performance of the networking system and its programs or to tamper with the District's
networking system from another site.
Downloading inappropriate items such as material with references to drugs, alcohol, sex, and/or violence
10. Users should not expect that files stored on District servers and hard drives will always be private. Network
administrators may review files and communications to maintain system integrity and insure that users are using the
system responsibly.
Computing resources are valuable, and their abuse can have a major impact on learning. Computer abuse affects everyone
who uses computing facilities. Please be responsible.
D. 13
EMPLOYEE ACCEPTABLE USE FORM
School or Department______________________________________________________________________
Employee Name: (Last, First
Name____________________________________________Position_________________________________
(Last) (First)
I have read the District Technology Use Policy. I agree to follow the rules contained in this Policy and to appropriately use the network in
performing my job responsibilities. I understand that if I violate the rules, I may face disciplinary action in accord with District policy and
personnel agreements.
Employee Signature______________________________________________Date_____________________
(Return this form Technology Director)
SCHOOL DISTRICT OF RHINELANDER ADMINISTRATIVE TECHNOLOGY VISION STATEMENT
The vision of the Administration in the School District of Rhinelander shall be to integrate and to enhance the use of internal and
external communications and technology, to improve productivity in the management of the organization; and to demonstrate
leadership in the use of changing technology to support the District's overall instructional mission.
D. 14
OTHER USER ACCEPTABLE USE FORM
Name
(Last)
(First)
Address
Phone
I have read the District Technology Use Policy. I agree to follow the rules contained in this Policy. I agree to store my
personal files on disk and not on the network. I will delete my E-Mail weekly. I understand my account may be terminated if my
account is unused for more than 30 days (with the exception of substitute teachers) without notice. I agree to limit my use of my
account to activities related to educational activities. I hereby release the District, its personnel, and any institutions with which
it is affiliated, from any and all claims and damages of any nature arising from my use of or inability to use, the District system,
to the extent provided by law. Claims are not solely limited to those that may arise from the unauthorized use of the system to
purchase products or services
Signature
Date
Guest Account Authorized
By
(System Administrator)
Parent
Substitute
Other
(Return this form to the Technology Director)
Approved on
Revised on
October 23, 1992
March 4, 2002
D. 15
By
Superintendent
School District of Rhinelander Web Page Procedures
World Wide Web Page Creation Guidelines
The availability of Internet access in the School District of Rhinelander provides an educational opportunity for students and
staff to contribute to the School District of Rhinelander's web site on the World Wide Web. It also provides instructional
resources for staff and students.
Communication with parents is a district priority, as is providing quality resources and real world experiences for our students.
Individual classrooms and programs are encouraged to have homepages if the teachers/coordinator of the participating groups
take responsibility for the information.
The creation of a web page provides a means of two-way communication for the purpose of sharing information with the School
District of Rhinelander, and the world, about school curriculum and instruction, school-authorized activities, and other
information relating to our schools and our mission.
The District Web Master (as appointed by the Technology Director) will help staff members design web pages and link them to
the District web site. Creators of web pages need to familiarize themselves with - and practice - the following guidelines and
responsibilities, or pages may not be published.
Content Standards:
All materials placed on the District web site must be in accordance with School District of Rhinelander Policy 6200, Technology
Use. Web site content is the property of the school district rather than of any individual.
Building administrators must be notified when web pages for their school are added to the web site so that they have an
opportunity to review them. The Building Computer Contact Person (BCCP) will also be notified when new web pages are
added to their building's web site.
Goals of Web Site Creation:
Each building's web site introduces visitors to the school. It should provide information regarding the school's mission,
character, offerings to children, and other things that would be of interest to parents and community members.
The building site contains links to other sites on the Internet that support the curriculum and provide resources to those
viewing the site.
The site offers an opportunity for the publishing of students' works to both a local and global audience (i.e. art, music, or
writing, etc.).
The page supports the District's curricular and activity goals.
Subject Matter:
All subject matter on the District web site and their links must relate to curriculum and instruction, school-authorized activities,
or information about the School District of Rhinelander. Staff or student work may be published only as it relates to a class
project, course, or other school-related activity. The District's web site can only be linked to personal web pages if they are
educationally beneficial to students and staff.
Quality:
All work must be free of any spelling or grammatical errors. Documents may not contain objectionable material or point
directly to objectionable material (i.e., material that does not meet the standards for instructional resources specified in other
related district guidelines).
Safeguards:
While district policies and related statutes pertaining to "directory information" may allow the release of some personal data
about students, the district has chosen to establish the following guidelines:
D. 16
Decisions on publishing individual student pictures (digitized or video) are based on the teacher's judgment and signed
permission of the parent or guardian.
Group pictures shall not individually identify students.
Documents shall include only the first name of the student.
Documents shall not include a student's home phone number, address, or the last names of other family members or friends.
Names, work phone numbers, and work e-mail addresses of staff are public information and may be published on the
District web site.
Staff photos may be published on the District web site with staff permission.
Policies:
The following additional policies apply to electronic transmission:
No unlawful copies of copyrighted material may be produced or transmitted via the District's equipment, including its web
server.
All communications via the district web pages must have no offensive content. This includes religious, racial, and sexual
harassment, violence, and profanity.
Technical Standards:
In the interest of maintaining a consistent identity, professional appearance, and ease of use and maintenance, the following
technical standards are established for all School District of Rhinelander web pages. Each web page added to the district web
site must contain certain common elements:
The main page of a staff member's website must contain information regarding when the page was last updated and
indicating the name of the person who is responsible for the creation of the page. A link to that persons district email
address must be included at the bottom of the page.
There must be a link on the main page that returns the user to appropriate points in the District pages. This would normally
be a return to the District home page.
The web page creator will use District software for the web page construction.
The web page creator will avoid using large graphics, distracting animations, tiled backgrounds, dark color combinations,
or other features that will distract the reader and cause the site to download slowly.
The authorized staff member, who is publishing a final web page, will edit and test the document to make sure that it is free
from errors. In addition, the staff member will assume responsibility for updating the page and links as needed.
Pages may not contain links to other pages that are not yet completed. Pages that are "under construction" will not be
permitted.
All major web page updates and revisions will be coordinated through the District Web Master and/or the Technology
Director.
All graphics will be in GIF, JPEG, or PNG format. Other formats, including sound or video, may be used only in special
circumstances and after consultation with the District Web Master or the Technology Director.
Revision of Guidelines:
These guidelines will be evaluated and updated as needed in response to the changing nature of technology and its applications
in the School District of Rhinelander. Because of the need for frequent changes, the Superintendent of Schools may approve
necessary changes and report these changes to the board.
D. 17
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DISTRICT WEB SITE
The Board authorizes staff members and student [Note: END OF CHOICE] to create web pages/sites that will be hosted on the
District’s approved servers and published on the Internet. The web Pages/sites must reflect the professional image of the
District, its employees, and students. The content of all pages must be consistent with the Boards’ Mission Statement and staffcreated web pages/sites are subject to prior review and approval of the Superintendent or designee. Student-created web
pages/sites are subject to Policy 5722 –Student Publications and Production. The creation of web pages/sites must be done
under the supervision of a professional staff member.
The purpose of web sites hosted on District-approved servers is to educate, inform, and communicate. The following criteria
shall be used to guide the development of such web pages/sites:
A. Educate Content provided in the web site should be suitable for and usable by students and teachers to support the
curriculum and the Board's Objectives as listed in the Board's Strategic Plan.
B. Inform Content may inform the community about the school, teachers, students, or departments, including information
about curriculum, events, class projects, student activities, and departmental policies.
C. Communicate Content may provide an avenue to communicate with the community.
The information contained on the District’s web site should reflect and support the District’s Mission Statement, Educational
Philosophy, and the School Improvement Process.
When the content includes a photograph or information relating to a student, the Board will abide by the provisions of Policy
8330 - Student Records.
All links included on the web pages must also meet the above criteria and comply with State and Federal law (e.g. copyright
law, Children's Internet Protection Act).
Under no circumstances is a web site to be used for commercial purposes, advertising, political lobbying, or to provide financial
gains for any individual. Included in this prohibition is fact that no web pages contained on the District’s web site may: (1)
included statements or other items that support or oppose a candidate for public office, the investigation, prosecution, or recall of
a public official, or passage of a tax levy or bond issue; (2) link to a website of another organization if the other web site
includes such a message; or (3) communicate information that supports or opposes any labor organization or any action by, on
behalf of , or against any labor organization. Nothing in this paragraph shall prevent the District’s web site from linking to
news/media outlets (e.g. local newspapers’ web sites, local television stations’ web sites).
Under no circumstances is a staff member-created web pages/site, including personal web pages/site, to be used to post student
progress reports or grades. The Board maintains its own Student Information System (e.g. PowerSchool) that employees are
required to use for the purpose of conveying information to students and /or parents. “Nothing in this paragraph shall prevent a
staff member from using their professional website/page to post class assignments and /or class related materials, and / or turn in
assignments.
If a staff member creates a web page/site related to his/her class, it must be linked from the District website.
If a web page/site contains student personally identifiable information it must be password protected and subject to review and
access by administrative supervisors. Community members, parents, employees, staff, students, and other web site users will
generally be given full access to the sites created pursuant to this policy.
Pages should reflect an understanding that both internal and external audiences will be viewing the information.
School web sites must be located on District-approved servers.
The Superintendent shall prepare administrative guidelines defining the standards for web-site use permissible for the District
D. 18
website use.
Board of Education
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The Board retains all proprietary rights to the design of web sites and/ or pages that are hosted on the District’s approved
servers, absent written agreement to the contrary.
Students who want their class work to be displayed on the Board's web site must abide by the provisions of Policy 5722 –
Student Publications and productions.
Revised 09/28/2009
Revised 03/15/2010
D. 19
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ASSISTIVE TECHNOLOGY AND SERVICES
Students with special needs may need and benefit from assistive technology in order to more fully participate in their
classrooms, homes, communities, and workplaces. Through the use of assistive technology and services, these students will
have the opportunity to become more independent and self-reliant.
The Board expects each Individualized Educational Program (IEP) team to include in their deliberations the use of assistive
technology devices and services to aid students with disabilities. The Board also directs that students who qualify under Section
504 of the Rehabilitation Act be provided with assistive technology devices and services when deemed necessary.
Students demonstrating a need, but not requiring an IEP according to Federal Special Education Regulations, which may
include, but are not limited to, migrant students, homeless students, students living with poverty, and ELL students, will also be
considered and may be eligible for assistive technology devices and/or services on a case-by-case basis, as determined
appropriate and necessary by Student Services Team (SST).
"Assistive technology device" means any item, piece of equipment, or product system, whether acquired commercially off the
shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability.
"Assistive technology service" means any service that directly assists a child with a disability in the selection, acquisition, or use
of assistive technology devices.
The Board encourages the faculty to develop the appropriate skills necessary to effectively access, analyze, evaluate, and utilize
assistive technology resources and assistive technology services.
The Board designates the Superintendent and the appropriate Assistant Superintendent as the administrator(s) responsible for
initiating, implementing, and enforcing this policy and its accompanying guidelines as they apply to the use of assistive
technology and services in the District.
Individuals with Disabilities Act (IDEA) Amendments of 1997
20 V.S.C. 1401
Section 504 Rehabilitation Act of 1973
Assistive Technology Act (P.L. 105 - 394) 1998
Adopted 03/21/05
Revised 11/17/08
D. 20
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ELECTRONIC MAIL
The Board is committed to the effective use of electronic mail (“e-mail”) by all District staff and Board members in the conduct of
their official duties. This policy, as well as any guidelines developed pursuant to it, is intended to establish a framework for the
proper use of e-mail as an official business tool.
When available, the District’s e-mail system must be used by employees for any official District e-mail communications.
Personal e-mail accounts or providers other than the District’s e-mail system may be blocked at any time due to concerns for
network security, SPAM, or virus protection. Furthermore, District staff members are expected to exercise reasonable judgment
and prudence, and take appropriate precautions to prevent viruses from entering the District’s network when opening or
forwarding any e-mails or attachments to e-mails that originate from unknown sources.
District staff may join list servs or other e-mail services (e.g. RSS feeds) that pertain to their responsibilities in the District,
provided these list servs or other e-mail services do not exceed the staff member’s e-mail storage allotment. Staff members are
required to keep their inbox and folders organized by regularly reviewing e-mail messages, appropriately saving e-mails that
constitute a public record or student record and e-mails that are subject to a Litigation Hold, and purging all other e-mails that
have been read. If the staff member is concerned that his/her e-mail storage allotment is not sufficient, s/he should contact the
District’s technology department (IT staff). The Technology Director is authorized to block e-mail from list servs or e-mail
services.
Public Records
The District complies with all Federal and State laws pertaining to electronic mail. Accordingly, e-mails written by or sent to
District staff and Board members may be public records or education records if their content includes personally identifiable
information about a student.
 E-mails that are public records are subject to retention and disclosure, upon request, in accordance with Policy 8310 –
Public Records
 E-mails that are student records should be maintained pursuant to Policy 8330 – Student Records
 E-mails may constitute electronically stored information (“ESI”) that may be subject to a Litigation Hold pursuant to
Policy 8315 – Information Management.
State and Federal law exempt certain documents and information within documents from disclosure, no matter what their form.
Therefore, certain e-mails may be exempt from disclosure, or it may be necessary to redact certain content in the e-mails before
the e-mails are released, pursuant to a public records request, the request of a parent or eligible student to review education
records, or a duly served discovery request.
E-mails written by or sent to District staff and Board members by means of their private e-mail account may be public records if
the content of the e-mails concerns District business, or education records if their content includes personally identifiable
information about a student. Consequently, staff shall comply with a District request to produce copies of e-mail in their
possession that are either public records or education records, or that constitute ESE that is subject to a Litigation Hold, even if
such records reside on a computer owned by an individual staff member, or are assessed through an e-mail account no controlled
by the District.
Retention
Pursuant to State and Federal law, e-mails that are public records or education records, and e-mails that are subject to a
Litigation Hold shall be retained.
Unauthorized E-mail
The Board does not authorize the use of its proprietary computers and computer network (“network”) to accept, transmit, or
distribute unsolicited bulk e-mail sent through the Internet to network e-mail accounts. In addition, Internet e-mail sent, or
caused to be sent, to or through the network that makes use of or contains invalid or forged headers, invalid or non-existent
domain names, or other means of deceptive addressing will be deemed to be counterfeit. Any attempt to send or cause such
D. 21
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7540.06 / Page 2
counterfeit e-mail to be sent to or through the network is unauthorized. Similarly, e-mail that is relayed from any third party’s email servers without the permission of that third party, or which employs similar techniques to hide or obscure the source of the
e-mail, is also an unauthorized use of the network. The Board does not authorize the harvesting or collection of network e-mail
addresses for the purposes of sending unsolicited e-mail. The Board reserves the right to take all legal and technical steps
available to prevent unsolicited bulk e-mail or other unauthorized e-mail from entering, utilizing, or remaining within the
network. Nothing in this policy is intended to grant any right to transmit or send e-mail to or through the network. The Board’s
failure to enforce this policy in every instance in which it might have application does not amount to a waiver of its rights.
Unauthorized use of the network in connection with the transmission of unsolicited bulk e-mail, including the transmission of
counterfeit e-mail, may result in civil and criminal penalties against the sender and/or possible disciplinary action.
The District retains the right to monitor or access any District e-mail accounts at any time. Users should not expect that their
communications sent or received through the District e-mail system will remain confidential and personal.
Authorized Use and Training
Pursuant to Policy 7540.04, staff and Board members using the District’s e-mail system shall acknowledge their review of and
intent to comply with the District’s policy on acceptable use and safety by signing and submitting the ‘Acceptable Use Form’
annually.
Adopted 10/19/09
D. 22
Job Description
Adopted
/s/
Superintendent of Schools
302.1
10/02/00
Revised 05/15/03
Revised 01/13/04
TITLE
QUALIFICATION
Valid Teaching Certificate, relevant training experience, and knowledge of instructional and
administrative technology applications.
REPORTS TO
Technology Director
JOB GOAL
To ensure that the District's investment in technology results in information and technologically
literate students, teachers, and staff. To facilitate the use of technology resources to improve
communication with parents and the community.
PERFORMANCE
RESPONSIBILITIES
Staff Development
1. Design, administer, and analyze an ongoing technological needs assessment for all staff and
selected students.
2. Design and implement staff development on specific software applications, hardware, and
peripherals.
3. Design and implement staff development that focuses on the integration of the State's
Information and Technology Literacy Standards.
4. Provide staff development to special education staff on software and other resources relating
to special needs students.
Information and Technology Classroom Integration
1. Collaborate with teachers to design information and technology-enhanced lessons.
2. Team-teach the information and technology enhanced lessons in the classroom
3. Support and advise classroom teachers on the appropriate use of technology through
modeling activities in the classroom.
4. Advocate, promote, and teach effective technology integration.
5. Collaborate with Library Media Specialists to incorporate the State's Technology and
Informational Literacy Standards into specific curricular areas.
6. Evaluate and select Internet resources for students, teachers, and parents that support the
District curriculum.
7. Maintain and update a database of Internet resources that support and enhance the
curriculum
Assistive Technology
1. Design and implement staff development on the use of assistive technology for students with
special needs.
D. 23
2. Assist in the review and recommendation of appropriate assistive technology resource
(including software, hardware, and other devices)
Website Development
1.
Design and maintain the main website for the School District of Rhinelander that provides
communication and resources to students, staff, parents, and community members.
2. Collaborate with Activities, Human Resources, Pupil Services, Curriculum, and other
programs to create and update individual websites on a regular basis.
Student Leadership and Community Projects
1. Facilitate student led community technology training sessions.
2. Coordinate teams of students in technology skills training and projects.
3. Organize and schedule technological training for various community organizations.
Professional
1. Provide leadership in the integration of information technology standards in all areas of the
curriculum and the instructional practices of the district.
2. Show professional growth by continuing with education, attending conferences, and
workshops, keeping current on new technology developments, reading professional
literature, etc.
3. Take a leadership role in promoting and demonstrating the use of new technologies and
media.
4. Perform any other duties that may be assigned by the Technology Director and or Assistant
Superintendent-Curriculum and Instruction.
5. The employee shall remain free of any alcohol or illegal substance, and shall not use
controlled substances (other than as prescribed) in the work place throughout his/her
employment in the District.
TERMS OF
EMPLOYMENT
EVALUATION
Flexible working days equivalent to standard teaching contract.
In accordance with provisions of the Board of Education's policy on the evaluation of
professional personnel.
D. 24
Job Description
Adopted
/s/
303.1
05/29/01
Revised 05/15/03
Revised 01/08/10
TITLE
Network Administrator
QUALIFICATION
1. Demonstrate knowledge of various computer systems and software applications, i.e. Novell
Networks; GroupWise, Student Information Systems (SIS), Lunch Cashier systems, and
FOLLETT Library Automation.
2. Certified Network Engineer or equivalent.
REPORTS TO
Technology Director
JOB GOAL
To maintain existing technologies and operating systems that support the District's Technology
Plan.
PERFORMANCE
RESPONSIBILITIES
1. Maintain technology equipment and provide technical support for software applications.
2. Perform (or arrange for) repair of all computers and peripherals.
3. Provide backup support and technical training to the Technology
Director, Technology Training Specialist, and the Building Computer Contact Person
(BCCP).Install, configure, maintain, and upgrade various software, hardware, and
networking components.
4. Design and maintain network infrastructure to ensure smooth/secure network operations,
successful back-up routines, and accommodations for expansion.
5. Work with outside consultants on technology-related projects.
8. Communicate technology-related issues and concerns to other members of the Technology
Department and work as a team to resolve these issues.
9. Consult with the Technology Director regarding improvements to administrative,
instructional, and other district-wide technical systems.
10. Perform any other duties that may be assigned by the Technology Director.
TERMS OF
EMPLOYMENT
EVALUATION
This position will be on a twelve-month contract. The Board of Education will determine the
salary and terms of employment.
Performance of this job will be evaluated by the Director of Technology, with input from the
Director of Technology, in accordance with provisions of the Board of Education's policy on
evaluation of support personnel.
D. 25
Job Description
Adopted
/s/
TITLE
305.1
08/14/02
Revised 05/15/03
Revised 07/28/03
Revised 06/22/04
Revised 11/13/08
Revised 01/08/10
Software Support Specialist
QUALIFICATIONS:
Associates Degree, training and/or experience in computer applications or related field.
Three to five years experience working in an automated office environment. Proficiency with office productivity software,
relational databases, web site management and school system software.
REPORTS TO:
Technology Director
JOB GOAL:
Provide support to school staff and administrative staff in PowerSchool, GroupWise, and other noninstructional software applications.
PERFORMANCE:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Function as the Administrator for Power School Student Information System.
Function as the Administrator for WSLS (Wisconsin Student Locator System) and ISES (Individual Student Enrollment
System)
Function as the Administrator for ConnectEd Communication System
Function as the District point of contact for non-instructional software products and work with staff to resolve and
troubleshoot performance issues.
Manage the data bases.
Maintain inventory of hardware and peripherals.
Research emerging non-instructional technologies and provide recommendations for purchase and implementation.
Coordinate requisitions and purchase orders for Technology Department on Skyward.
Work as a liaison between consultants, administrators, and office staff in resolving non-instructional software
management issues.
Provide training and support on Power School software to District personnel and coordinate the use of District
databases between departments and buildings.
Assist District personnel in solving hardware and software issues when technicians are not available.
Assist with updating data on District web site.
Maintain current District technology inventory database and update as needed.
Create GroupWise accounts for new employees. Maintain user accounts as necessary (name changes, positions,
deletions, etc.)
Create user accounts for new and incoming students.
a. Communicate technology-related issues and concerns to other members of the
b. Technology Department and work as a team to resolve these issues.
Perform any other duties that may be assigned by the Technology Director or the Superintendent
TERMS OF
EMPLOYMENT
EVALUATION
This position will be on a twelve-month contract. The School Board will determine the salary and
terms of employment.
Performance of this job will be evaluated by the Director of Technology, in accordance with
provisions of the Board’s policy on evaluation.
D. 26
Job Description
Adopted
/s/
304.1
08/14/02
Revised 05/15/03
Revised 01/08/10
TITLE
Network/PC Support Specialist
QUALIFICATIONS
1. Associates Degree in computer science or other technology-related field.
2. Work-related experience supporting multiple platforms in an educational environment.
3. Demonstrated knowledge of various computer systems and software applications. Knowledge of
Windows Server management and Novell Netware installation & management
REPORTS TO
Technology Director
JOB GOAL
To maintain existing technologies and operating systems that support the district’s Technology Plan.
Perform specialized work in the installation, operation, and maintenance of computer hardware and
software in classrooms, labs, and offices.
PERFORMANCE
1.
Work with the Network Administrator to install, configure, maintain, and upgrade various
software, hardware, and networking components.
2.
Install and configure computer equipment and peripherals.
3.
Perform (or arrange for) repair of all computers and peripherals.
4.
Maintain and repair technology equipment and provide technical support for computer
applications.
5.
Maintain and upgrade network infrastructure (i.e. developing and maintaining IP addresses,
setting up routers, switches, cables, etc.)
6.
Assist the Network Administrator in maintaining network security and data backups.
7.
Assist the Network Administrator in creating and maintaining network user accounts.
8.
Research and solve technical problems with workstation software and network connectivity.
9.
Assist District personnel in solving hardware and software issues.
9.
Communicate technology-related issues and concerns to other members of the Technology
Department and work as a team to resolve these issues.
10. Perform any other duties that may be assigned by the Technology Director.
11. The employee shall remain free of any alcohol or illegal substance, and shall not use controlled
substances (other than as prescribed) in the work place throughout his/her employment in the
District.
TERMS OF
EMPLOYMENT
This position will be on a twelve-month contract. The Board of Education will determine the salary
and terms of employment.
D. 27
EVALUATION
Performance of this job will be evaluated by the Director of Technology, in accordance with
provisions of the Board of Education’s policy on evaluation of support personnel.
D. 28
Job Description
Adopted
/s/
301.1
08/13/97
Revised 05/15/03
TITLE
Building Computer Contact Person (BCCP)
QUALIFICATIONS
1. Working knowledge of computers (hardware, software, and peripherals)
2. Good communication skills
REPORTS TO
Technology Coordinator
JOB GOAL
To serve as a resource person to building staff regarding computer operations and be the first line
of contact for technology-related issues at the building level.
PERFORMANCE
RESPONSIBILITIES
1. Communicates building level problems and issues, which he/she cannot resolve, to the
technology department.
2. Helps to promote positive attitude toward the need for and use of technology in their
building.
3. Assists staff when technical problems occur by trouble-shooting possible causes and
contacting technicians when necessary.
4. Assists with the compliance of Acceptable Use Policy and documentation of the completion
of the Acceptable Use Form.
5. Attends scheduled meetings and training sessions that are designed to meet the needs of the
BCCP. Provides basic training and shares information at the building level.
6. Assists in the installation and implementation of district software applications and the
process to request supplemental software according to board policy.
7. Communicates district level technology initiatives and changes with staff members in their
buildings.
8. Responds to requests from building level staff members in an appropriate time frame.
9. Assists staff members with identifying and ordering the supplies necessary to support their
specific hardware needs.
10. Performs any other duties that may be assigned by the Technology Director.
11. The employee shall remain free of any alcohol or illegal substance, and shall not
use controlled substances (other than as prescribed) in the work place throughout
his/her employment in the District.
TERMS OF
EMPLOYMENT
EVALUATION
This position will follow the school year calendar. The Board of Education will determine salary
and terms of employment.
Performance of this job will be evaluated by the Technology Director in accordance with
provisions of the Board of Education's policy on the evaluation of support personnel.
D. 29
Job Description
Adopted
/s/
33.1
03/24/88
Revised 07/16/02
Revised 05/15/03
TITLE
District Library Media Leader
QUALIFICATIONS
1. Master's degree in Library Media or Information Science
2. A current employee with a valid Wisconsin Department of Public Instruct 901 or 902
licenses as an Instructional Library Media Specialist. Wisconsin Administrative Code: PI
3.07 97)b (required) OR Certification as an Instructional Library Media Supervisor or
equivalent. Wisconsin Administrative Code: PI 3.07 914)(g) (recommended but not
required)
3. At least three (3) years teaching experience and at least one (1) year of experience in the
4. Or, other qualifications as deemed appropriate by the administration.
REPORTS TO
Assistant Superintendent Curriculum and Instruction
JOB GOAL
To provide district-level leadership for the district-wide coordination of all library media
services. The overall purpose of this position is to promote the effective use of media by the
students, administration, and instructional staff so that the education objectives can be
accomplished. Programs that are cooperatively planned and staffed ensure a wise expenditure
of funds and effective use of manpower while still honoring the inherent right of the individual
school to develop its own instructional media program. He/she will work in a staff relationship
with library media personnel, AV and instructional technology staff and Technology Director.
RESPONSIBLITIES
1. A non-voting member of the district’s Language Arts and Social Studies Curriculum
Teams
2.
Coordinates ITL (Information and Technology Literacy) standards with the Curriculum
Office, Curriculum Teams and building Library Media Specialists.
3. Attends elementary grade level meetings, junior high and high school department chair
meetings, and junior high and high school content area department meetings as requested
or deemed necessary.
4. Develops and implements the district’s long range plan for library media services, K-12.
5. Guides the use of new library media technologies throughout the schools
a. Determining where new technologies fit in the instructional program
b. Planning staff development for library media staff, teachers, and administrators
c. Coordinating purchase and installation of computers and related technologies (e.g.
CD-ROM, interactive video, distance learning, electronic communication, library
automation)
6. Facilitating the integration of the many aspects of the library media program into
curriculum in a consistent manner K-12, and in a way that ensures proper articulation for
students as they move from grade to grade and from school to school within the district.
Some of these aspects are:
a. Integrates information literacy skills instruction
D. 30
b.
c.
d.
e.
Integrates the use of printed and audiovisual resources
Integrates the use of computers and electronic media
Integrates broadcast instruction and other distance learning technologies
Integrates and obtains specific information and resources to support teaching,
learning, and staff development.
7. Establishes and maintains library media operations, procedures, or services that ensure
efficiency for faculty and students in all the district's schools.
8. Develops and updates policies that apply to all schools. Examples include:
a. Selection of materials
b. Copyright
c. Interlibrary loan
d. Out-of-district use of materials, equipment, and services sharing resources among
buildings.
e. Use of the Internet
9. Establishes and maintains communication. This includes:
a. Providing information about instructional information and media technology to the
administration, the school board, the public, and state educational agencies.
b. Disseminating information among library media staff - organizing planning meetings
of library media staff from all the buildings.
10. Serves as a member of the District Reconsideration Committee.
11. Verifies and monitors appropriate use, district wide, of state and federal funds related to
areas of library media services, e.g. the Common School Fund, IASA Chapter VI, and
federal/state grants offering library media services.
12. Provides leadership for building level library media staff and faculty. Examples include:
a. Becoming aware of overall district library media staff needs
b. Organizing staff development activities
c. Providing awareness of new methods, procedures, and policies
d. Initiating special projects related to the library media program and guiding them to
completion.
13. General
a. Advises building principals and the Assistant Superintendent for Curriculum &
Instruction on district library media related issues.
b. Attends Board of Education meetings as requested or deemed necessary
15. Other duties as assigned by the Assistant Superintendent for Curriculum & Instruction.
TERMS OF
EMPLOYMENT
1. Selection
a. The Curriculum Office coordinates the selection process. Qualified teachers may
self-nominate or be nominated by all district staff.
b. If there is more than one interested teacher, a ballot will be prepared and sent to all
Library Media Specialists.
c. In the case of three or more, interested teachers, a primary election will be conducted
as described in “b”. The two teachers with the highest number of votes will be on the
final ballot
d. Elections will be held in September
D. 31
e.
Successful candidates will hold the position for a three-year period with an annual
vote of support.
2. Time requirements
a. District Library Media Leader will coordinate informational meetings with
Curriculum Teams to implement the ITL standards into content area curriculum.
b. The District Library Media Leader will chair additional meetings as deemed
necessary, and approved by the Assistant Superintendent for Curriculum &
Instruction.
c. Responsibilities for this job description require a certain amount of time and effort to
fulfill properly, and should not be expected from a person with full time responsibility
for providing library media services at the building level.
3.
Compensation
a. District Library Media Leader shall receive a stipend of 9 times the hourly
chairperson rate in the Teaching Agreement e.g. for one hour of work each month
within the contract day. This is with the understanding that if prep time is lost due to
chairperson responsibilities, the prep time will be made up outside of the contract day.
b. District Library Media Leader will be compensated at the hourly “chairperson” rate in
the Teaching Agreement for supervisor approved additional time necessary to fulfill
responsibilities outside of the chairperson’s teaching contract.
D. 32
Job Description
Adopted
/s/
46.1
03/24/88
Revised 05/15/03
Revised 01/10/11
TITLE
School Library Media Specialist
QUALIFICATIONS
1.
Valid Library Media Specialist certificate (901/902) or equivalent. Preference given for
dual 902/903 or Professional WI license.
2.
A master's degree from a program accredited by the American Library Association
preferred.
3.
Preference given for experience in administering a school Library Media Center (LMC).
4.
Such alternatives to the above qualifications as the Board of Education may find
appropriate and acceptable.
REPORTS TO
Building Principal and Director of Curriculum and Instruction
WORK RELATIONSHIPS
Provides direction to library media paraprofessional(s) who comprise(s) the school library
staff, and, if applicable, volunteers and student assistants. Consults with the building principal
regarding an annual library media professional’s (LMP) evaluation.
JOB GOAL
To provide the leadership and expertise necessary to ensure that the school library media
program (SLMP) is aligned with the mission, goals, and objectives of the school and the
school district, and is an integral component of the learning/instructional program. This goal is
accomplished by:
PERFORMANCE
RESPONSIBILITIES
1.
Ensuring that students and staff are effective users of ideas and information.
2.
Empowering students to be critical thinkers, enthusiastic readers, skillful researchers, and
ethical users of information.
3.
Instilling a love of learning in all students and ensuring equitable access to information.
3.
Collaborating with classroom teachers and specialists to design and implement lessons and
units of instruction, and assessing student learning and instructional effectiveness.
Leader
As a leader, the School Library Media Specialist (SLMS) creates an environment where
collaboration and creative problem-solving thrive. The SLMS is an excellent communicator
who instills enthusiasm in others by making them feel they are important members of a team.
Strong leaders foster an environment of creativity, innovation, and openness to new ideas,
welcoming and encouraging input from others to create consensus. They anticipate future
obstacles and continually retool to meet challenges. The SLMS demonstrates his/her role as a
visible and active leader within the school community, an advocate for the School Library
Media Program (SLMP), and a professional member of the school library community by:
1. Serving on decision-making teams in the school.
2. Taking an active role in school improvement and accreditation activities.
D. 33
3. Benchmarking the SLMP to school, state, and national program standards.
4. Sharing expertise by presenting at faculty meetings, parent meetings, and school board
meetings.
5. Creating an environment that is conducive to active and participatory learning, resourcebasted instructional practices, and collaboration with teaching staff.
6. Sharing with the learning community collaboratively developed and up-to-date district
policies concerning such issues as materials selection, circulation, reconsideration of
materials, copyright, privacy, and acceptable use.
7. Encouraging the use of instructional technology to engage students and to improve
learning, providing 24/7 access to digital information resources for the entire learning
community.
8. Collecting and analyzing data to improve instruction and to demonstrate correlations
between the SLMP and student achievement.
9.
Maintaining active memberships in professional associations; remaining current in
professional practices and developments, information technologies, and educational
research applicable to library media programs.
10. Advocating for library media programs and the guiding principles of the library media
profession; the SLMS is an active, accessible, and informed proponent of the library
media profession by:
• advocating, communicating, and promoting opportunities to improve the
profession;
• maintaining frequent and timely communication to stakeholders through the school
and library website, parent newsletter, e-mail, and other formats, such as local cable
access television, video/audio streaming, and on-demand video/podcasts;
• using local, state, national, and international school library data and research to
engage support;
• writing articles and submitting regular reports providing evidence of what the
library and SLMS do to prepare learners to be successful in the twenty-first
century;
• maintaining an effective public relations program;
• demonstrating a commitment to maintaining intellectual freedom.
Instructional Partner
As an instructional partner the library media specialist (SLMS) works with teachers and other
educators to build and strengthen connections between student information and research needs,
curricular content, learning outcomes, and information resources. The SLMS demonstrates his
or her role as an essential and equal partner in the instructional process by:
1.
Participating in the curriculum development process at both the building and district level
to ensure that the curricula include the full range of literacy skills (information, media,
visual, digital, and technological literacy) necessary to meet content standards and to
develop lifelong learners.
2.
Collaborating with teachers and students to design and teach engaging inquiry and
learning experiences and assessments that incorporate multiple literacies and foster critical
thinking.
D. 34
3.
Participating in the implementation of collaboratively planned learning experiences by
providing group and individual instruction, assessing student progress, and evaluating
activities.
4.
Joining with teachers and others to plan and implement meaningful experiences that will
promote a love of reading and lifelong learning.
5.
Providing and planning professional development opportunities within the school and
district for and with all staff, including other library media specialists.
Information Specialist
As information specialist, the school library media specialist (SLMS) provides leadership and
expertise in the selection, acquisition, evaluation, and organization of information resources
and technologies in all formats, as well as expertise in the ethical use of information. The
SLMS ensures equitable access and responsible use of information by:
1.
In accordance with district policy, developing and maintaining a collection of resources
appropriate to the curriculum, the learners, and the teaching styles and instructional
strategies used within the school community.
2.
Cooperating and networking with other libraries, librarians, and agencies to provide access
to resources outside the school.
3.
Modeling effective strategies for developing multiple literacies.
4.
Evaluating, promoting, and using existing and emerging technologies to support teaching
and learning, supplement school resources, connect the school with the global learning
community, communicate with students and teachers, and provide 24/7 access to library
services.
5.
Providing guidance in software, web-based applications and hardware evaluation, and
developing processes for such evaluation.
6.
Understanding copyright, fair use, and licensing of intellectual property, and assisting
users with their understanding and observance of the same.
7.
Organizing the collection for maximum and effective use.
Teacher
As a teacher, the school library media specialist (SLMS) empowers students to become critical
thinkers, enthusiastic readers, skillful researchers, and ethical users of information. The SLMS
supports students' success by guiding them in:
1.
Reading for understanding, for exposure to diversity of viewpoints and genres, and for
pleasure.
2.
Using information for defined and self-defined purposes.
3.
Building on prior knowledge and constructing new knowledge.
4.
Embracing the world of information and all its formats.
5.
Working with peers in successful collaboration for learning.
6.
Constructively assessing their own learning and the work of their peers.
7.
Becoming their own best critics.
D. 35
Program Administrator
As program administrator, the school library media specialist (SLMS) works collaboratively
with members of the learning community to define the policies of the library media program
and to guide and direct all activities related to it. The SLMS maximizes the efficiency and
effectiveness of the school library media program by:
1.
Using strategic planning for the continuous improvement of the program.
2.
Ensuring that library media program goals and objectives are aligned with school and
district long-range strategic plans.
3.
Using effective management principles, including the supervision of personnel, resources,
and facilities, in developing and implementing program goals and objectives.
4.
Using evidence of practice, particularly in terms of learning outcomes, to support program
goals and planning.
5.
Generating evidence in practice that demonstrates efficacy and relevance of the school
library instructional program.
6.
Conducting ongoing action research and evaluation that creates data that is used to inform
continuous program improvement.
7.
Co-Supervising, training and evaluating support staff, which may include volunteers, and
student assistants.
8.
Preparing, justifying, and administering the library media program budget to support
specific program goals.
9.
Establishing processes and procedures for selection, acquisition, circulation, resource
sharing, inventory, etc., that assure appropriate resources are available when needed.
10. Supervising annual inventory and weeding collections to assure resources are up-to-date
and available when needed.
11. Creating and maintaining in the school library media center a teaching and learning
environment that is inviting, safe, flexible, and conducive to student learning.
12. Selecting and using effective technological applications for management purposes.
13. Participating in the recruiting, hiring, and training of other professionals, library
paraprofessionals, students, and volunteer staff.
14. Arranging for flexible scheduling of the school library media center to provide student
accessibility to staff and resources at point of need.
15. Ensuring equitable physical access to library media facilities by providing barrier-free,
universally designed environments.
ADDITIONAL
PERFORMANCE
RESPONSIBILITIES
1.
The employee shall remain free of any alcohol or illegal substance, and shall not use
2.
Perform any and all other duties as assigned by the Building Principal and/or Director of
Curriculum and Instruction.
D. 36
TERMS OF
EMPLOYMENT
EVALUATION
Current teachers' negotiated agreement.
Performance of this job will be evaluated in accordance with provisions of the Board of
Education's policy and administrative guidelines.
D. 37
Job Description
Adopted
/s/
205.1
08/13/84
Revised 08/28/91
Revised 05/15/03
Revised 09/10/03
TITLE
K-12 Library Media Paraprofessional (LMP)
QUALIFICATIONS
1. High School Diploma or its equivalent.
2. After internal posting, preference will be given to candidates with an associate's degree (or
higher) at an institution of higher education or current Library Media Paraprofessional's
(LMP's) with exemplary annual evaluations.
3. Ability to establish and maintain cooperative working relationships with Library Media
Specialist (LMS), students, building staff and parents.
4. Ability to communicate effectively orally and in writing and follow instructions.
5. Experience working with children or young adults and possesses an interest in and affinity
for direct work with young people.
6. Ability to exercise good judgment in evaluating situations and making decisions that will
facilitate student learning.
7. Ability to perform clerical tasks with limited supervision and assume clerical
responsibility for a major segment of the library's operations. Has the ability to work
independently and cope with continual interruptions.
8. Experience preferred in using office equipment including software programs, computers,
TV's, VCR's, laminators, printers, video/digital cameras utilized by the school libraries.
9. Ability to learn new technologies in connection with the library media center and office
procedures.
10. Such alternatives to the above qualifications as the Board may find appropriate and
acceptable.
REPORTS TO
PERFORMANCE
RESPONSIBILITIES
District Library Leader and Building Principal
1. Prepares purchase orders, reports, bibliographies, forms, correspondence, catalog cards,
and other appropriate materials.
2. Assists District Library Leader with preparing long-range plan for the department,
gathering usage statistics and preparing department reports.
3. Follows appropriate procedures for acquisition, receipt and unpacking of media materials.
4. Maintains budget using bid pricing strategies, verifies and troubleshoots monthly billing
and receiving records.
5. Provides centralized cataloguing for K-12 library automation systems; retrieves or creates
MARC records under the guidance of the building LMS and the District Library Leader.
D. 38
6. Maintains and circulates K-15 LMS professional collection.
7. Bar codes, labels and prepares for circulation all K-12 library materials.
8. Forwards building LMP inquiries to the appropriate LMS or the District Library Leader.
9. Labels and keeps records of equipment inventory. Arranges for movement/repair as
needed.
10. Upon request, assists in inventory of library materials and identification of materials or
discard, following the policy.
11. Attends appropriate meetings relevant to library media services.
12. Provides clerical assistance to the District Library Leader and K-12 LMS in preparation of
documents integrating Information and Technology Standards.
13. Produces materials that promote reading under the guidance of the LMS and District
Library Leader.
14. Performs other related tasks as assigned by media specialist or District Library Leader.
controlled substances (other than as prescribed) in the work-place throughout his/her
TERMS OF
EMPLOYMENT
EVALUATION
36 weeks. Salary and terms of employment to be established by the Board of Education.
Performance of this job will be evaluated annually in accordance with provisions of the Board
of Education's policy on evaluation of support personnel.
D. 39
Job Description
Adopted
/s/
206.1
09/20/85
Revised 09/03/91
Revised 07/20/95
Revised 05/15/03
Revised 09/22/06
Revised 05/02/11
TITLE
Library Media Paraprofessional (LMP) (K-5; 6-12)
QUALIFICATIONS
1. High School Diploma
2. After internal posting, preference will be given to candidates with an associate's degree (or
higher) at an institution of higher education or current LMP's with exemplary annual
evaluations.
3. Ability to establish and maintain cooperative working relationships with Library Media
Specialist, students, building staff and parents.
4. Ability to communicate effectively orally and in writing and follow instructions.
5. Experience working with children or young adults and possesses an interest in and affinity
for direct work with young people.
6. Ability to exercise good judgment in evaluating situations and making decisions that will
facilitate student learning. Possess effective communication and judgment skills, planning
and human relations skills, and will be required to work under periods of stress due to the
level of the position responsibility.
7. Ability to perform clerical tasks with limited supervision and assume clerical
responsibility for a major segment of the library's operations. Has the ability to work
independently and cope with continual interruptions.
8. Experience preferred in using media equipment and software, including library catalog
and databases, computers, TVs, VCRs, laminators, printers, video/digital cameras utilized
by the school libraries.
9. Ability and willingness to learn new technologies in connection with the library media
center and office procedures.
10. Such alternatives to the above qualifications as the Board may find appropriate and
acceptable.
REPORTS TO
Through the Library Media Specialist to the Building Principal
JOB GOAL
To assist the Library Media Specialist in helping students become effective users of ideas and
information and supporting goals for students to be critical thinkers, enthusiastic readers,
skillful researchers, and ethical users of information.
PERFORMANCE
RESPONSIBILITIES
Direct Service
1. Under the direction of the LMS and/or classroom teacher, LMP will build and strengthen
connections between student information and research needs, curricular content, learning
outcomes, and information resources. At elementary level, provide a forty-five (45)
minute class preparation time for each classroom teacher, preceded by directions for
supplemental activities obtained from either the Library Media Specialist or classroom
D. 40
teacher. This prep time is a library skill reinforcement time which may consist of reading
literature, supplemental activities and reinforcing various library media and technology
standards taught by the teacher or LMS.
2. Reinforce instruction in the function of the electronic catalog, information and online
resources. Assists students in determining the appropriate use of subject, keyword, author,
title, and Boolean searches.
3. Help students with independent book selection based on their reading level; be familiar
and knowledgeable regarding the district’s assessment results for tier level reading
interventions; support individual and large group projects. Offer basic guidance to
students in book selection, use of electronic databases, computers and technology
equipment.
4. Supervises the behavior of library users. Follows all guidelines.
Clerical and Technical
1. Uses the automated circulation system to check-in and check out materials to students and
staff.
2. Responsible for shelving using the Dewey Decimal Classification System (DDCS) and
alphabetical order. Responsible for shelf-reading, cleaning, and straightening of library
media materials.
3. At secondary level, assists Library Media Specialist with preparing purchase orders and
maintaining budget records.
4. Arranges library media facilities, shifts collections and labels shelves according to
guidelines determined by the Library Media Specialist. Maintains neat and attractive
appearance of the library media center and promotes reading by creating attractive
displays, posters, or bulletin boards.
5. At the elementary level, following centralized cataloging of library media materials,
stamps and attractively displays instructional materials in the LMC.
At secondary level, performs preliminary automated cataloging for newly acquired
materials using cataloging software.
6. Assists in inventory of library and audiovisual materials. Identifies materials for discard
under the direction of the LMS. Also, recommends to the Library Media Specialist
materials that need to be rebound and/or replaced instructional activities for students, as
appropriate.
7. Follows procedure to rebind and discard library media materials.
8. Makes simple repairs on damaged books and other instructional materials.
9. Prepares lists and pull carts of materials for teachers as requested/approved by the Library
Media Specialist.
10. Arranges for interlibrary loans and maintains loan records.
11. Prepares current magazines for shelving and maintains the back-issue stacks according to
the LMS guidelines.
12. Schedules use of technology equipment, computer labs, and wireless carts. Delivers and
services equipment as appropriate. Recharges batteries, empties memory cards and
prepares circulating equipment for the next patron.
D. 41
13. Forwards requests for classroom visits and use of the LMC to the Library Media Specialist
and forwards teacher requests for new materials to LMS for consideration.
14. Prepares overdue lists, collects and records receipt of payment for lost or damaged
materials.
Professional Responsibilities
1. Demonstrates a helpful, courteous attitude toward all patrons and individually assists them
as needed. Helps to maintain a friendly and cooperative atmosphere for students and
faculty.
2. Maintains professional appearance and behaves in a manner appropriate to a public
setting.
3. Performs reliably, dependably with a good record of attendance, punctuality, flexibility
and time management.
4. Attends meetings recommended by the LMS with principal approval; attends K-5 LMS
meetings.
Special Requirements
Essential duties require the following physical skills and work environment.
 Ability to sit or stand for periods of up to 60 minutes
 Ability to frequently crouch, squat, bend, kneel, stoop, stand and walk
 Ability to push and pull carts of up to 70 pounds
 Ability to lift and move objects weighing up to 50 pounds
 Qualified candidate will be required to use hands to finger, handle or feel objects, tools
or controls, and to talk and hear
 Have specific vision abilities, to include close vision, color vision, and the ability to
adjust focus
 Ability to use audio/visual equipment and office equipment including computers,
telephones, calculators, copiers, laminators, binders, and FAX machines
Other
Performs other library media duties as assigned by library media specialist.
Performs other duties as assigned by the principal following consultation with library media
specialist whenever possible.
The employee shall remain free of any alcohol or illegal substance, and shall not use controlled
substances (other than as prescribed) in the work place throughout his/her employment in the
District.
TERMS OF
EMPLOYMENT
EVALUATION
36 weeks. Salary and terms of employment to be established by the Board of Education.
Performance of this job will be evaluated annually in accordance with provisions of the Board
of Education's policy on evaluation of support personnel.
D. 42
Appendix E
Budget
E.1
Projected Budget for Information and Technology Plan
Projected Expenditures
CITP
Goal.Obj.
eRate
X
X
X
X
X
2011-2012
School Year
2012-2013
2013-2014
55,430
3,050
55,430
3,050
55,430
3,050
6,000
6,000
6,000
UFAR
435
Educational Software Procurement (Web Based or Site License)
Digital Video Library (Learn 360)
435
Online Search Tool and Curriculum Content (NetTrekker, BrainPop)
---3,10,18
3,7,10,13,
15,18
435
Web Based Assessment Software (NWEA, Project Foundry, Survey
Monkey, New ITL Assessment)
1,2,4,21
10,000
10,000
10,000
435
435
Instructional Software Licenses (WisCareers, Tumblebooks, A-Z,
Enchanted Learning, NAV101, *iknowthat, *Study Island, *iwl)
Virtual Learning Opportunities (Odysseyware, Moodle 2.0)
19
3,7,10
15,480
15,000
15,480
15,000
15,480
15,000
431-439
Online Research (ABC-CLIO, Ancestry, JSTOR, Gale databases,
LibGuides, TurnItIn, Voicethread, Grolier encyclopedias)
11,13,16
5,900
5,900
5,900
99,525
11,500
53,100
3,000
7,425
4,400
98,525
11,500
53,100
3,000
7,425
4,400
98,525
11,500
53,100
3,000
7,425
4,400
2,300
1,800
11,000
5,000
2,300
1,800
11,000
4,000
2,300
1,800
11,000
4,000
358
358
358
358
358
Network Connections/Communication
Internet Service Provider (WiscNet)
Fiber Leasing (Charter)
TEACH Data Line
Alert Now
Student eMail (Gaggle)
358
358
358
358
Web Hosting - CMS (Content Management System)
Work Order Management Software (IT Direct)
Internet Filtering (Lightspeed)
Curriculum Mapping Software (CMS4Curriculum)
14,15
14,15
14,15
16, 10, 21
3,7,10
1,3,7,8,9,10,15,
16,17, 20
17
14,15,20
1,3,9,10,17
E.2
460
551
569,460
Hardware, Facilities & Networking
Equipment Components, Adapters, Cables, etc.
Library Media Computers (meeting CSF criteria)
Servers, Switches, Routers (Est cost for Virtualization?)
6,14,15,18
1,6,11,15,20
3,6,14,
15,18,20
200,000
26,000
9,000
184,000
26,000
8,000
184,000
26,000
8,000
50,000
50,000
50,000
569
Peripherals (Probes, Sensors, Media-enhanced SmartBoards,
Projectors, Cameras, Digital Video Cameras,etc.)
1,6,12,15
20,000
20,000
20,000
569
569,460
Replacement Computers, LCD monitors
Wireless Networks - Crescent, Pelican and NCES. Upgrades
6,15,18
6,14,15
60,000
35,000
60,000
20,000
60,000
20,000
123,035
116,435
116,435
6,14,15,22
14,15
17,21
14,15
14,15
14,15
60,000
10,710
14,000
2,025
8,000
3,500
60,000
10,710
14,000
3,425
0
3,500
60,000
10,710
14,000
3,425
0
3,500
480
Operation, Maint, Upgrade
Consultation, Maintenance and Support - Heartland, Skyward, One
Prospect
Anti-Virus, Firewall, Spam Filter (Sophos, Sonic Wall, Baracuda)
Student Information System (PowerSchool)
Remote Access to Network Resources (CITRIX)
Network Operations License (Novell or alternatives)
Network Management License (Aristotle)
Software Applications Licensing ( i.e. Microsoft OS Campus
Agreement.)
15,17
20,000
20,000
20,000
480
Library Media Software & Maintenance License (Destiny, WiLS)
10, 15, 18
4,800
4,800
4,800
24,250
25,250
22,250
15,000
15,000
15,000
4,000
7,000
4,000
4,000
2,000
2,000
310
480
480
480
480
480
Professional Development
Teacher Training (Subs, CIC pay)
344
Conferences, Workshops
344
Technician Training/ Certification (i.e.SMART certified)
2,3,7,8,12,13,1
5,21
1,7,8,10,15,18,
21,22
3,10,11,15,17,1
8,21,22
E.3
342,344
942
942
Conferences, Workshops (Library Media)
Professional Dues (Technology - ISTE, WEMTA)
Professional Dues (Library Media - ALA)
1, 11,23
16,19
750
250
750
250
750
250
23
250
250
250
884,189
910,715
938,036
254,198
261,824
269,679
182,553
188,030
193,670
259,638
267,427
275,450
Human Resources
s
100'
200's
1,2,3,4,5,6,7,8,
9,10,11,12,13,1
4,15,16,17,18,2
0,21,21
Technology Trainer, Network Administrator,
Technicians, Building Support People (Salary)
Technology Trainer, Network Administrator,Technicians, Building
Support People (Fringes)
1,2,3,4,5,6,7,8,
9,10,11,12,13,1
4,15,16,17,18,2
0,21,21
100's
Library Media Leader, Library Media Specialists, Library Media
Support Staff (Salary)
1,3,4,5,6,7,8,9,
10,11,12,13,14,
15,16,18,20,23
200's
Library Media Leader, Library Media Specialists, Library Media
Support Staff (Salary)
1,3,4,5,6,7,8,9,
10,11,12,13,14,
15,16,18,20,23
187,800
193,434
199,237
8,13,14
8,11,13,14
108,170
4,700
3,470
108,170
4,700
3,470
108,170
4,700
3,470
1,10,11,13,
15,16
100,000
100,000
100,000
1,494,599
1,498,525
1,522,846
Other
411,413,415 Technology Supplies and Materials
411,413
Library Media Supplies and Materials
430's
Library Media Collection Development & Resources
Total
E.4
Projected Funding Sources
District General Budget
District Technology Budget
District Library Budget
eRate
Common School Fund
450,000
850,000
7,500
70,003
93,524
450,000
850,000
7,500
70,003
93,524
Note. Some CITP objectives may not require a financial expenditure.
E.5
450,000
850,000
7,500
70,003
93,524

and Technology Plan - School District of Rhinelander

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